This article examines everyday International Baccalaureate Educator Certificate (IBEC) environments in Japanese higher education through a theoretical framework of whiteness. Exploring dissonances shaped by English and constructivism at two universities, I argue that communities challenge Anglo-American and Euro-American epistemologies imbued within globalist education. I call for scholarship on whiteness to better prioritize decloaking its plethora of still concealed artifacts, an issue I elucidate with two examples in language and pedagogy.
{"title":"Decloaking whiteness: Linguistic and pedagogical imperialisms of International Baccalaureate teacher education in Japan","authors":"Akira Shah","doi":"10.1111/aeq.12537","DOIUrl":"10.1111/aeq.12537","url":null,"abstract":"<p>This article examines everyday <i>International Baccalaureate Educator Certificate</i> (IBEC) environments in Japanese higher education through a theoretical framework of whiteness. Exploring dissonances shaped by English and constructivism at two universities, I argue that communities challenge Anglo-American and Euro-American epistemologies imbued within globalist education. I call for scholarship on whiteness to better prioritize decloaking its plethora of still concealed artifacts, an issue I elucidate with two examples in language and pedagogy.</p>","PeriodicalId":47386,"journal":{"name":"Anthropology & Education Quarterly","volume":"56 2","pages":""},"PeriodicalIF":1.3,"publicationDate":"2024-12-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/aeq.12537","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144091199","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 challenges mainstream discourses of girls' education during COVID-19 that sexualize girls in the Global South and reproduce racialized differences. We draw on a longitudinal cohort study of Malawian young women conducted from 2020 to 2023 to offer counternarratives of the intersecting risks to school retention. We argue that the pandemic was less a rupture for girls' status quo than an intensification of the conditions that already characterized school-going amidst “syndemic” conditions, including climate change, the transformation of relations of care, and the privatization of public education.
{"title":"Counternarratives of COVID-19: Girls' stories of disrupted schooling in Malawi","authors":"Rachel Silver, Stella Makhuva, Alyssa Morley","doi":"10.1111/aeq.12538","DOIUrl":"10.1111/aeq.12538","url":null,"abstract":"<p>This article challenges mainstream discourses of girls' education during COVID-19 that sexualize girls in the Global South and reproduce racialized differences. We draw on a longitudinal cohort study of Malawian young women conducted from 2020 to 2023 to offer counternarratives of the intersecting risks to school retention. We argue that the pandemic was less a rupture for girls' status quo than an intensification of the conditions that already characterized school-going amidst “syndemic” conditions, including climate change, the transformation of relations of care, and the privatization of public education.</p>","PeriodicalId":47386,"journal":{"name":"Anthropology & Education Quarterly","volume":"56 2","pages":""},"PeriodicalIF":1.3,"publicationDate":"2024-12-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/aeq.12538","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144091330","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":"Word work: Practical tools to empower language and literacy learning in the high school classroom By Amber M. Simmons, Chanpaign, IL: National Council of Teachers of English. 2023. pp. 233. $39.99 (Paperback version). ISBN: 978-0-8141-0131-5","authors":"Tsukuru Kamiyama","doi":"10.1111/aeq.12536","DOIUrl":"10.1111/aeq.12536","url":null,"abstract":"","PeriodicalId":47386,"journal":{"name":"Anthropology & Education Quarterly","volume":"56 2","pages":""},"PeriodicalIF":1.3,"publicationDate":"2024-11-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144091518","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}
With a focus on Parker, a Black second-grader, this paper explores how photographs taken by children reveal aspects of identity that adults do not always capture or deem important in school spaces. In fact, while Parker was often imaged and positioned in deficit ways, children's photographs expanded static narratives told about Parker. While troubling documentation, the findings highlight the ways children's capacities, strengths, and contributions are overlooked by images reproducing neoliberal logics.
