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What for, What More, and the Practice of Praxis: A Commentary on Edmund “Ted” Hamann's CAE Past-Presidential Address 为了什么，还有什么，以及实践的实践——埃德蒙·泰德·哈曼CAE前任主席演讲评析
IF 1.3 4区 教育学 Q2 ANTHROPOLOGY
Anthropology & Education Quarterly
Pub Date : 2025-11-25 DOI: 10.1111/aeq.70047
Teresa L. McCarty

In this Commentary I engage the vital questions posed by Dr. Edmund T. Hamann in his 2022 Council on Anthropology and Education Presidential Address: What do we do educational anthropology for—and what more can we do to ensure our work makes a positive difference in an increasingly unjust and precarious world? In the spirit of Ted Hamann's “scholarly generation-spanning,” I look backward and forward in responding to these questions, highlighting the ways in which educational anthropologists have addressed “what for” and “what more” over the years. I suggest that a commitment to relationships and relational accountability constitutes a distinctive quality and practice of transformative educational-anthropological research.

在这篇评论中，我提出了埃德蒙·t·哈曼博士在2022年人类学与教育委员会主席演讲中提出的重要问题：我们做教育人类学是为了什么？在一个日益不公正和不稳定的世界里，我们还能做些什么来确保我们的工作产生积极的影响？本着泰德·哈曼（Ted Hamann）“跨越学术世代”的精神，我在回答这些问题时回顾了过去和未来，强调了多年来教育人类学家解决“为了什么”和“更多什么”的方式。我认为，对关系和关系责任的承诺构成了变革教育人类学研究的独特品质和实践。
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引用次数: 0
“What for?” Pursuing Deeper Purposes Within Our Work: A Response to Hamann's 2022 CAE Presidential Address “什么?”在我们的工作中追求更深层次的目标：对哈曼2022年CAE主席讲话的回应
IF 1.3 4区 教育学 Q2 ANTHROPOLOGY
Anthropology & Education Quarterly
Pub Date : 2025-10-15 DOI: 10.1111/aeq.70049
Jessica Sierk, Aprille Phillips, Jen Stacy
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引用次数: 0
What for…A CAE Past-Presidential Address 为什么……一个CAE前任总统的演讲
IF 1.3 4区 教育学 Q2 ANTHROPOLOGY
Anthropology & Education Quarterly
Pub Date : 2025-10-11 DOI: 10.1111/aeq.70048
Edmund ‘Ted’ Hamann

This is a lightly revised (read copy-edited) rendering of my CAE Past-President's address, which was presented live on Nov. 10, 2022 at the AAA annual meeting in Seattle.

以下是我于2022年11月10日在西雅图举行的AAA年会上现场发表的CAE前任总裁演讲的略微修改（阅读副本编辑）。
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引用次数: 0
“Feeling With”: Sensory–Material Interaction and Embodied Freedom in a Progressive Democratic School in England “感觉与”：英国进步民主学派的感官-物质互动与体现自由
IF 1.3 4区 教育学 Q2 ANTHROPOLOGY
Anthropology & Education Quarterly
Pub Date : 2025-10-04 DOI: 10.1111/aeq.70041
Alison Macdonald, Caroline Oliver

The relationship between the senses and social interaction within schools is often overlooked in existing studies. Drawing on evidence generated through ethnography and Photovoice in a progressive democratic school, we apply new materialist approaches to explore the relational dynamics of affective sensorial–material interactions to afford embodied freedom. The school's approach prioritizes “feeling with” as sensory engagement with materials, enabling negotiated comforts and expression in learning environments. We argue this approach can fundamentally reshape educational experiences.

在现有的研究中，感官与学校社会互动之间的关系往往被忽视。利用民族志和Photovoice在进步民主学派中产生的证据，我们应用新的唯物主义方法来探索情感感官-物质相互作用的关系动态，以提供体现的自由。学校的方法优先考虑“感受”，即与材料的感官接触，在学习环境中实现协商的舒适和表达。我们认为这种方法可以从根本上重塑教育体验。
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引用次数: 0
Meeting the Current Moment: Remarks Delivered Upon Receiving the George and Louise Spindler Award, November 22, 2024 迎接当前时刻：2024年11月22日，在接受乔治和路易丝·斯平德勒奖时的讲话
IF 1.3 4区 教育学 Q2 ANTHROPOLOGY
Anthropology & Education Quarterly
Pub Date : 2025-09-25 DOI: 10.1111/aeq.70046
Thea Renda Abu El-Haj
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引用次数: 0
Power, Positionality, and Questioning Corporal Punishment: Caste Dynamics and the Ethics of Anthropological Research in Indian Schools 权力、地位和对体罚的质疑：种姓动态和印度学校人类学研究的伦理
IF 1.3 4区 教育学 Q2 ANTHROPOLOGY
Anthropology & Education Quarterly
Pub Date : 2025-09-05 DOI: 10.1111/aeq.70045
Jessica Sujata Chandras

This reflection critically examines corporal punishment in Indian schools, highlighting how pedagogical violence perpetuates caste and socioeconomic class inequalities. Drawing from my fieldwork experiences, I explore how my insider/outsider positionality helped me to understand systemic oppression and frameworks of modernity within the neoliberal education system I was studying. Additionally, I interrogate the limitations of cultural relativity by emphasizing a need for anthropologists to confront ethical dilemmas entrenched within the power dynamics in our field sites.

