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Listening to people: A practical guide to interviewing, participant observation, data analysis, and writing it all up By AnnetteLareau, Chicago: University of Chicago Press. 2021. pp. 333. $23.00 (paperback). ISBN: 9780226806433 Anthropology & Education Quarterly (IF 1.4) Pub Date : 2024-09-13 Meredith Bittel
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“The school bus was everything.” Seeking distinction in Kenya's education system Anthropology & Education Quarterly (IF 1.4) Pub Date : 2024-09-09 Elizabeth Cooper
Kenya's secondary schools are active sites of intensifying inequalities among young people, producing different kinds of subjectivities. Drawing from interview data with school graduates, I consider how young people discern the value of their education according to material resources, like new school buses and buildings. These concerns indicate students' distrust of education as intrinsically beneficial
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Unsettling choice: Race, rights, and the partitioning of public education By UjjuAggarwal. Minneapolis: University of Minnesota Press, 2024. 179 pp. Anthropology & Education Quarterly (IF 1.4) Pub Date : 2024-08-22 Lily Eskelsen Garcia
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Resetting a heartbeat: Cultural transmission and holistic learning through Alaska Native dance Anthropology & Education Quarterly (IF 1.4) Pub Date : 2024-08-22 David E. K. Smith
I examine the educational properties of Iñupiaq songs and dances showing how they convey critical cultural knowledge, practical skills, and teach the value system of the Iñupiaq people. The practice of Alaska Native dance, a fundamental pedagogical strategy, was limited for 100 years by oppressive colonial forces. Framed in revitalization efforts, I argue for working against this loss through including
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Decolonial refusals: Ethnographic writing from the postperiphery Anthropology & Education Quarterly (IF 1.4) Pub Date : 2024-08-02 Gregory Stephens
Decolonial refusals theory, forged through fieldwork in Puerto Rico, is used to question “conceptual disjunctures” in binary views of center‐periphery relations. Grad students here are not merely voices from the margins, as seen from the imperial north. Their autoethnographies may be dispatches from the frontlines of an epistemic rebellion. But seen from the south, their writings are regenerative forms
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Knowing silence: How children talk about immigration status in school By ArianaMangual Figueroa, Minneapolis, London: University of Minnesota Press, 2024 Anthropology & Education Quarterly (IF 1.4) Pub Date : 2024-07-29 Monica A. Velarde
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Illustrating the experiences of students with learning disabilities in higher education: Comics‐based representation of fieldwork findings Anthropology & Education Quarterly (IF 1.4) Pub Date : 2024-07-29 S. V. Chetan
Comics‐based /arts‐based research is increasingly employed in anthropology and other social science disciplines. As part of my ongoing doctoral research on the experiences of young adults with learning disabilities in India, I have engaged in researcher‐produced drawings/comics to depict my fieldwork findings. In this paper, I present three single‐panel comics that illustrate experiences of “the invisibility
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Museums, children and social action: Past, present and future By S. E.Shaffer, London: Routledge. 2024. 185 pp. Anthropology & Education Quarterly (IF 1.4) Pub Date : 2024-07-29 Evan A. Lopez
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Dilemmas of vulnerability in Indian education NGOs: Neoliberal subjectivity, emotions, and class‐based employment hierarchies in Delhi Anthropology & Education Quarterly (IF 1.4) Pub Date : 2024-07-09 Rich Thornton
Neoliberal discourse seems to simultaneously demand Delhi's education NGOs to foreground social emotional learning that promotes emotional vulnerability and requires educational leaders to passionately present as “resilient” entrepreneurs who must not let emotions influence their capacity to lead. This article ethnographically analyzes the relational dynamics in these NGOs and argues that the complexity
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Decolonizing study abroad through the identities of Latinx students: A manifesto to reclaim identities and heritage By G. SueKasun, BethMarks, and JuliánJefferies, London: Routledge, Taylor & Francis Group. 2024. pp. 124. $66.99. ISBN: 9781032335414 Anthropology & Education Quarterly (IF 1.4) Pub Date : 2024-05-31 Allison Goldman
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Learning without lessons. Pedagogy in indigenous communities By DavidLancy, New York: Oxford University Press. 2024. 280 pp. $90.00 (hardback). ISBN: 9780197645598 Anthropology & Education Quarterly (IF 1.4) Pub Date : 2024-05-22 Thomas S. Weisner
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Family language policy: Children's perspectives By SoniaWilson, New York: Palgrave Macmillan Cham. 2020. pp. 200. USD $54.99 (Hardcover). ISBN: 978‐3‐030‐52436‐4 Anthropology & Education Quarterly (IF 1.4) Pub Date : 2024-05-20 Laxmi Prasad Ojha
