Authors such as Eric Wolf argued that political economy and colonialism should be at the forefront of anthropology. More generally, criticisms of structuralism by Pierre Bourdieu led to a concern with how cultural and social structures were changed by human agency and practice, a trend which Sherry Ortner has referred to as 'practice theory'. One example is Douglas E. Foley's Learning Capitalist Culture (2010), in which he applied a mixture of structural and Marxist theories to his ethnographic fieldwork among high school students in Texas. Foley analyzed how they reach a shared goal through the lens of social solidarity when he observed "Mexicanos" and "Anglo-Americans" come together on the same football team to defeat the school's rivals. However, he also continually applies a marxist lens and states that he," wanted to wow peers with a new cultural marxist theory of schooling." Some anthropological theorists, however, while finding considerable fault with Lévi-Strauss's version of structuralism, did not turn away from a fundamental structural basis for human culture. The Biogenetic Structuralism group for instance argued that some kind of structural foundation for culture must exist because all humans inherit the same system of brain structures. They proposed a kind of neuroanthropology which would lay the foundations for a more complete scientific account of cultural similarity and variation by requiring an integration of cultural anthropology and neuroscience—a program that theorists such as Victor Turner also embraced. In literary criticism and theory In literary theory, structuralist criticism relates literary texts to a larger structure, which may be a particular genre, a range of intertextual connections, a model of a universal narrative structure, or a system of recurrent patterns or motifs. The field of structuralist semiotics argues that there must be a structure in every text, which explains why it is easier for experienced readers than for non-experienced readers to interpret a text. Everything that is written seems to be governed by rules, or "grammar of literature", that one learns in educational institutions and that are to be unmasked. A potential problem for a structuralist interpretation is that it can be highly reductive; as scholar Catherine Belsey puts it: "the structuralist danger of collapsing all difference." An example of such a reading might be if a student concludes the authors of West Side Story did not write anything "really" new, because their work has the same structure as Shakespeare's Romeo and Juliet. In both texts