这一反思批判性地审视了印度学校的体罚，突出了教学暴力如何使种姓和社会经济阶层的不平等永久化。从我的田野工作经验中，我探索了我的局内人/局外人的立场如何帮助我理解我所研究的新自由主义教育体系中的系统性压迫和现代性框架。此外，我通过强调人类学家需要面对根植于我们现场权力动态中的伦理困境，来质疑文化相对论的局限性。
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引用次数: 0
Teaching Sexual Morality in Health Class: A Life Skills Workshop for Karen Students in Thailand 在健康课上教授性道德：泰国克伦族学生的生活技能工作坊
IF 1.3 4区 教育学 Q2 ANTHROPOLOGY
Anthropology & Education Quarterly
Pub Date : 2025-09-05 DOI: 10.1111/aeq.70044
Dayne O'Meara

This article presents a case study of a “life skills” workshop at a Thai school located in a Karen community. Sex education content was delivered with a focus on moral risks over health risks. Approaching morality as plural and embedded processes of reasoning, this article interrogates the alternative moral perspectives present in a community of teachers, parents, and students who have shared and competing priorities regarding education and the course of one's life.

这篇文章介绍了一个在位于克伦社区的泰国学校举办的“生活技能”研讨会的案例研究。性教育内容侧重于道德风险而不是健康风险。本文将道德视为多元和嵌入的推理过程，探讨了教师、家长和学生在教育和人生过程中共享和竞争优先事项的社区中存在的其他道德观点。
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引用次数: 0
Ghosts, Potlucks and Government Forms: Poetic Explorations of the Transnational Bilingual Educator Experience in the USA 幽灵、聚餐与政府形式：美国跨国双语教育经验的诗意探索
IF 1.3 4区 教育学 Q2 ANTHROPOLOGY
Anthropology & Education Quarterly
Pub Date : 2025-07-19 DOI: 10.1111/aeq.70035
Elizabeth Dubberly

These poems were written in a poetry seminar for education researchers and build on themes that emerged from my dissertation study of Dual Language Immersion Spanish teachers. In interviews, teachers surfaced feelings of ambivalence and in-betweenness as they toggled between languages, cultural tastes, past and present educational experiences, and legal systems. Combining interview data with my own auto-ethnographic reflection as a transnational teacher, this suite explores the experience of in-betweenness of bilingual transnational teachers in the United States.

这些诗是在教育研究人员的诗歌研讨会上写的，并建立在我的论文研究中出现的主题双语沉浸西班牙语教师。在采访中，教师们在语言、文化品味、过去和现在的教育经历以及法律制度之间切换时，表现出了一种矛盾和中间的感觉。结合访谈数据和我自己作为一名跨国教师的自我民族志反思，这个套件探讨了在美国的双语跨国教师的中间经验。
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引用次数: 0
Situation Perceptions of Educators and Marshallese Families During Pandemic Remote Learning 流行病远程学习期间教育工作者和马绍尔家庭的处境感知
IF 1.3 4区 教育学 Q2 ANTHROPOLOGY
Anthropology & Education Quarterly
Pub Date : 2025-07-14 DOI: 10.1111/aeq.70038
Vicki S. Collet, Elise Berman

This study considers perceptions of Marshallese families and educators in the United States during spring 2020 COVID school closures. The expectation that schoolwork be conducted at home from March to May 2020 blurred public and private places. Findings suggest educators expected family routines to change to accommodate school-at-home, and this created challenges for Marshallese students and families, potentially deepening educational inequities. The study offers implications for fortifying efforts for equitable schooling in a postpandemic world.

本研究考虑了2020年春季新冠肺炎学校关闭期间美国马绍尔群岛家庭和教育工作者的看法。从2020年3月到5月，家庭作业被要求在家里完成，这模糊了公共场所和私人场所。研究结果表明，教育工作者希望改变家庭惯例以适应在家上学，这给马绍尔群岛的学生和家庭带来了挑战，可能加剧教育不公平。这项研究为在大流行后的世界中加强公平教育的努力提供了启示。
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引用次数: 0
Complicating Cultural Diversity in Head Start: White Educators Negotiating Multicultural Policy in Rural Appalachia 使文化多样性复杂化：白人教育者在阿巴拉契亚农村协商多元文化政策
IF 1.3 4区 教育学 Q2 ANTHROPOLOGY
Anthropology & Education Quarterly
Pub Date : 2025-07-12 DOI: 10.1111/aeq.70037
Sung Ryung Lyu, Allison S. Henward

This collaborative ethnographic study examines how white Head Start educators in a predominantly white, rural Appalachian community navigate multicultural teaching policies. Using critical discourse analysis of video-cued interviews, field notes, and policy documents, we find educators adapt multicultural narratives to align with local values, inadvertently obscuring intended multicultural goals. We highlight the complexity of local culture, contributing to discussions of justice-oriented pedagogy within contexts of economic exploitation.

这项合作的民族志研究考察了白人主导的阿巴拉契亚农村社区的白人教育工作者如何驾驭多元文化教学政策。通过对视频访谈、实地记录和政策文件的批判性话语分析，我们发现教育工作者将多元文化叙事与当地价值观相结合，无意中模糊了多元文化的预期目标。我们强调了当地文化的复杂性，有助于在经济剥削背景下讨论以正义为导向的教学法。
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引用次数: 0
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