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.
{"title":"Situation Perceptions of Educators and Marshallese Families During Pandemic Remote Learning","authors":"Vicki S. Collet, Elise Berman","doi":"10.1111/aeq.70038","DOIUrl":"10.1111/aeq.70038","url":null,"abstract":"<p>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.</p>","PeriodicalId":47386,"journal":{"name":"Anthropology & Education Quarterly","volume":"56 3","pages":""},"PeriodicalIF":1.3,"publicationDate":"2025-07-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://anthrosource.onlinelibrary.wiley.com/doi/epdf/10.1111/aeq.70038","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144809242","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This article examines health training in two health projects in rural Tanzania. While trainers initially adopted the role of facilitators under a participatory approach, in practice, their pedagogy blended “banking” and problem-solving models. The domestication of participatory methods incorporated various pedagogical influences, ranging from the colonial period to the era of market reforms, giving problem-solving education its distinct character. This blending of different pedagogical traditions reflects the breaks and continuities in Tanzania's post-socialist landscape.
{"title":"Becoming Mwalimu: Hybridity of Participatory Education in Health Projects in Rural Tanzania","authors":"Mohamed Yunus Rafiq","doi":"10.1111/aeq.70034","DOIUrl":"10.1111/aeq.70034","url":null,"abstract":"<div>\u0000 \u0000 <p>This article examines health training in two health projects in rural Tanzania. While trainers initially adopted the role of facilitators under a participatory approach, in practice, their pedagogy blended “banking” and problem-solving models. The domestication of participatory methods incorporated various pedagogical influences, ranging from the colonial period to the era of market reforms, giving problem-solving education its distinct character. This blending of different pedagogical traditions reflects the breaks and continuities in Tanzania's post-socialist landscape.</p>\u0000 </div>","PeriodicalId":47386,"journal":{"name":"Anthropology & Education Quarterly","volume":"56 3","pages":""},"PeriodicalIF":1.3,"publicationDate":"2025-06-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144811106","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}
Faythe Beauchemin, Rebecca Carpenter de Cortina, Jessica Somerville-Braun
In this article, we draw upon an ethnographic approach to language policy to explore how multilingual paraprofessionals enrolled in a Grow Your Own teacher education program in a Mid-Southern, semi-rural U.S. town experienced and imagined attempts to implement more inclusive language policies through hypothetical narratives. Findings illustrate how paraprofessionals narrated their marginalization working alongside classroom teachers, their agency as they imagined possibilities for future classrooms, and their solidarity with each other in negotiating more inclusive language policies.
{"title":"Other Teachers' Classrooms: Multilingual Paraprofessional Teachers' Hypothetical Language Policy Implementation Narratives","authors":"Faythe Beauchemin, Rebecca Carpenter de Cortina, Jessica Somerville-Braun","doi":"10.1111/aeq.70029","DOIUrl":"10.1111/aeq.70029","url":null,"abstract":"<div>\u0000 \u0000 <p>In this article, we draw upon an ethnographic approach to language policy to explore how multilingual paraprofessionals enrolled in a Grow Your Own teacher education program in a Mid-Southern, semi-rural U.S. town experienced and imagined attempts to implement more inclusive language policies through hypothetical narratives. Findings illustrate how paraprofessionals narrated their marginalization working alongside classroom teachers, their agency as they imagined possibilities for future classrooms, and their solidarity with each other in negotiating more inclusive language policies.</p>\u0000 </div>","PeriodicalId":47386,"journal":{"name":"Anthropology & Education Quarterly","volume":"56 3","pages":""},"PeriodicalIF":1.3,"publicationDate":"2025-06-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144809254","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}
This article is a slightly revised version of the 2021 Past President's address delivered virtually at the annual meeting of the American Anthropological Association. I reflect on refusing the terms of dominant sensemaking in education and suggest that one of the most productive parts of our work is when it calls us into relationships and to engage deeply with the diverse desires for life and justice that children, families, and communities hold.
