“We Only Teach Them How to Be Together”: Parenting, Child Development, and Engagement with Formal Education Among the Nayaka in South India

IF 1.4 4区教育学 Q2 ANTHROPOLOGY

Anthropology & Education Quarterly Pub Date : 2021-10-25 DOI:10.1111/aeq.12406

Noa Lavi

引用次数: 4

Abstract

Children's school performance is often associated with parenting practices, implying a direct link between parents' behavior, child development, and academic success. Through the case of an Indian forest-dwelling community, I offer an alternative view of child development, learning, and teaching, which prioritizes social skills above—and as a precondition of—academic/practical ones. I discuss the implications of such view to the evaluation of parenting, and more broadly, of formal education for marginalized indigenous communities.

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“我们只教他们如何在一起”:南印度纳雅卡人的父母教育、儿童发展和参与正规教育

孩子在学校的表现通常与父母的做法有关，这意味着父母的行为、孩子的发展和学业成功之间存在直接联系。通过一个印度森林社区的案例，我提供了另一种关于儿童发展、学习和教学的观点，它优先考虑社交技能，并将其作为学术/实践技能的先决条件。我讨论了这种观点对评估养育方式的影响，更广泛地说，对边缘化土著社区的正规教育的影响。

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.