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Learning the party line: The paradox of politics and Cambodian schools Anthropology & Education Quarterly (IF 1.4) Pub Date : 2024-05-11 Jennifer Estes
This article examines the paradoxical relationship between state schools and political parties in Cambodia. To gain electoral support, the ruling Cambodian People's Party controls donations to schools, teachers' behavior, and extracurricular activities. Yet schools simultaneously provide spaces for youth to develop a generational identity that encourages skepticism of the party. I suggest that focusing
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German teachers' pilgrimage to an Israeli Holocaust Memorial: Emotions, encounters, and contested visions Anthropology & Education Quarterly (IF 1.4) Pub Date : 2024-05-09 Lance Levenson, Friederike Lorenz‐Sinai, Fabian Kessl, Julia Resnik
Drawing on anthropological conceptions of pilgrimage, our ethnography of professional development at an Israeli Holocaust Memorial follows German teachers on journeys to Israel. Seeking transformative and transferable experiences to combat anti‐Semitism in schools, teachers experienced the voyage as a secular pilgrimage rooted in Christian traditions of guilt, confession, and absolution. As teachers'
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Anthropology and education in a more‐than‐human world: Reflections on a study of infant retrievals and the acquisition of social rank in baboon “nursery school” Anthropology & Education Quarterly (IF 1.4) Pub Date : 2024-04-30 Perry Gilmore
Drawing on a more‐than‐human world perspective for anthropology and education, I (re)examine a study of juvenile baboon social learning conducted almost 50 years ago. Major scientific disciplinary twists and turns over the decades are examined in order to (re)interpret specific affiliative behaviors, communicative events and public performances. I identify and describe a “Baboon Nursery School” participation
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From the classroom to the kitchen: Embodying identity in NYC Anthropology & Education Quarterly (IF 1.4) Pub Date : 2024-04-25 Kristina Baines, Jackeline Alvarez
Attending college, for many immigrant families, is a critical step in achieving the American Dream. This essay, written as a reflection and response between professor and student, explores the conflicting messages young community college students negotiate and process as they move through the City, revealing how knowledge learned in the college classroom is imbued with value beyond that knowledge that
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A note from the editorial team Anthropology & Education Quarterly (IF 1.4) Pub Date : 2024-04-23 Brendan H. O'Connor, Jill Koyama, Shannon Vakil, Katie Clones
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Critical youth research in education: Methodologies of praxis and care By Arshad I.Ali and Teresa L.McCarty, New York: Routledge. 2020. 279 pp. $190 (hardcover). ISBN: 978‐0‐367‐23001‐2 Anthropology & Education Quarterly (IF 1.4) Pub Date : 2024-03-21 Ana Isabel Terminel Iberri
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Applying anthropology to general education: Reshaping colleges and universities for the 21st century By Jennifer R.Wies, Hillary J.Haldane (Eds.), New York: Routledge. 2022. pp. 212. £38.99 (Paperback). ISBN 9780367642181, £130.00 (Hardback). ISBN 9780367642143, £29.24 (eBook). ISBN 9781003123453 Anthropology & Education Quarterly (IF 1.4) Pub Date : 2024-03-19 Hardianto Hitimala, Irma Yunita
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Letting play bloom: Designing nature‐based risky play for children By LollyTai, Philadelphia: Temple University Press. 2022. 247 pp. $50.00 (hardback). ISBN: 9781439921791 Anthropology & Education Quarterly (IF 1.4) Pub Date : 2024-03-16 Tipsuda Chaomuangkhong
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School worlds: An ethnographic study By AnuradhaSharma, New Delhi: Sage Publications. 2016. 217 pp. $895 (Hardback). ISBN: 9789351509189 Anthropology & Education Quarterly (IF 1.4) Pub Date : 2024-03-04 Nikhita Jindal
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Correction to Centering knowledge production: A matter of historical memory Anthropology & Education Quarterly (IF 1.4) Pub Date : 2024-02-05
Levinson, Bradley A. 2023. “Centering Knowledge Production: A Matter of Historical Memory.” Anthropology & Education Quarterly 54 (3): 207–225. https://doi.org/10.1111/aeq.12473. The 4th and 5th paragraphs of the article should have read: Since some have wondered why the address was never published in the accustomed fashion, it remains only to give the details of how this current publication came to
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Accountable to whom? Relational accountability in social research Anthropology & Education Quarterly (IF 1.4) Pub Date : 2024-01-25 Arshad I. Ali, Rachel L. Talbert