{"title":"Working Against the Grain and Engaging Other Worlds of Sense-Making 2021 Past President's Address","authors":"Sofia A. Villenas","doi":"10.1111/aeq.70033","DOIUrl":"10.1111/aeq.70033","url":null,"abstract":"<div>\u0000 \u0000 <p>This article is a slightly revised version of the 2021 Past President's address delivered virtually at the annual meeting of the American Anthropological Association. I reflect on refusing the terms of dominant sensemaking in education and suggest that one of the most productive parts of our work is when it calls us into relationships and to engage deeply with the diverse desires for life and justice that children, families, and communities hold.</p>\u0000 </div>","PeriodicalId":47386,"journal":{"name":"Anthropology & Education Quarterly","volume":"56 3","pages":""},"PeriodicalIF":1.3,"publicationDate":"2025-06-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144811364","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":"Cultivating Critical Conversations in Art Education: Honoring Student Voice, Identity, and AgencyBy Connie Stewart, Eli Burke, Lisa Hochtritt, and Toya Northington (eds.), New York: Teachers Press, 2024. 160 pp. $34.95. ISBN-10: 0807768987, ISBN-13: 978-0807768983","authors":"Moises Licerio","doi":"10.1111/aeq.70032","DOIUrl":"10.1111/aeq.70032","url":null,"abstract":"","PeriodicalId":47386,"journal":{"name":"Anthropology & Education Quarterly","volume":"56 3","pages":""},"PeriodicalIF":1.3,"publicationDate":"2025-05-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144809269","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}
In this Reflection from the Field, I introduce the term diagnostic spectrum to characterize different practices by which school psychologists and independent psychiatrists ‘diagnose’ autism in special education. In New York City, I argue that departments of education entrench these differences, which challenges disadvantaged families needing services. I analyze clinical experiences through anthropological scholarship to recommend reforms to center family voices.
{"title":"Centering Disadvantaged, Minoritized Families in Autism Education Evaluations","authors":"Neil Krishan Aggarwal","doi":"10.1111/aeq.70026","DOIUrl":"10.1111/aeq.70026","url":null,"abstract":"<div>\u0000 \u0000 <p>In this Reflection from the Field, I introduce the term <i>diagnostic spectrum</i> to characterize different practices by which school psychologists and independent psychiatrists ‘diagnose’ autism in special education. In New York City, I argue that departments of education entrench these differences, which challenges disadvantaged families needing services. I analyze clinical experiences through anthropological scholarship to recommend reforms to center family voices.</p>\u0000 </div>","PeriodicalId":47386,"journal":{"name":"Anthropology & Education Quarterly","volume":"56 3","pages":""},"PeriodicalIF":1.3,"publicationDate":"2025-05-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144811140","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}
This article uses the framework of legal violence to examine two educational labels attached to immigrant young people: newcomer and international student. We demonstrate how these labels function to obscure immigrant students' long-standing relationships with the United States and result in missed opportunities to address how legal violence manifests in their lives. We invite scholars to better attend to how immigration policies are intertwined with schooling in the lives of immigrant young people.
{"title":"“We Call Them International Students”: The Consequences of the Newcomer and International Student Labels for Immigrant Students in Public Schools","authors":"Sophia L. Ángeles, Kyle Halle-Erby","doi":"10.1111/aeq.70021","DOIUrl":"10.1111/aeq.70021","url":null,"abstract":"<p>This article uses the framework of legal violence to examine two educational labels attached to immigrant young people: newcomer and international student. We demonstrate how these labels function to obscure immigrant students' long-standing relationships with the United States and result in missed opportunities to address how legal violence manifests in their lives. We invite scholars to better attend to how immigration policies are intertwined with schooling in the lives of immigrant young people.</p>","PeriodicalId":47386,"journal":{"name":"Anthropology & Education Quarterly","volume":"56 3","pages":""},"PeriodicalIF":1.3,"publicationDate":"2025-05-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://anthrosource.onlinelibrary.wiley.com/doi/epdf/10.1111/aeq.70021","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144811034","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This article examines a growing demand for higher education among Indigenous Amazonian women, exploring their educational goals and the challenges they face. We examine how young women's desire to access new educational opportunities is entwined with an aspiration to become new kinds of persons, but also to support their own communities. We argue that women's demand for education is actively shaping new futures, opening new pathways toward educational inclusion and leadership on their own terms.
