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Assessing Value and Questioning Self-Worth in Educational Migration: Indonesian University Students in Singapore 教育移民中的价值评估与自我价值质疑：新加坡印尼大学生
IF 1.3 4区 教育学 Q2 ANTHROPOLOGY
Anthropology & Education Quarterly
Pub Date : 2025-07-04 DOI: 10.1111/aeq.70036
Erica M. Larson

This article examines the education trajectories of Indonesian students attending university in Singapore. These students and their parents consider a project of educational migration to Singapore as a proven pathway toward their varied aspirations. In Singapore, as Indonesian students experience academic challenges, they recognize national hierarchies that put them at a disadvantage. Though they reported enacting strategies to minimize the influence, the competitive environment still pushed them to evaluate their self-worth relative to other Indonesians.

本文考察了印尼学生在新加坡上大学的教育轨迹。这些学生和他们的父母认为，新加坡的教育移民项目是实现他们各种愿望的有效途径。在新加坡，当印尼学生遇到学业挑战时，他们认识到国家等级制度使他们处于不利地位。尽管他们报告了制定策略以尽量减少影响，但竞争环境仍然迫使他们相对于其他印尼人评估自己的自我价值。
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引用次数: 0
Becoming Mwalimu: Hybridity of Participatory Education in Health Projects in Rural Tanzania 成为姆瓦利姆：坦桑尼亚农村卫生项目参与式教育的混合性
IF 1.3 4区 教育学 Q2 ANTHROPOLOGY
Anthropology & Education Quarterly
Pub Date : 2025-06-24 DOI: 10.1111/aeq.70034
Mohamed Yunus Rafiq

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.

本文审查了坦桑尼亚农村两个保健项目中的保健培训。虽然培训人员最初在参与式方法下扮演促进者的角色，但实际上，他们的教学方法混合了“银行”和解决问题的模式。从殖民时期到市场改革时期，参与式方法的本土化融合了各种教学影响，使问题解决教育具有独特的特点。这种不同教学传统的融合反映了坦桑尼亚后社会主义景观的断裂和连续性。
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引用次数: 0
Other Teachers' Classrooms: Multilingual Paraprofessional Teachers' Hypothetical Language Policy Implementation Narratives 其他教师的课堂：多语种辅助专业教师的假设性语言政策实施叙事
IF 1.3 4区 教育学 Q2 ANTHROPOLOGY
Anthropology & Education Quarterly
Pub Date : 2025-06-11 DOI: 10.1111/aeq.70029
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.

在这篇文章中，我们利用民族志的方法来研究语言政策，探索在美国中南部半农村城镇参加“培养自己的教师”教育计划的多语种辅助专业人员如何通过假设的叙述来体验和想象实施更具包容性的语言政策的尝试。调查结果说明了辅助专业人员如何叙述他们与课堂教师一起工作时的边缘化，他们想象未来课堂的可能性时的代理，以及他们在谈判更具包容性的语言政策时的团结一致。
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引用次数: 0
Working Against the Grain and Engaging Other Worlds of Sense-Making 2021 Past President's Address 反对谷物和参与其他世界的意义制定2021年的前任总统演讲
IF 1.3 4区 教育学 Q2 ANTHROPOLOGY
Anthropology & Education Quarterly
Pub Date : 2025-06-06 DOI: 10.1111/aeq.70033
Sofia A. Villenas

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.

这篇文章是对2021年美国人类学协会（American Anthropological Association）年会上的虚拟演讲进行略微修改后的版本。我反思了拒绝在教育中主导意义的条款，并提出我们工作中最有成效的部分之一是当它召唤我们建立关系并深入参与儿童，家庭和社区对生活和正义的各种渴望时。
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引用次数: 0
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 在艺术教育中培养批判性对话：尊重学生的声音，身份和代理康妮·斯图尔特，伊莱·伯克，丽莎·霍克特里特和托雅·诺思顿（编），纽约：教师出版社，2024。160页，34.95美元。Isbn-10: 0807768987, isbn-13: 978-0807768983
IF 1.3 4区 教育学 Q2 ANTHROPOLOGY
Anthropology & Education Quarterly
Pub Date : 2025-05-29 DOI: 10.1111/aeq.70032
Moises Licerio
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引用次数: 0
Micro-Geographies of Sound: Mapping Scalar Knowledge Relations 声音的微观地理：映射标量知识关系
IF 1.3 4区 教育学 Q2 ANTHROPOLOGY
Anthropology & Education Quarterly
Pub Date : 2025-05-28 DOI: 10.1111/aeq.70027
Sabina Vaught

How do we methodologically map scalar relations of knowledge and the carceral colonial repressions they encounter and refuse? One possibility is to listen. Drawing on one ethnographic vignette from inside a state-identified girls' prison school, this reflection privileges sound as a subject, a practice, and an analytic in ethnographic inquiry, inviting us to consider what we might hear in the quiet, unspectacular, quotidian of violence, its hushed rebuttal, and its low-frequency refusals.

