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Bureaucratising Social Justice: The reproduction of social inequality through scholarship programs in Nepal 官僚主义的社会正义：通过尼泊尔的奖学金项目再现社会不平等
IF 1.3 4区 教育学
Anthropology & Education Quarterly Pub Date : 2023-03-01 DOI: 10.1111/aeq.12459
Uma Pradhan, Todd John Wallenius, Karen Valentin
{"title":"Bureaucratising Social Justice: The reproduction of social inequality through scholarship programs in Nepal","authors":"Uma Pradhan,&nbsp;Todd John Wallenius,&nbsp;Karen Valentin","doi":"10.1111/aeq.12459","DOIUrl":"https://doi.org/10.1111/aeq.12459","url":null,"abstract":"<p>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.”</p>","PeriodicalId":47386,"journal":{"name":"Anthropology & Education Quarterly","volume":"54 4","pages":"331-348"},"PeriodicalIF":1.3,"publicationDate":"2023-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71951760","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}
引用次数: 0
“Where We Are Within That”: Chuj Sovereignty and Belonging Across Overlapping Settler Borders “我们在其中的位置”：楚伊主权和跨越重叠的定居者边界的归属
IF 1.3 4区 教育学
Anthropology & Education Quarterly Pub Date : 2023-01-24 DOI: 10.1111/aeq.12455
Alexandra Allweiss
{"title":"“Where We Are Within That”: Chuj Sovereignty and Belonging Across Overlapping Settler Borders","authors":"Alexandra Allweiss","doi":"10.1111/aeq.12455","DOIUrl":"https://doi.org/10.1111/aeq.12455","url":null,"abstract":"<p>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.</p>","PeriodicalId":47386,"journal":{"name":"Anthropology & Education Quarterly","volume":"54 3","pages":"278-296"},"PeriodicalIF":1.3,"publicationDate":"2023-01-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"50142678","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}
引用次数: 1
Schools under siege: The impact of immigration enforcement on educational equity. Patricia Gándara and Jongyeon Ee, eds. Cambridge, MA: Harvard Education Press, 2021, 215 pp. 被围困的学校：移民执法对教育公平的影响。Patricia Gándara和Jongyeon Ee编辑。马萨诸塞州剑桥：哈佛教育出版社，2021，215页。
IF 1.3 4区 教育学
Anthropology & Education Quarterly Pub Date : 2023-01-24 DOI: 10.1111/aeq.12457
Lisa López-Escobar, Sophia Rodriguez
{"title":"Schools under siege: The impact of immigration enforcement on educational equity. Patricia Gándara and Jongyeon Ee, eds. Cambridge, MA: Harvard Education Press, 2021, 215 pp.","authors":"Lisa López-Escobar,&nbsp;Sophia Rodriguez","doi":"10.1111/aeq.12457","DOIUrl":"https://doi.org/10.1111/aeq.12457","url":null,"abstract":"","PeriodicalId":47386,"journal":{"name":"Anthropology & Education Quarterly","volume":"54 4","pages":"431-433"},"PeriodicalIF":1.3,"publicationDate":"2023-01-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71978449","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}
引用次数: 7
A Note from the Editors 编者按
IF 1.3 4区 教育学
Anthropology & Education Quarterly Pub Date : 2023-01-13 DOI: 10.1111/aeq.12456
Brendan H. O'Connor, Jill Koyama
{"title":"A Note from the Editors","authors":"Brendan H. O'Connor,&nbsp;Jill Koyama","doi":"10.1111/aeq.12456","DOIUrl":"https://doi.org/10.1111/aeq.12456","url":null,"abstract":"We are pleased to present this special issue, the first under our editorial tenure at the University of Pennsylvania, featuring a set of articles collected by Joanne Larson and Nancy Ares of the University of Rochester and Kevin O’Connor of the University of Colorado. The issue explores the struggles, tensions, successes, and failures of a major community change initiative in a historically underserved urban community. The articles describe the multiyear ethnographic study of this initiative that Larson, Ares, O’Connor, and colleagues undertook in collaboration with community participants. The initiative was an ambitious one, seeking to coordinate efforts by the school district and individual schools, community and social service agencies, churches and nonprofit organizations, and business and local government, toward a goal of improving schooling and learning outcomes for children and youth. The guest editors and contributing authors analyze the various dimensions of the complex community change process, focusing on the tensions that arose and ultimately impeded accomplishment of the objectives. Of particular interest is their account of how community members lost agency and voice over the course of the community change planning process. As is true for every article published in AEQ, each contribution in this special issue was peer reviewed by at least three anonymous external reviewers, and the issue as a whole also underwent anonymous peer review. We thank guest editors Larson, Ares, and O’Connor for conceptualizing and guiding the issue through the review and revision process. We hope that AEQ readers will, as we did, find the stories told here not just troubling but also illuminating in the ongoing quest for meaningful social change and educational futures for underserved urban children and youth.","PeriodicalId":47386,"journal":{"name":"Anthropology & Education Quarterly","volume":"54 1","pages":"3-5"},"PeriodicalIF":1.3,"publicationDate":"2023-01-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"50150343","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}
