Anthropology & Education Quarterly最新文献

This article draws on ethnographic data on the distribution of scholarship programs at two Nepali state-run schools. Anchored in the cross-field of educational anthropology and the anthropology of bureaucracy, this article examines schools not just as sites of learning but as institutions that control and regulate access through bureaucratized mechanisms. We draw attention to scholarship processes as inherently selective and requiring social and cultural capital, thus leading to what we term “the bureaucratization of social justice.”

This article centers two “zones of sovereignty” that Maya Chuj youth organizers and educators in Guatemala and the United States created from within and across nation-states and settler colonial projects. It highlights how these spaces supported Chuj young people and educators as they navigated and (re)imagined relationality and belonging across transnational and diaspora spaces in ways that refused and challenged settler colonial and imperialist nation-state logics and boundaries.

This article analyzes critical reflection groups held over the course of a year-long collaborative ethnography between me as researcher and five novice bilingual teachers. Drawing on feminist theories of emotion as knowledge, I argue that coalitional critical consciousness developed in our meetings through emotional expression and acknowledgment of identity in connection to systems of power. I also explore the affordances of collaborative methods in the formation of collective critique for practicing teachers.

Este artículo explora reuniones de reflexión crítica que tomaron lugar a lo largo de una etnografía de un año que realicé en colaboración con cinco maestras bilingües. Usando teorías feministas de emociones como conocimiento, sugiero que en nuestras reuniones desarrollamos una conciencia crítica colaborativa a través de expresiones emocionales y reconocimiento de identidad en conexión con sistemas de poder. También, exploro los beneficios de métodos colaborativos en la formación de una crítica colectiva.

This theoretical article explores the concept of community funds of knowledge and identity to complement the two related notions of funds of knowledge (focused on the knowledge and skills of families) and funds of identity (students' practices and lived experiences). By community funds of knowledge and identity, we mean the historically accumulated and culturally developed bodies of knowledge, skills, and personal/social identifications embedded in particular geographical spaces, social institutions, or any educational resource available in any community.

The relationship between Indigenous learning systems and sustainability pedagogies has not been sufficiently elaborated despite the recognition of Indigenous peoples as stewards of the world's biological, cultural and linguistic diversity. Indigenous pedagogies are intergenerational, relational, and land-based. This special section addresses intergenerational efforts to regenerate local biocultural knowledge in settings that extend beyond the classroom and proposes that educators support these processes by cultivating relational learning through new sensory, perceptive, and affective capacities throughout life.

This paper examines the ways Indigenous Mexican educators navigate paradoxical institutional and community discourses around Indigenous language and cultural reclamation as negotiated forms of survivance and decolonial thinking in and around schools. Using ethnographic and Indigenous methodologies, we focus on the experiences of elementary education teachers from the states of Oaxaca and Puebla to highlight the sophisticated ways Indigenous educators figure ideological and implementational spaces of Indigenous persistence.