我们如何在方法上描绘知识的标量关系和他们遇到和拒绝的殖民压迫？一种可能是倾听。从一所国家认定的女子监狱学校里的一幅民族志小插图中，这种反思将声音作为一种主题、一种实践和民族志调查中的一种分析，邀请我们思考我们在安静、不引人注目、司空见惯的暴力中可能听到的东西，它的悄声反驳，以及它的低频拒绝。
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引用次数: 0
The Spirit of Our Work: Black Women Teachers (Re)member. By Cynthia B Dillard, Massachusetts: Beacon Press, 2021. 218 pp. $14.95. (paperback). ISBN: 978-080701385-4 我们工作的精神：黑人女教师（再）成员。辛西娅·B·迪拉德著，马萨诸塞州：灯塔出版社，2021年。218页，14.95美元。(平装)。ISBN: 978-080701385-4
IF 1.3 4区 教育学 Q2 ANTHROPOLOGY
Anthropology & Education Quarterly
Pub Date : 2025-05-23 DOI: 10.1111/aeq.70031
Jennifer S. Herrera-Lozano
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引用次数: 0
Contesting Race and Citizenship: Youth Politics in the Black Mediterranean, By Camilla Hawthorne, Ithaca, NY: Cornell University Press, 2022. 324 pp. $31.95 (Paperback). ISBN: 978-1-50-176228-4 (Hardcover), ISBN: 978-1-50-176229-1 (Paperback) 《种族与公民权的斗争：黑人地中海地区的青年政治》，卡米拉·霍桑著，纽约州伊萨卡：康奈尔大学出版社，2022年。324页，31.95美元（平装本）。ISBN: 978-1-50-176228-4（精装），ISBN: 978-1-50-176229-1（平装）
IF 1.3 4区 教育学 Q2 ANTHROPOLOGY
Anthropology & Education Quarterly
Pub Date : 2025-05-16 DOI: 10.1111/aeq.70030
Nur Alfiyani, Susanto Jumaidi, Vionita Vara Fitrianti
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引用次数: 0
“We All Live in One World”: Challenging Settler Mythologies With Sovereign Assertions “我们都生活在一个世界”：用主权主张挑战定居者神话
IF 1.3 4区 教育学 Q2 ANTHROPOLOGY
Anthropology & Education Quarterly
Pub Date : 2025-05-13 DOI: 10.1111/aeq.70025
Cynthia Benally, Donna Deyhle, Beth King

The paper examines how settler colonial myths perpetuate systemic inequities in the education of Native students in Southern Utah. It critiques the “two-worlds” narrative used to justify marginalization and explores how Native parents use sovereign assertions to challenge these injustices. The authors integrate the metaphor of the frontier fort to analyze colonial logic, highlighting acts of resistance and the struggle for educational sovereignty.

本文考察了殖民者的殖民神话如何使南犹他州土著学生教育中的系统性不平等永久化。它批判了用来为边缘化辩护的“两个世界”叙事，并探讨了土著父母如何使用主权主张来挑战这些不公正。作者结合边疆堡垒的隐喻来分析殖民逻辑，突出抵抗行为和争取教育主权的斗争。
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引用次数: 0
Autoethnography as the Fourth Axis: Reflections on the Comparative Case Study Approach in Times of Crisis 自我民族志作为第四轴：危机时期比较个案研究方法的思考
IF 1.3 4区 教育学 Q2 ANTHROPOLOGY
Anthropology & Education Quarterly
Pub Date : 2025-05-12 DOI: 10.1111/aeq.70028
Samira N. Chatila

This reflective article explores the intersection of intellectual production, displacement, and resilience during crises, with Lebanon's ongoing conflict as a backdrop. Building on Bartlett and Vavrus's comparative case study methodology, it proposes autoethnography as a reflexive fourth axis to deepen the framework's capacity for addressing crises. Through personal narratives and scholarly inquiry, it examines how displacement shapes intellectual labor and methodological innovation, offering insights for development, education, and research in precarious contexts.

这篇反思性的文章以黎巴嫩持续的冲突为背景，探讨了危机期间知识生产、流离失所和复原力的交集。在Bartlett和Vavrus的比较案例研究方法的基础上，它提出了自我民族志作为反思性的第四个轴，以深化框架解决危机的能力。通过个人叙述和学术探究，本书探讨了流离失所如何塑造智力劳动和方法论创新，为不稳定环境下的发展、教育和研究提供了见解。
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引用次数: 0
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