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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 倾听他人:访谈、参与观察、数据分析和撰写实用指南 作者:AnnetteLareau,芝加哥:芝加哥大学出版社。2021. pp.333.23.00 美元(平装本)。ISBN: 9780226806433
IF 1.3 4区 教育学 Q2 ANTHROPOLOGY Pub Date : 2024-09-13 DOI: 10.1111/aeq.12533
Meredith Bittel
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引用次数: 0
“The school bus was everything.” Seeking distinction in Kenya's education system "校车就是一切"在肯尼亚的教育体系中追求卓越
IF 1.3 4区 教育学 Q2 ANTHROPOLOGY Pub Date : 2024-09-09 DOI: 10.1111/aeq.12529
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 and the embeddedness of students' interests in a broader prestige economy that equates social status with wealth.
肯尼亚的中学是加剧年轻人之间不平等的活跃场所,产生了不同的主体性。通过对毕业生的访谈,我思考了年轻人如何根据物质资源(如新校车和校舍)来辨别教育的价值。这些问题表明,学生们不相信教育本质上是有益的,也表明学生们的利益植根于将社会地位等同于财富的更广泛的声望经济之中。
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引用次数: 0
School clothes: A collective memoir of Black student witness By Jarvis R.Givens, Boston, MA: Beacon Press. 2023. 240 pp. $16.94 (Paperback version). ISBN: 9780807054819 校服:黑人学生见证的集体回忆录》,贾维斯-R-吉文斯著,马萨诸塞州波士顿:灯塔出版社。2023.240 页。16.94 美元(平装本)。书签号:9780807054819
IF 1.3 4区 教育学 Q2 ANTHROPOLOGY Pub Date : 2024-08-22 DOI: 10.1111/aeq.12526
Elizabeth Biney
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引用次数: 0
Unsettling choice: Race, rights, and the partitioning of public education By UjjuAggarwal. Minneapolis: University of Minnesota Press, 2024. 179 pp. 令人不安的选择:种族、权利和公共教育的分割 作者:UjjuAggarwal。明尼阿波利斯:明尼阿波利斯:明尼苏达大学出版社,2024 年。179 pp.
IF 1.3 4区 教育学 Q2 ANTHROPOLOGY Pub Date : 2024-08-22 DOI: 10.1111/aeq.12527
Lily Eskelsen Garcia
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引用次数: 0
Resetting a heartbeat: Cultural transmission and holistic learning through Alaska Native dance 重启心跳:通过阿拉斯加土著舞蹈进行文化传播和整体学习
IF 1.3 4区 教育学 Q2 ANTHROPOLOGY Pub Date : 2024-08-22 DOI: 10.1111/aeq.12528
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 song and dance in all educational contexts as a holistic departure from Western compartmentalized education.
我研究了伊努皮亚克歌曲和舞蹈的教育特性,展示了它们如何传递重要的文化知识、实用技能,并传授伊努皮亚克人的价值体系。阿拉斯加原住民舞蹈是一种基本的教学策略,但 100 年来一直受到殖民压迫势力的限制。在振兴工作的框架下,我主张通过在所有教育环境中纳入歌舞来消除这种损失,从而全面摆脱西方分割式教育。
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引用次数: 0
Decolonial refusals: Ethnographic writing from the postperiphery 拒绝非殖民化:来自后边缘的人种学写作
IF 1.3 4区 教育学 Q2 ANTHROPOLOGY Pub Date : 2024-08-02 DOI: 10.1111/aeq.12522
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 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.
通过在波多黎各的实地考察形成的 "非殖民化拒绝理论",被用来质疑中心与边缘关系二元观点中的 "概念割裂"。这里的研究生不仅仅是来自帝国北方的边缘声音。他们的自我民族志可能是来自认识论反叛前线的消息。但从南方看,他们的著作是拒绝的再生形式。他们的拒绝弧线植根于一种特有的 "来来回回"(el vaivén)方式,首先批判了公共英语用法的模仿,以及他们在英语系中被迫丧失发言权的经历。拒绝被边缘化,开始叙述流动的主体性,挑战民族和语言的二元对立。该项目推进了 "人种学的必要性",布莱恩-斯切特认为这是重新构想跨学科写作研究和文化分析的关键。
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引用次数: 0
Illustrating the experiences of students with learning disabilities in higher education: Comics‐based representation of fieldwork findings 说明高等教育中学习障碍学生的经历:以漫画形式呈现实地调查结果
IF 1.3 4区 教育学 Q2 ANTHROPOLOGY Pub Date : 2024-07-29 DOI: 10.1111/aeq.12524
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 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.
人类学和其他社会科学学科越来越多地采用基于漫画/艺术的研究方法。作为我正在进行的关于印度有学习障碍的年轻人的经历的博士研究的一部分,我参与了研究人员制作的绘画/漫画,以描述我的实地调查结果。在本文中,我展示了三幅单幅漫画,分别描述了 "学习障碍的隐匿性"、"课堂上的能力歧视 "和 "残疾身份的协商"。然后,我展示了三幅相应的反漫画,以另一种可视化的方式描绘了高等教育中的全纳实践。通过这些漫画,我旨在展示漫画在研究中的实用性及其在残疾宣传和教学中的潜力。
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引用次数: 0
Knowing silence: How children talk about immigration status in school By ArianaMangual Figueroa, Minneapolis, London: University of Minnesota Press, 2024 了解沉默:儿童如何在学校谈论移民身份 ArianaMangual Figueroa 著,明尼阿波利斯,伦敦:明尼苏达大学出版社,2024 年
IF 1.3 4区 教育学 Q2 ANTHROPOLOGY Pub Date : 2024-07-29 DOI: 10.1111/aeq.12521
Monica A. Velarde
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引用次数: 0
Museums, children and social action: Past, present and future By S. E.Shaffer, London: Routledge. 2024. 185 pp. 博物馆、儿童和社会行动:过去、现在和未来 S. E. Shaffer 著,伦敦:Routledge.2024.185 pp.
IF 1.3 4区 教育学 Q2 ANTHROPOLOGY Pub Date : 2024-07-29 DOI: 10.1111/aeq.12523
Evan A. Lopez
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引用次数: 0
Dilemmas of vulnerability in Indian education NGOs: Neoliberal subjectivity, emotions, and class‐based employment hierarchies in Delhi 印度教育非政府组织的弱势困境:德里的新自由主义主体性、情感和基于阶级的就业等级制度
IF 1.3 4区 教育学 Q2 ANTHROPOLOGY Pub Date : 2024-07-09 DOI: 10.1111/aeq.12520
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 of navigating this subjective neoliberal dilemma reproduces class‐based employment hierarchy in NGO leadership, hindering NGO aims to further social justice.
新自由主义的话语似乎同时要求德里的非政府教育组织重视社会情感学习,这种学习会助长情感上的脆弱性,同时要求教育领导者以 "坚韧不拔 "的企业家的激情形象出现,不能让情感影响他们的领导能力。本文通过人种学方法分析了这些非政府组织中的关系动态,并指出,在这种主观的新自由主义困境中游刃有余的复杂性再现了非政府组织领导层中基于阶级的就业等级制度,阻碍了非政府组织促进社会正义的目标。
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引用次数: 0
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Anthropology & Education Quarterly
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