This paper explores research in the always already colonized spaces of academia with people in what is now the United States. In research projects, Wilson (2008) reminds us to begin with community relationships. Through ethnographic work, we trouble the idea of beginning research via local powerbrokers, who may privilege particular narratives and individuals. We offer reflections reconsidering power
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Disillusionment and hope with transnational mothers: Avenues of change in education through acompañamiento Anthropology & Education Quarterly (IF 1.4) Pub Date : 2024-01-22 Ana Contreras
This critical ethnographic study explores a participatory action research group consisting of Latin American immigrant mothers seeking to involve their community in school decision-making. Drawing from pedagogies of acompañamiento, I describe how the mothers responded to decision-making challenges and leveraged reflections on their struggles to co-create knowledge and belonging. I demonstrate how their
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“Our Action Plan was Completely Changed”: Adapting, surviving, and collaborating through participatory action research during the Covid-19 pandemic Anthropology & Education Quarterly (IF 1.4) Pub Date : 2023-11-16 Aurora Santiago Ortiz
This article discusses a participatory action research (PAR) team's response and adaptation to the COVID-19 pandemic amid multiple crises in Puerto Rico. Drawing on an ethnographic study of a PAR collaboration, the article: 1) examines four key dilemmas that emerged during the study, 2) emphasizes the significance of reciprocal partnerships anchored in solidarity, and 3) underscores the vital role
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Talking to and around children: Socializing learners, participants, and speakers in an urban Zapotec community Anthropology & Education Quarterly (IF 1.4) Pub Date : 2023-10-30 Nadxieli Toledo Bustamante
This article examines caregivers' everyday language choices and interactions with children in an urban Zapotec community in Mexico, where Diidxazá is being displaced by Spanish in everyday use. It argues that caregivers' language choices and interactions get entangled in complex ways with the socio-cultural organization of everyday life and with local pedagogies and understandings of children's development
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Accumulated funds of knowledge among privileged Maasai: An emphasis on virtues and morals in parenting practices Anthropology & Education Quarterly (IF 1.4) Pub Date : 2023-10-05 Serah Shani
Indigenous knowledge systems evolve and sometimes can be repurposed to address the challenges of living in an interconnected world. Despite the impact of globalization and the spread of Western ideas, such knowledge systems can still play a vital role in Indigenous societies. This ethnographic research examines the moral values and virtues college-educated Maasai parents instill in their children,
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(Un)disciplined emotion and the research process Anthropology & Education Quarterly (IF 1.4) Pub Date : 2023-09-21 Caitlin I. Brecklin
In this Reflection From the Field, I use an emotionally difficult interview and related public observations to unpack the place of emotion in qualitative research. I argue that emotion, both researchers' and participants', should be considered in two ways: as a research tool and as a human experience. I conclude with a call for greater attention to emotions even in research on topics that do not seem
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Resisting exclusion: DACAmented Latinx youth workers' facultad and conocimiento in community-based educational spaces Anthropology & Education Quarterly (IF 1.4) Pub Date : 2023-09-19 Julissa Ventura
Youth workers in community-based educational spaces often take on multiple roles in supporting young people such as mentors, cultural brokers, and educators. Youth workers' knowledge and expertise, however, are still undervalued in education. This article draws on a community-based ethnography with DACAmented Latinx youth workers to highlight how their personal experiences with immigration and education
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Expanding student access to field experiences: Virtual ethnographic field schools Anthropology & Education Quarterly (IF 1.4) Pub Date : 2023-09-14 Barry J. Lyons
New and newly widespread communications technologies make it possible for students to enjoy many of the benefits of an ethnographic field school with less commitment of money and time, thereby expanding access to a valuable cross-cultural research experience. This article reflects on the challenges, successes, limitations, and lessons learned from Wayne State University's Virtual Ethnographic Field
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The mess in the middle: Portraying the unrecorded purposeful labors of care that emerge throughout multimodal ethnographic methods and researcher peer support Anthropology & Education Quarterly (IF 1.4) Pub Date : 2023-09-11 Katie Scott Newhouse, Catherine Y. Cheng Stahl, Shoshana Gottesman-Solomon, Kyle M. Oliver, Lucius Von Joo
