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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 1.55) 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 1.55) 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 1.55) 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 1.55) 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 1.55) 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 1.55) 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 1.55) 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 1.55) 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 1.55) 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 1.55) 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 1.55) 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 1.55) 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 1.55) 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 1.55) 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 1.55) 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 1.55) 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 1.55) 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 1.55) 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 1.55) 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 1.55) 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 1.55) 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 1.55) 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 1.55) 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 1.55) 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 1.55) 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 1.55) 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 1.55) 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 1.55) 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 1.55) 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 1.55) 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 1.55) 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 1.55) 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 1.55) 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 1.55) 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 1.55) 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 1.55) 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
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More Time, More Conversation, More Care: California High School Youth Queering Comprehensive Sexuality Education Anthropology & Education Quarterly (IF 1.55) Pub Date : 2022-10-04 Jenny Sperling
Continuing to negate deficit framings of youth sexuality and amplify youth voices, this critical queer ethnography understands California high school students' experiences with comprehensive school-based sex education. Findings make visible the detailed account of youth voices in the space of sexual health education, highlighting their agency, genuine curiosity, and critical awareness of complex issues
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Ada, Ada, Ada, and Ada: Transforming Learner Identities through Social Practice Anthropology & Education Quarterly (IF 1.55) Pub Date : 2022-08-16 Josefine Wagner
I draw on ethnographic data from a German school to explore discursive practices of educators that rationalize the illiteracy of 10-year-old, multilingual Ada. I juxtapose various moments of school life that “thickened” Ada's learner identities and find that special needs labeling often rested on pragmatic considerations of resource management and that cultural stereotyping reinforced a medical diagnosis
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Protection in Refugee Education: Teachers' Socio-Political Practices in Classrooms in Jordan Anthropology & Education Quarterly (IF 1.55) Pub Date : 2022-07-29 Hiba Salem, Sarah Dryden-Peterson
This article examines why and how teachers of refugees enact protection by engaging with local forms of harm facing their refugee students. Through portraits of two classrooms in Jordan, we describe the relationships that form between Jordanian teachers and Syrian students, and the protection practices teachers develop in response. We propose a more comprehensive conceptualization of protection in
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Immaterial Precarity and Affective States of Anticipation: NGO Afterlives of Non-Elite Young Women in Urban India Anthropology & Education Quarterly (IF 1.55) Pub Date : 2022-07-29 Karishma Desai
Aspirations have gained significant attention within educational anthropology and yet the effects (and affects) of the imperative to aspire that undergird educational projects have been underexamined. This paper argues that aspirations within the context of material depravity often produce immaterial precarity, which I index as affective states of anticipation drawing on ethnographic research with
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2020 Council on Anthropology & Education Presidential Address Decolonizing Education: Roles for Anthropology Anthropology & Education Quarterly (IF 1.55) Pub Date : 2022-07-18 Peter Demerath
In this address I identify specific and unique roles anthropology can play in the necessary work of decolonizing education. These include: building anti-racist schools that honor all “ways of being human”; decolonizing school leadership and working towards culture creation for equity and anti-racism; decolonizing teaching and learning and honoring how humans learn best; decolonizing teacher education;
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Truth-Telling and Education-Making in a Neighborhood in Mexico City Anthropology & Education Quarterly (IF 1.55) Pub Date : 2022-06-11 Jordan Corson
This qualitative study examines educational life in a neighborhood in Mexico City, analyzing how discourses have produced the neighborhood, Tepito, as a place “without education.” Simultaneously, ethnographic research entangles with theories of radical equality and resistance to explore how education emerges and how certain forms of education circulate throughout the neighborhood. Ultimately, everyday
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Normalization of English and Identity Construction of Refugee Background Youth from Burma/Myanmar in US Schools Anthropology & Education Quarterly (IF 1.55) Pub Date : 2022-05-07 Kyaw Win Tun
This paper is based on the ethnographic multiple case study of four refugee background youths from Burma at four different schools in a midwestern urban school district in the US. My research finds that the normalization of English constructed the focal youths' language-related identities. I also argue that through this normalization, language difference between school and home became a difference
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Nostalgia After Apartheid: Disillusionment, Youth, and Democracy in South Africa. AmberReed, Notre Dame: University of Notre Dame Press, 2020, 226 pp. Anthropology & Education Quarterly (IF 1.55) Pub Date : 2022-04-26 Jennifer Riggan
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Relational Epistemology and Amazonian Land-based Education: Learning the Ideas of Intra-dependency in the Central Purus River Anthropology & Education Quarterly (IF 1.55) Pub Date : 2022-04-12 Pirjo Kristiina Virtanen