{"title":"Educational Trajectories Among Young Indigenous Women in Amazonia: A Quest for Gender Equity and Interculturality","authors":"Patricia Ames, Camilla Morelli, Almendra Aguilar Aguirre, Roldan Tumi Desi","doi":"10.1111/aeq.70019","DOIUrl":"10.1111/aeq.70019","url":null,"abstract":"<div>\u0000 \u0000 <p>This article examines a growing demand for higher education among Indigenous Amazonian women, exploring their educational goals and the challenges they face. We examine how young women's desire to access new educational opportunities is entwined with an aspiration to become new kinds of persons, but also to support their own communities. We argue that women's demand for education is actively shaping new futures, opening new pathways toward educational inclusion and leadership on their own terms.</p>\u0000 </div>","PeriodicalId":47386,"journal":{"name":"Anthropology & Education Quarterly","volume":"56 3","pages":""},"PeriodicalIF":1.3,"publicationDate":"2025-03-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144809268","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}
Brendan H. O'Connor, Jill Koyama, Arshad Ali, Edmund T. Hamann, Katie Lazdowski, Cara Morgensen, Kysa Nygreen, Sally Pirie
This multivocal, multimedia commentary presents some educational anthropologists' responses to the 2024 US Presidential election and events immediately following. It follows the 2017 special issue entitled “Educational Anthropologists Respond to the 2016 US Presidential Election.”
{"title":"Educational Anthropologists Respond to the 2024 US Presidential Election","authors":"Brendan H. O'Connor, Jill Koyama, Arshad Ali, Edmund T. Hamann, Katie Lazdowski, Cara Morgensen, Kysa Nygreen, Sally Pirie","doi":"10.1111/aeq.70020","DOIUrl":"10.1111/aeq.70020","url":null,"abstract":"<div>\u0000 \u0000 <p>This multivocal, multimedia commentary presents some educational anthropologists' responses to the 2024 US Presidential election and events immediately following. It follows the 2017 special issue entitled “Educational Anthropologists Respond to the 2016 US Presidential Election.”</p>\u0000 </div>","PeriodicalId":47386,"journal":{"name":"Anthropology & Education Quarterly","volume":"56 2","pages":""},"PeriodicalIF":1.3,"publicationDate":"2025-03-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144091958","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}
Keylin Figueroa, Juan Gomez, Desiree Rosas, Josh Somers, Megan Raschig
Drawing on collaborative research with MILPA on their liberatory curriculum, Telpochcalli, this essay offers “encuentros” as a regenerative ethico-methodology in community-led and kinship-grounded anthropological research into Chicano Indigenous educational spaces. Encuentros, encounters with others for relationship-building and mutual learning, renew and expand existing relational knowledge. If an anthropology of education is concerned with epistemology and decolonization, we should approach how we study Indigenized educational projects with care and creativity.
{"title":"Encuentros beyond ethnography: Indigenizing ethico-methodologies in the anthropology of education","authors":"Keylin Figueroa, Juan Gomez, Desiree Rosas, Josh Somers, Megan Raschig","doi":"10.1111/aeq.70004","DOIUrl":"10.1111/aeq.70004","url":null,"abstract":"<p>Drawing on collaborative research with MILPA on their liberatory curriculum, Telpochcalli, this essay offers “<i>encuentros</i>” as a regenerative ethico-methodology in community-led and kinship-grounded anthropological research into Chicano Indigenous educational spaces. <i>Encuentros</i>, encounters with others for relationship-building and mutual learning, renew and expand existing relational knowledge. If an anthropology of education is concerned with epistemology and decolonization, we should approach <i>how</i> we study Indigenized educational projects with care and creativity.</p>","PeriodicalId":47386,"journal":{"name":"Anthropology & Education Quarterly","volume":"56 2","pages":""},"PeriodicalIF":1.3,"publicationDate":"2025-03-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144091792","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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