In this “Reflections from the Field,” we describe and interrogate our ongoing engagements with designing, conducting, and documenting multimodal field research as early-career ethnographic education researchers. Our Multimodal Scholarship Working Group engages with content across media and multimodal methods to promote collaboration and support. This approach helps our community of emerging scholars
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Contesting educational imaginaries at the intersection of migration and transnational development in Guatemala Anthropology & Education Quarterly (IF 1.4) Pub Date : 2023-09-04 Briana Nichols
Drawing on 18 months of ethnographic engagement in Guatemala with Indigenous youth, local community organizations, and transnational nongovernmental organizations, this article examines how young people imagine and work toward alternative futures at the intersection of extensive migration and a developmentalist push for educational attainment. I show how, within the development infrastructures generated
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Exploring the figured worlds of mindfulness and teaching Anthropology & Education Quarterly (IF 1.4) Pub Date : 2023-09-01 Sophia Diamantis, M. Elizabeth Graue, Evan Moss, Lisa Flook
In the high-pressure world of education, mindfulness practices have been offered to help teachers and students to handle stress and manage their emotions. Here we describe how two fifth-grade teachers experienced a mindfulness intervention, using the construct of figured worlds. We explore how they negotiated mindfulness in their practice, illustrating the power of an anthropological look at a typically
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Constructing Latinidad as a constrained credential: Anti-Blackness and racialized inequities in a majority Latinx middle school Anthropology & Education Quarterly (IF 1.4) Pub Date : 2023-08-28 Rebeca Gamez
From data gathered during 18 months of ethnographic fieldwork, this paper unpacks the implications of five ethnographic examples describing interactions between educators and students at New Horizons, a majority Latinx middle school, to demonstrate that the circulation of racialized “good Latinx” narratives legitimates differential allocation of limited school resources between those imagined as falling
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Navigating the nexus of subjectivity and trust in researcher/participant relationships Anthropology & Education Quarterly (IF 1.4) Pub Date : 2023-08-28 Janice Kroeger, Holli Vah Seliskar
We describe our decision points to disclose parts of our personal selves while building trust with vulnerable populations in schools during ethnographic studies. Finding how our subjective identities were similar to and different than those of our participants helped us to better understand the participants' lives. We argue in this article that the introspection created by negotiating subjectivities
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Centering knowledge production: A matter of historical memory Anthropology & Education Quarterly (IF 1.4) Pub Date : 2023-08-24 Bradley A. Levinson
By now, my 2016 Council on Anthropology of Education (CAE) presidential address in Minneapolis has become part of our historical memory. Apparently, it has also become infamous. In the pages of this journal, it was called the “big elephant in the room” by Marta Baltodano in the publication of her 2017 presidential address (Baltodano, 2019, 384). Curiously, it has also been characterized pejoratively
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A response to Bradley Levinson Anthropology & Education Quarterly (IF 1.4) Pub Date : 2023-08-24 Bryan McKinley Jones Brayboy
I appreciate the opportunity to engage in a written scholarly dialogue with an article based on the remarks that were part of Bradley Levinson's presidential address in November 2016. My engagement here is not only with the submitted article; it also includes a few other data points. These include my in-person attendance at the address in 2016 as well as additional correspondence between the years
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Countering racist nativism through a liberating pedagogy of praxis Anthropology & Education Quarterly (IF 1.4) Pub Date : 2023-07-26 Carlos R. Casanova, Ashley D. Domínguez
This article uses a framework that combines LatCrit theory, racist nativism, and liberating pedagogy of praxis (LPP) to examine how a community youth program's LPP practices countered the racist nativism Latinx youth experience in their high school. LPP practices challenged racist nativism by creating a space where Latinx youth faced each other in circles to engage in authentic collective intergenerational
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Teaching through the cloud: An ethnography of the role of cloud-based collaborative technologies in the formation of teachers' classroom practices Anthropology & Education Quarterly (IF 1.4) Pub Date : 2023-07-06 Ruth Unsworth
Through an examination of ethnographic fieldwork data, this paper explores the ways in which cloud-based collaborative technologies created by Google mediate (Latour 1994) teachers' discussions around, agreement of and enactments of their classroom practices. Bringing together concepts from actor-network theory and literacy studies, this paper argues for greater consideration of the role(s) of increasingly-used
