{"title":"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","authors":"Meredith Bittel","doi":"10.1111/aeq.12533","DOIUrl":"https://doi.org/10.1111/aeq.12533","url":null,"abstract":"","PeriodicalId":47386,"journal":{"name":"Anthropology & Education Quarterly","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2024-09-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142267462","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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 and the embeddedness of students' interests in a broader prestige economy that equates social status with wealth.
{"title":"“The school bus was everything.” Seeking distinction in Kenya's education system","authors":"Elizabeth Cooper","doi":"10.1111/aeq.12529","DOIUrl":"https://doi.org/10.1111/aeq.12529","url":null,"abstract":"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 and the embeddedness of students' interests in a broader prestige economy that equates social status with wealth.","PeriodicalId":47386,"journal":{"name":"Anthropology & Education Quarterly","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2024-09-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142184396","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Unsettling choice: Race, rights, and the partitioning of public education By UjjuAggarwal. Minneapolis: University of Minnesota Press, 2024. 179 pp.","authors":"Lily Eskelsen Garcia","doi":"10.1111/aeq.12527","DOIUrl":"https://doi.org/10.1111/aeq.12527","url":null,"abstract":"","PeriodicalId":47386,"journal":{"name":"Anthropology & Education Quarterly","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2024-08-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142184397","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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 song and dance in all educational contexts as a holistic departure from Western compartmentalized education.
{"title":"Resetting a heartbeat: Cultural transmission and holistic learning through Alaska Native dance","authors":"David E. K. Smith","doi":"10.1111/aeq.12528","DOIUrl":"https://doi.org/10.1111/aeq.12528","url":null,"abstract":"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 song and dance in all educational contexts as a holistic departure from Western compartmentalized education.","PeriodicalId":47386,"journal":{"name":"Anthropology & Education Quarterly","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2024-08-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142224012","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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 of refusal. Their arc of refusal, rooted in a characteristic el vaivén modality (back‐and‐forth), begins by critiquing the mimicry of public English usage, and the coercive loss of voice they experience in English departments. Refusal to be pinned on the periphery opens to narrating fluid subjectivities, which challenge national and linguistic binaries. This project furthers the “ethnographic imperative” which Brian Street saw as key to reimagining interdisciplinary Writing Studies and cultural analysis.
{"title":"Decolonial refusals: Ethnographic writing from the postperiphery","authors":"Gregory Stephens","doi":"10.1111/aeq.12522","DOIUrl":"https://doi.org/10.1111/aeq.12522","url":null,"abstract":"<jats:italic>Decolonial refusals</jats:italic> 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 <jats:italic>voices from the margins</jats:italic>, as seen from the <jats:italic>imperial north</jats:italic>. Their autoethnographies may be dispatches from the frontlines of an <jats:italic>epistemic rebellion</jats:italic>. But <jats:italic>seen from the south</jats:italic>, their writings are <jats:italic>regenerative</jats:italic> forms of <jats:italic>refusal</jats:italic>. Their <jats:italic>arc of refusal</jats:italic>, rooted in a characteristic <jats:italic>el vaivén</jats:italic> modality (back‐and‐forth), begins by critiquing the mimicry of public English usage, and the coercive loss of voice they experience in English departments. Refusal to be <jats:italic>pinned on the periphery</jats:italic> opens to narrating fluid subjectivities, which challenge national and linguistic binaries. This project furthers the “ethnographic imperative” which Brian Street saw as key to reimagining interdisciplinary Writing Studies and cultural analysis.","PeriodicalId":47386,"journal":{"name":"Anthropology & Education Quarterly","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2024-08-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141882109","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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 of learning disability,” “ableism in classrooms,” and “negotiating the disability identity.” I then present three corresponding counter‐comics with alternative visualizations to depict inclusive practices in higher education. Through these, I aim to demonstrate the utility of comics in research and their potential in disability advocacy and pedagogy.
{"title":"Illustrating the experiences of students with learning disabilities in higher education: Comics‐based representation of fieldwork findings","authors":"S. V. Chetan","doi":"10.1111/aeq.12524","DOIUrl":"https://doi.org/10.1111/aeq.12524","url":null,"abstract":"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 of learning disability,” “ableism in classrooms,” and “negotiating the disability identity.” I then present three corresponding counter‐comics with alternative visualizations to depict inclusive practices in higher education. Through these, I aim to demonstrate the utility of comics in research and their potential in disability advocacy and pedagogy.","PeriodicalId":47386,"journal":{"name":"Anthropology & Education Quarterly","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2024-07-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141871881","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Museums, children and social action: Past, present and future By S. E.Shaffer, London: Routledge. 2024. 185 pp.","authors":"Evan A. Lopez","doi":"10.1111/aeq.12523","DOIUrl":"https://doi.org/10.1111/aeq.12523","url":null,"abstract":"","PeriodicalId":47386,"journal":{"name":"Anthropology & Education Quarterly","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2024-07-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141871880","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Knowing silence: How children talk about immigration status in school By ArianaMangual Figueroa, Minneapolis, London: University of Minnesota Press, 2024","authors":"Monica A. Velarde","doi":"10.1111/aeq.12521","DOIUrl":"https://doi.org/10.1111/aeq.12521","url":null,"abstract":"","PeriodicalId":47386,"journal":{"name":"Anthropology & Education Quarterly","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2024-07-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141871879","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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 of navigating this subjective neoliberal dilemma reproduces class‐based employment hierarchy in NGO leadership, hindering NGO aims to further social justice.
{"title":"Dilemmas of vulnerability in Indian education NGOs: Neoliberal subjectivity, emotions, and class‐based employment hierarchies in Delhi","authors":"Rich Thornton","doi":"10.1111/aeq.12520","DOIUrl":"https://doi.org/10.1111/aeq.12520","url":null,"abstract":"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 of navigating this subjective neoliberal dilemma reproduces class‐based employment hierarchy in NGO leadership, hindering NGO aims to further social justice.","PeriodicalId":47386,"journal":{"name":"Anthropology & Education Quarterly","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2024-07-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141567698","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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