This article discusses relational land-based education in the Brazilian Amazon and the idea of intra-dependency. The data produced with the Apurinã presents the intra-relational spaces of knowing created between different beings, human and other-than-human, which contrast with the notion of individual learners. Apurinã co-existence in learning also sheds light on the emotional dimension of Amazonian
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“That's Why We Hold Hands”: Gadugi and the Path Toward Indigenizing a PWI Anthropology & Education Quarterly (IF 1.55) Pub Date : 2022-03-30 Trey Adcock, Rebecca Lasher
This article seeks to extend our understanding of how American Indian college students’ success is crafted from their lived experiences and ancestral understanding to create community on a college campus. Using a methodology of portraiture, the Cherokee concept of gadugi is explored as a formidable concept to indigenize spaces on a primarily white institution campus. The findings highlight the strength
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Transnational Migration and Educational Change: Examples of Afropolitan Schooling from Senegal and Ghana Anthropology & Education Quarterly (IF 1.55) Pub Date : 2022-03-28 Emma Abotsi, Hannah Hoechner
Studies on migration and education have examined homeland returns as part of family strategies around acquiring desired cultural capital. However, the impact of return migration and transnational mobility on homeland educational landscapes remains under-researched. Using ethnographic data from Ghana, Senegal, the UK and the US, this paper shows how ‘international’ schools on the African continent have
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Critical Hip Hop Pedagogy, Moral Ambiguity, and Social Technologies Anthropology & Education Quarterly (IF 1.55) Pub Date : 2022-03-13 Kristine Ringsager, Lian Malai Madsen
This article investigates hip hop activists within different organizational structures and their approach to hip hop as cultural form in itself, their cultural assumptions and educational ideologies as well as their relationship to institutional education, the music market and the citizen formation related to the Danish state’s integration projects. We argue that while hip hop has certainly proven
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Reclaiming Community: Race and the Uncertain Future of Youth Work. BiancaBaldridge, Stanford, California: Stanford University Press, 2019, 249 pp. Anthropology & Education Quarterly (IF 1.55) Pub Date : 2021-12-22 Ben Kirshner
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“What is the Point of School Anyway?”: Refugee Youth, Educational Quality, and Resettlement Tunnel Vision Anthropology & Education Quarterly (IF 1.55) Pub Date : 2021-12-22 Sally Wesley Bonet
Drawing from three years of ethnographic engagement at a refugee school in Egypt, this study explores how refugee youths’ resettlement aspirations collide with the systemic barriers that define their displacement contexts. This study contributes to the field of anthropology and education by pointing to the limitations of quality learning environments in contexts where the future life chances of refugee
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The Making of a Teenage Service Class: Poverty and Mobility in an American City. RanitaRay, Oakland, California: University of California Press, 2018, 286 pp. Anthropology & Education Quarterly (IF 1.55) Pub Date : 2021-12-16 Tarsha I. Herelle
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Constructing and Navigating Belonging along Local, National, and Transnational Dimensions: Inclusive Refugee Education for Syrian Refugee Youth in Jordan Anthropology & Education Quarterly (IF 1.55) Pub Date : 2021-12-16 Elisheva Cohen
This study examines the construction, navigation, and contestation of belonging for Syrian refugee youth in the context of inclusive refugee education in Jordan, where refugee students study alongside Jordanian nationals. I demonstrate how belonging is always in flux and constantly being negotiated across local, national, and transnational scales, at times reinforcing belonging and at other times contradicting
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Artifacts with Feelings/Feeling Artifacts: Toward a Notion of Tacit Modalities to Support and Propel Anthropological Research Anthropology & Education Quarterly (IF 1.55) Pub Date : 2021-12-03 Jennifer Rowsell, Sandra Schamroth Abrams
In this article, we consider the notion of tacit modalities as a theory and method for researchers. Based on research studies with individuals across ages and stages of life, we interviewed people about objects that they value, and what pervades all of the stories are tacit, lived properties that objects possess. The research ostensibly sought to extend work on the notion of artifactual literacies
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Festivalization of Rigor: Productive Masti [Playfulness] at a Pharmacy College in India Anthropology & Education Quarterly (IF 1.55) Pub Date : 2021-11-22 Leya Mathew
This paper documents play in the context of technoscience education in India. Drawing on data from an ethnography of a pharma college, it describes youthful, pedagogic, and professional play. Youthful masti subverted rigor. At the college, it was amplified into a festival and monetized by social networking sites. Pedagogic and professional play could subvert and rescue rigor. The ubiquity of play and
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What Animates Place for Children? A Comparative Analysis Anthropology & Education Quarterly (IF 1.55) Pub Date : 2021-11-18 Barbara Bodenhorn, Elsa Lee
Drawing on comparative work in primary schools in East Anglia (United Kingdom), Oaxaca (Mexico), and the North Slope of Alaska (United States), we explore what children mean when they say places are “special” to them. Focusing on information gathered during walks designed and guided by these children, we examine the experiential, affective, communicative, and dynamic bases of relationality between
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“We Only Teach Them How to Be Together”: Parenting, Child Development, and Engagement with Formal Education Among the Nayaka in South India Anthropology & Education Quarterly (IF 1.55) Pub Date : 2021-10-25 Noa Lavi
Children's school performance is often associated with parenting practices, implying a direct link between parents' behavior, child development, and academic success. Through the case of an Indian forest-dwelling community, I offer an alternative view of child development, learning, and teaching, which prioritizes social skills above—and as a precondition of—academic/practical ones. I discuss the implications
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Mexican-heritage Children’s Learning of Ballet Folklórico: Herencia, Familia, y Orgullo Anthropology & Education Quarterly (IF 1.55) Pub Date : 2021-10-17 Sarah Jean Johnson, María Teresa de la Piedra, Alejandra Sanmiguel-López, María Pérez-Piza
This case study examines Mexican-heritage children’s learning to dance ballet folklórico. Drawing from an interpretive, ethnographic approach, we argue the practices associated with the dance exist within encompassing domains of meaning that are individually enhancing while also prosocial, encouraging membership to the folklórico group and broader cultural community. These domains are presented as
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