{"title":"Knowing silence: How children talk about immigration status in school By Ariana Mangual Figueroa, Minneapolis, London: University of Minnesota Press, 2024","authors":"Monica A. Velarde","doi":"10.1111/aeq.12521","DOIUrl":"10.1111/aeq.12521","url":null,"abstract":"","PeriodicalId":47386,"journal":{"name":"Anthropology & Education Quarterly","volume":"56 1","pages":""},"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":"10.1111/aeq.12520","url":null,"abstract":"<p>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.</p>","PeriodicalId":47386,"journal":{"name":"Anthropology & Education Quarterly","volume":"56 1","pages":""},"PeriodicalIF":1.3,"publicationDate":"2024-07-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/aeq.12520","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":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Public schools, private governance: Education reform and democracy in New Orleans By J. Celeste Lay, Philadelphia, PA: Temple University Press. 2022. 230 pp. $32.95 (paperback). EAN 9781439922644","authors":"Reid M. Harris","doi":"10.1111/aeq.12518","DOIUrl":"10.1111/aeq.12518","url":null,"abstract":"","PeriodicalId":47386,"journal":{"name":"Anthropology & Education Quarterly","volume":"55 4","pages":"430-431"},"PeriodicalIF":1.3,"publicationDate":"2024-06-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141365637","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":"School zone: A problem analysis of student offending and victimization By Pamela Wilcox, Graham C. Ousey, Marie Skubak Tillyer, Philadelphia: Temple University Press. 2022. 242 pp. USD $34.95 (paperback). ISBN: 978-1-4399-2037-4","authors":"Edgar Valles","doi":"10.1111/aeq.12517","DOIUrl":"10.1111/aeq.12517","url":null,"abstract":"","PeriodicalId":47386,"journal":{"name":"Anthropology & Education Quarterly","volume":"55 4","pages":"423-425"},"PeriodicalIF":1.3,"publicationDate":"2024-06-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141385534","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":"South Korean migrants in China: An ethnography of education, desire, and temporariness By Xiao Ma, Amsterdam: Amsterdam University Press. 2024. 190 pp. €104,00 (Hardback). ISBN: 9789463726252","authors":"Huan Yu","doi":"10.1111/aeq.12519","DOIUrl":"10.1111/aeq.12519","url":null,"abstract":"","PeriodicalId":47386,"journal":{"name":"Anthropology & Education Quarterly","volume":"56 1","pages":""},"PeriodicalIF":1.3,"publicationDate":"2024-05-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143389420","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":"Decolonizing study abroad through the identities of Latinx students: A manifesto to reclaim identities and heritage By G. Sue Kasun, Beth Marks, and Julián Jefferies, London: Routledge, Taylor & Francis Group. 2024. pp. 124. $66.99. ISBN: 9781032335414","authors":"Allison Goldman","doi":"10.1111/aeq.12507","DOIUrl":"10.1111/aeq.12507","url":null,"abstract":"","PeriodicalId":47386,"journal":{"name":"Anthropology & Education Quarterly","volume":"55 4","pages":"426-429"},"PeriodicalIF":1.3,"publicationDate":"2024-05-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141195492","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":"Learning without lessons. Pedagogy in indigenous communities By David Lancy, New York: Oxford University Press. 2024. 280 pp. $90.00 (hardback). ISBN: 9780197645598","authors":"Thomas S. Weisner","doi":"10.1111/aeq.12511","DOIUrl":"10.1111/aeq.12511","url":null,"abstract":"","PeriodicalId":47386,"journal":{"name":"Anthropology & Education Quarterly","volume":"56 1","pages":""},"PeriodicalIF":1.3,"publicationDate":"2024-05-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141117125","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 examines the paradoxical relationship between state schools and political parties in Cambodia. To gain electoral support, the ruling Cambodian People's Party controls donations to schools, teachers' behavior, and extracurricular activities. Yet schools simultaneously provide spaces for youth to develop a generational identity that encourages skepticism of the party. I suggest that focusing on political parties provides an important means for analyzing how schooling is connected to configurations of power, particularly in authoritarian contexts.
{"title":"Learning the party line: The paradox of politics and Cambodian schools","authors":"Jennifer Estes","doi":"10.1111/aeq.12510","DOIUrl":"10.1111/aeq.12510","url":null,"abstract":"<p>This article examines the paradoxical relationship between state schools and political parties in Cambodia. To gain electoral support, the ruling Cambodian People's Party controls donations to schools, teachers' behavior, and extracurricular activities. Yet schools simultaneously provide spaces for youth to develop a generational identity that encourages skepticism of the party. I suggest that focusing on political parties provides an important means for analyzing how schooling is connected to configurations of power, particularly in authoritarian contexts.</p>","PeriodicalId":47386,"journal":{"name":"Anthropology & Education Quarterly","volume":"56 1","pages":""},"PeriodicalIF":1.3,"publicationDate":"2024-05-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/aeq.12510","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140939350","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}
Lance Levenson, Friederike Lorenz-Sinai, Fabian Kessl, Julia Resnik
Drawing on anthropological conceptions of pilgrimage, our ethnography of professional development at an Israeli Holocaust Memorial follows German teachers on journeys to Israel. Seeking transformative and transferable experiences to combat anti-Semitism in schools, teachers experienced the voyage as a secular pilgrimage rooted in Christian traditions of guilt, confession, and absolution. As teachers' emotional encounters in Israel simultaneously forged communitas and challenged official historical–pedagogical visions, their practices abroad elucidate prevalent Holocaust education discourses in contemporary Germany.
{"title":"German teachers' pilgrimage to an Israeli Holocaust Memorial: Emotions, encounters, and contested visions","authors":"Lance Levenson, Friederike Lorenz-Sinai, Fabian Kessl, Julia Resnik","doi":"10.1111/aeq.12508","DOIUrl":"10.1111/aeq.12508","url":null,"abstract":"<p>Drawing on anthropological conceptions of pilgrimage, our ethnography of professional development at an Israeli Holocaust Memorial follows German teachers on journeys to Israel. Seeking transformative and transferable experiences to combat anti-Semitism in schools, teachers experienced the voyage as a secular pilgrimage rooted in Christian traditions of guilt, confession, and absolution. As teachers' emotional encounters in Israel simultaneously forged <i>communitas</i> and challenged official historical–pedagogical visions, their practices abroad elucidate prevalent Holocaust education discourses in contemporary Germany.</p>","PeriodicalId":47386,"journal":{"name":"Anthropology & Education Quarterly","volume":"55 4","pages":"400-418"},"PeriodicalIF":1.3,"publicationDate":"2024-05-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/aeq.12508","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140996432","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}
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