Anthropology & Education Quarterly最新文献

With a focus on Parker, a Black second-grader, this paper explores how photographs taken by children reveal aspects of identity that adults do not always capture or deem important in school spaces. In fact, while Parker was often imaged and positioned in deficit ways, children's photographs expanded static narratives told about Parker. While troubling documentation, the findings highlight the ways children's capacities, strengths, and contributions are overlooked by images reproducing neoliberal logics.

This ethnographic study investigates the teaching and learning of the design process in biomedical engineering classrooms. Through classroom fieldwork, we examine how faculty and students conceptualize and implement the design process, focusing on its linear teaching methods, the abstraction of users, and the reinforcement of expertise hierarchies. Our analysis reveals how these pedagogical practices perpetuate ableist assumptions within engineering education. This research contributes to the understanding of how educational practices in engineering shape professional identities and reinforce systemic biases.

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.

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.

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.

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.