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Dirty care in the transfronterizo experience: Walking with Mexicali/Calexico teachers through their youth Anthropology & Education Quarterly (IF 1.4) Pub Date : 2023-05-28 Jennifer Lee O'Donnell
Many educators living near the United States and Mexico border were transfronterizo students—young people with familial and institutional ties to both countries, who crossed the border each day to attend United States schools. This study is concerned with how these teachers’ identities formed within distinct sociocultural contexts like the Borderlands and how this can serve education institutions invested
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Intersecting capitals: Economically and racially minoritized Black and Latino/a students navigating independent high schools and selective postsecondary institutions Anthropology & Education Quarterly (IF 1.4) Pub Date : 2023-04-18 Lois Weis, Kristin Cipollone, Rachel Dominguez
We explore how Black and Latino/a students from economically marginalized communities drew upon dominant capitals accrued by virtue of attendance at elite secondary schools in conjunction with non-dominant family and community capitals to chart their postsecondary lives through college and beyond. In so doing, we point to affordances offered by the authors’ longitudinal qualitative research investigation
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Shifting ground or moving furniture around: Youth participatory action research in Kakuma Refugee Camp Anthropology & Education Quarterly (IF 1.4) Pub Date : 2023-04-01 Michelle J. Bellino
This reflection is drawn from a youth participatory action research (YPAR) collaboration set in Kakuma Refugee Camp in Kenya. It explores the ways youth co-researchers employed YPAR tools to both critique and uphold their limited educational opportunity structure. It also questions the limits of transformative methodologies that embolden young people to critique the structures that govern their lives
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“Research shows”: Authoritative discourse in dual language bilingual education across two school districts Anthropology & Education Quarterly (IF 1.4) Pub Date : 2023-03-26 Julia Menard-Warwick, Deborah K. Palmer
In this article, we synthesize ethnographic data from two studies in US school districts that were implementing dual language bilingual education (DLBE) programs in order to remediate the standardized test scores of students from Spanish-speaking families. While educators in both districts commonly cited “the research” to justify DLBE implementation, our ethnographic exploration of local research discourse
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Complicating College Access: Understanding Compliance and Resistance for Latinx Youth in Suburbia Anthropology & Education Quarterly (IF 1.4) Pub Date : 2023-03-12 Gabriel Rodriguez
This qualitative study examines the experiences of Latinx youth and mainly white staff of the Academic Scholars Program, a college access program that operated in an affluent suburban high school. Guided by Critical Race Theory and Critical Whiteness Studies, the findings highlight the constraints Latinx youth and staff faced and how they resisted assimilative practices.
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“Piling on the stress”: Low-income students' experiences in a neoliberal majoritarian university Anthropology & Education Quarterly (IF 1.4) Pub Date : 2023-03-03 Matthew Wolfgram, Nancy Kendall
The United States is experiencing state disinvestment from higher education and significant wealth inequality. This article documents how low-income college students both experience and attempt to manage these contexts in their daily lives at a public flagship university in the American Midwest. We theorize these experiences as forms of precarity entailed by a culture and institutional form that we
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Conducting online ethnography during COVID-19: Methodological reflections from a kindergarten classroom Anthropology & Education Quarterly (IF 1.4) Pub Date : 2023-03-02 Cory A. Buckband
In this reflection, I contextualize my own experiences conducting educational ethnography in a synchronous online kindergarten classroom during the COVID-19 pandemic. I highlight how conducting research in online classrooms transforms ethnographic research methodologies and concepts such as the field site. I offer four suggestions, derived from my experiences and guided by an un-sited approach to this
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Bureaucratising Social Justice: The reproduction of social inequality through scholarship programs in Nepal Anthropology & Education Quarterly (IF 1.4) Pub Date : 2023-03-01 Uma Pradhan, Todd John Wallenius, Karen Valentin
This article draws on ethnographic data on the distribution of scholarship programs at two Nepali state-run schools. Anchored in the cross-field of educational anthropology and the anthropology of bureaucracy, this article examines schools not just as sites of learning but as institutions that control and regulate access through bureaucratized mechanisms. We draw attention to scholarship processes
