Anthropology & Education Quarterly最新文献

Levinson, Bradley A. 2023. “Centering Knowledge Production: A Matter of Historical Memory.” Anthropology & Education Quarterly 54 (3): 207–225. https://doi.org/10.1111/aeq.12473.

The 4th and 5th paragraphs of the article should have read:

Since some have wondered why the address was never published in the accustomed fashion, it remains only to give the details of how this current publication came to be. On January 27, 2017, I submitted an earlier version of the following text to then-Editors-in-Chief of Anthropology of Education Quarterly (AEQ), Sally Campbell Galman and Laura Valdiviezo. After their initial encouragement, I continued to revise the piece—with input from at least six CAE colleagues—and submitted a revised version on July 6, 2017. I was given the opportunity to resubmit a revised piece within 6 weeks, by May 20, 2018. I was neither able nor inclined to do so.

After letting it sit for more than 3 years, in the summer of 2021, I approached a member of the new CAE leadership team about whether they thought the time might be right for a reconsideration. As I explained in that initial message, I was fully prepared to publish the piece on my own website and send out a message with a link to the CAE community, for those who might care to read it. To my surprise, they gave their blessing for its reconsideration by the new editors of AEQ. Knowing that this publication may stir more polemic, I thank them for their commitment and courage. Here it is, warts and all, for posterity.

Investigations into teacher dissatisfaction often limit concerns to the school setting; however, this ethnographic study investigated how Cuban women's employment as primary school teachers forced them to make strategic negotiations related to childbirth and eldercare. Interviews and participant observation conducted with five Black primary teachers revealed tensions between economic production and biological reproduction. Attention to teachers’ lives outside of the classroom and the complications they experience are useful for Cuba and other counties experiencing shortages.

This paper explores research in the always already colonized spaces of academia with people in what is now the United States. In research projects, Wilson (2008) reminds us to begin with community relationships. Through ethnographic work, we trouble the idea of beginning research via local powerbrokers, who may privilege particular narratives and individuals. We offer reflections reconsidering power dynamics in community-based ethnographic studies suggesting ways to think about who research relationships are built with.

This critical ethnographic study explores a participatory action research group consisting of Latin American immigrant mothers seeking to involve their community in school decision-making. Drawing from pedagogies of acompañamiento, I describe how the mothers responded to decision-making challenges and leveraged reflections on their struggles to co-create knowledge and belonging. I demonstrate how their collective learning highlights transformation outside of formal policy channels, pushing us to consider alternative ways of making social change.

This article discusses a participatory action research (PAR) team's response and adaptation to the COVID-19 pandemic amid multiple crises in Puerto Rico. Drawing on an ethnographic study of a PAR collaboration, the article: 1) examines four key dilemmas that emerged during the study, 2) emphasizes the significance of reciprocal partnerships anchored in solidarity, and 3) underscores the vital role of a decolonial feminist approach in sustaining and maintaining the projects at the onset of the pandemic.