Contesting educational imaginaries at the intersection of migration and transnational development in Guatemala

IF 1.4 4区教育学 Q2 ANTHROPOLOGY

Anthropology & Education Quarterly Pub Date : 2023-09-04 DOI:10.1111/aeq.12481

Briana Nichols

引用次数: 0

Abstract

Drawing on 18 months of ethnographic engagement in Guatemala with Indigenous youth, local community organizations, and transnational nongovernmental organizations, this article examines how young people imagine and work toward alternative futures at the intersection of extensive migration and a developmentalist push for educational attainment. I show how, within the development infrastructures generated by migration, contrasting futures are rendered, with concerns over education being a key site for this imaginative and future-oriented work.

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危地马拉移民与跨国发展交汇处的教育想象之争

本文通过在危地马拉与土著青年、当地社区组织和跨国非政府组织长达 18 个月的人种学接触，探讨了在大规模移民和发展主义推动教育成就的交汇点上，年轻人如何想象并努力实现另一种未来。我说明了在移民产生的发展基础设施中，如何呈现出截然不同的未来，而对教育的关注则是这种富有想象力和面向未来的工作的关键场所。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Anthropology & Education Quarterly Multiple-

CiteScore

3.30

自引率

7.70%

发文量

期刊介绍： Anthropology & Education Quarterly is a peer-reviewed journal that publishes scholarship on schooling in social and cultural context and on human learning both inside and outside of schools. Articles rely primarily on ethnographic research to address immediate problems of practice as well as broad theoretical questions. AEQ also publishes on the teaching of anthropology.