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“Where We Are Within That”: Chuj Sovereignty and Belonging Across Overlapping Settler Borders Anthropology & Education Quarterly (IF 1.4) Pub Date : 2023-01-24 Alexandra Allweiss
This article centers two “zones of sovereignty” that Maya Chuj youth organizers and educators in Guatemala and the United States created from within and across nation-states and settler colonial projects. It highlights how these spaces supported Chuj young people and educators as they navigated and (re)imagined relationality and belonging across transnational and diaspora spaces in ways that refused
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A Collective Journey: Coalitional Critical Consciousness and Collaborative Methodologies in Bilingual Teacher Education Anthropology & Education Quarterly (IF 1.4) Pub Date : 2023-01-05 Rachel Snyder Bhansari
This article analyzes critical reflection groups held over the course of a year-long collaborative ethnography between me as researcher and five novice bilingual teachers. Drawing on feminist theories of emotion as knowledge, I argue that coalitional critical consciousness developed in our meetings through emotional expression and acknowledgment of identity in connection to systems of power. I also
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Community Funds of Knowledge and Identity: A Mesogenetic Approach to Education Anthropology & Education Quarterly (IF 1.4) Pub Date : 2022-12-07 Moises Esteban-Guitart, Edgar Iglesias, Josep Maria Serra, David Subero
This theoretical article explores the concept of community funds of knowledge and identity to complement the two related notions of funds of knowledge (focused on the knowledge and skills of families) and funds of identity (students' practices and lived experiences). By community funds of knowledge and identity, we mean the historically accumulated and culturally developed bodies of knowledge, skills
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Indigenous Pedagogies in a Global World and Sustainable Futures Anthropology & Education Quarterly (IF 1.4) Pub Date : 2022-11-28 Fina Carpena-Méndez, Pirjo Kristiina Virtanen, Karla Jessen Williamson
The relationship between Indigenous learning systems and sustainability pedagogies has not been sufficiently elaborated despite the recognition of Indigenous peoples as stewards of the world's biological, cultural and linguistic diversity. Indigenous pedagogies are intergenerational, relational, and land-based. This special section addresses intergenerational efforts to regenerate local biocultural
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Indigenous Mexican Teachers and Decolonial Thinking: Enacting Pedagogies of Reclamation Anthropology & Education Quarterly (IF 1.4) Pub Date : 2022-11-24 Vanessa Anthony-Stevens, Eulalia Gallegos Buitron
This paper examines the ways Indigenous Mexican educators navigate paradoxical institutional and community discourses around Indigenous language and cultural reclamation as negotiated forms of survivance and decolonial thinking in and around schools. Using ethnographic and Indigenous methodologies, we focus on the experiences of elementary education teachers from the states of Oaxaca and Puebla to
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Erratum Anthropology & Education Quarterly (IF 1.4) Pub Date : 2022-11-07
Ringsager, K. and L.M. Madsen. 2022. “Critical Hip Hop Pedagogy, Moral Ambiguity, and Social Technologies”. Anthropology & Education Quarterly 53: 258-279. https://doi.org/10.1111/aeq.12418 Upon publication of the above article, Excerpts 1 and 2 did not appear in the correct locations. While the online version of the article has been corrected, the errors appeared in the print version. Descriptions
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A Community within a Community: Collectivism, Social Cohesion and Building a Healthy Black Childhood Anthropology & Education Quarterly (IF 1.4) Pub Date : 2022-10-17 Bodunrin O. Banwo
This article features in-depth interviews and ethnographic vignettes that explore collectivism, social cohesion, and Black educational leadership as a strategy to infuse liberatory practices in the educational process. The article examines how the social foundation of African-centered ethos of collectivism can shift how marginalized students approach and experience learning and socialization inside
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Becoming with Education-Based Social Movements through Diffractive Analysis Anthropology & Education Quarterly (IF 1.4) Pub Date : 2022-10-10 Jennifer Lee O’Donnell, Stephen T. Sadlier
In this article, we provide an overview of diffraction theory, followed by an explanation of diffraction as an analytical methodology. We highlight how tools like the agential cut can be used to redraw the boundaries of ethnographic research so that data can be a continuous becoming with the researcher. We offer vignettes from our work on education-based social movements that demonstrate how the agential