{"title":"“Saving a picture forever”: Documenting and curating “truthful” images at school","authors":"Carmen Lugo Llerena, Haeny S. Yoon","doi":"10.1111/aeq.12534","DOIUrl":"10.1111/aeq.12534","url":null,"abstract":"<p>With a focus on Parker, a Black second-grader, this paper explores how photographs taken <i>by</i> children reveal aspects of identity that adults do not always capture or deem important in school spaces. In fact, while Parker was often imaged and positioned in deficit ways, children's photographs expanded static narratives told about Parker. While troubling documentation, the findings highlight the ways children's capacities, strengths, and contributions are overlooked by images reproducing neoliberal logics.</p>","PeriodicalId":47386,"journal":{"name":"Anthropology & Education Quarterly","volume":"56 1","pages":""},"PeriodicalIF":1.3,"publicationDate":"2024-10-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143389440","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":"The impact of college diversity: Struggles and successes at age 30 By Elizabeth Aries, Pennsylvania: Temple University Press. 2023. pp. 224. $34.95 (paperback). ISBN: 9781439923184","authors":"Karime H. Smith","doi":"10.1111/aeq.12535","DOIUrl":"10.1111/aeq.12535","url":null,"abstract":"","PeriodicalId":47386,"journal":{"name":"Anthropology & Education Quarterly","volume":"56 2","pages":""},"PeriodicalIF":1.3,"publicationDate":"2024-10-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144091552","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}
Jessica Hardin, Anna Carter, Lee Smith, Pema Lama, Anna Pasquantonio, Makenna Hakim
This ethnographic study investigates the teaching and learning of the design process in biomedical engineering classrooms. Through classroom fieldwork, we examine how faculty and students conceptualize and implement the design process, focusing on its linear teaching methods, the abstraction of users, and the reinforcement of expertise hierarchies. Our analysis reveals how these pedagogical practices perpetuate ableist assumptions within engineering education. This research contributes to the understanding of how educational practices in engineering shape professional identities and reinforce systemic biases.
{"title":"Perpetuating ableism in engineering education: The role of user abstraction and expertise hierarchies in the design process","authors":"Jessica Hardin, Anna Carter, Lee Smith, Pema Lama, Anna Pasquantonio, Makenna Hakim","doi":"10.1111/aeq.12531","DOIUrl":"10.1111/aeq.12531","url":null,"abstract":"<p>This ethnographic study investigates the teaching and learning of the design process in biomedical engineering classrooms. Through classroom fieldwork, we examine how faculty and students conceptualize and implement the design process, focusing on its linear teaching methods, the abstraction of users, and the reinforcement of expertise hierarchies. Our analysis reveals how these pedagogical practices perpetuate ableist assumptions within engineering education. This research contributes to the understanding of how educational practices in engineering shape professional identities and reinforce systemic biases.</p>","PeriodicalId":47386,"journal":{"name":"Anthropology & Education Quarterly","volume":"56 1","pages":""},"PeriodicalIF":1.3,"publicationDate":"2024-10-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143388939","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":"Listening to people: A practical guide to interviewing, participant observation, data analysis, and writing it all up By Annette Lareau, Chicago: University of Chicago Press. 2021. pp. 333. $23.00 (paperback). ISBN: 9780226806433","authors":"Meredith Bittel","doi":"10.1111/aeq.12533","DOIUrl":"10.1111/aeq.12533","url":null,"abstract":"","PeriodicalId":47386,"journal":{"name":"Anthropology & Education Quarterly","volume":"56 1","pages":""},"PeriodicalIF":1.3,"publicationDate":"2024-09-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142267462","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}
Kenya's secondary schools are active sites of intensifying inequalities among young people, producing different kinds of subjectivities. Drawing from interview data with school graduates, I consider how young people discern the value of their education according to material resources, like new school buses and buildings. These concerns indicate students' distrust of education as intrinsically beneficial and the embeddedness of students' interests in a broader prestige economy that equates social status with wealth.
{"title":"“The school bus was everything.” Seeking distinction in Kenya's education system","authors":"Elizabeth Cooper","doi":"10.1111/aeq.12529","DOIUrl":"10.1111/aeq.12529","url":null,"abstract":"<p>Kenya's secondary schools are active sites of intensifying inequalities among young people, producing different kinds of subjectivities. Drawing from interview data with school graduates, I consider how young people discern the value of their education according to material resources, like new school buses and buildings. These concerns indicate students' distrust of education as intrinsically beneficial and the embeddedness of students' interests in a broader prestige economy that equates social status with wealth.</p>","PeriodicalId":47386,"journal":{"name":"Anthropology & Education Quarterly","volume":"56 1","pages":""},"PeriodicalIF":1.3,"publicationDate":"2024-09-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/aeq.12529","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142184396","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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