引用次数: 1
A Collective Journey: Coalitional Critical Consciousness and Collaborative Methodologies in Bilingual Teacher Education 集体之旅：双语教师教育中的联盟批判意识与合作方法
IF 1.3 4区 教育学
Anthropology & Education Quarterly Pub Date : 2023-01-05 DOI: 10.1111/aeq.12453
Rachel Snyder Bhansari
{"title":"A Collective Journey: Coalitional Critical Consciousness and Collaborative Methodologies in Bilingual Teacher Education","authors":"Rachel Snyder Bhansari","doi":"10.1111/aeq.12453","DOIUrl":"https://doi.org/10.1111/aeq.12453","url":null,"abstract":"<p>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.</p><p>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.</p>","PeriodicalId":47386,"journal":{"name":"Anthropology & Education Quarterly","volume":"54 3","pages":"257-277"},"PeriodicalIF":1.3,"publicationDate":"2023-01-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"50130392","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}
引用次数: 1
Applying Anzalduan Frameworks to Understand Transnational Youth Identities: Bridging Culture, Language, and Schooling at the US–Mexican Border. Edited by G. Sue Kasun and Irasema Mora-Pablo. New York: Routledge, 2022. 应用Anzalduan框架来理解跨国青年身份：连接美墨边境的文化、语言和学校教育。G.Sue Kasun和Irasema Mora Pablo编辑。纽约：劳特利奇，2022年。
IF 1.3 4区 教育学
Anthropology & Education Quarterly Pub Date : 2022-12-30 DOI: 10.1111/aeq.12452
Roberto J. Young
{"title":"Applying Anzalduan Frameworks to Understand Transnational Youth Identities: Bridging Culture, Language, and Schooling at the US–Mexican Border. Edited by G. Sue Kasun and Irasema Mora-Pablo. New York: Routledge, 2022.","authors":"Roberto J. Young","doi":"10.1111/aeq.12452","DOIUrl":"https://doi.org/10.1111/aeq.12452","url":null,"abstract":"","PeriodicalId":47386,"journal":{"name":"Anthropology & Education Quarterly","volume":"54 3","pages":"318-320"},"PeriodicalIF":1.3,"publicationDate":"2022-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"50149770","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}
引用次数: 0
Mindful Ethnography: Mind, Heart and Activity for Transformative Social Research. Marjorie Elaine Faulstich Orellana. New York. Routledge, 2020. 172 pp. 心智民族志：转型社会研究的心智、心灵和活动。Marjorie Elaine Faustich Orellana。纽约劳特利奇，2020年。172页。
IF 1.3 4区 教育学
Anthropology & Education Quarterly Pub Date : 2022-12-30 DOI: 10.1111/aeq.12454
Ariel Borns
{"title":"Mindful Ethnography: Mind, Heart and Activity for Transformative Social Research. Marjorie Elaine Faulstich Orellana. New York. Routledge, 2020. 172 pp.","authors":"Ariel Borns","doi":"10.1111/aeq.12454","DOIUrl":"https://doi.org/10.1111/aeq.12454","url":null,"abstract":"","PeriodicalId":47386,"journal":{"name":"Anthropology & Education Quarterly","volume":"54 3","pages":"324-325"},"PeriodicalIF":1.3,"publicationDate":"2022-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"50155720","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}
引用次数: 4
Community Funds of Knowledge and Identity: A Mesogenetic Approach to Education 知识与身份的社区基金：一种教育的中生方法
IF 1.3 4区 教育学
Anthropology & Education Quarterly Pub Date : 2022-12-07 DOI: 10.1111/aeq.12451
Moises Esteban-Guitart, Edgar Iglesias, Josep Maria Serra, David Subero
{"title":"Community Funds of Knowledge and Identity: A Mesogenetic Approach to Education","authors":"Moises Esteban-Guitart,&nbsp;Edgar Iglesias,&nbsp;Josep Maria Serra,&nbsp;David Subero","doi":"10.1111/aeq.12451","DOIUrl":"https://doi.org/10.1111/aeq.12451","url":null,"abstract":"<p>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 <i>community funds of knowledge and identity</i>, 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.</p>","PeriodicalId":47386,"journal":{"name":"Anthropology & Education Quarterly","volume":"54 3","pages":"307-317"},"PeriodicalIF":1.3,"publicationDate":"2022-12-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/aeq.12451","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"50123661","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}
引用次数: 1
Indigenous Pedagogies in a Global World and Sustainable Futures 全球化世界中的本土教学法与可持续未来
IF 1.3 4区 教育学
Anthropology & Education Quarterly Pub Date : 2022-11-28 DOI: 10.1111/aeq.12447
Fina Carpena-Méndez, Pirjo Kristiina Virtanen, Karla Jessen Williamson
{"title":"Indigenous Pedagogies in a Global World and Sustainable Futures","authors":"Fina Carpena-Méndez,&nbsp;Pirjo Kristiina Virtanen,&nbsp;Karla Jessen Williamson","doi":"10.1111/aeq.12447","DOIUrl":"https://doi.org/10.1111/aeq.12447","url":null,"abstract":"<p>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.</p>","PeriodicalId":47386,"journal":{"name":"Anthropology & Education Quarterly","volume":"53 4","pages":"308-320"},"PeriodicalIF":1.3,"publicationDate":"2022-11-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"109175380","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}
引用次数: 1
Indigenous Mexican Teachers and Decolonial Thinking: Enacting Pedagogies of Reclamation 墨西哥土著教师与非殖民化思维：制定开垦教育学
IF 1.3 4区 教育学
Anthropology & Education Quarterly Pub Date : 2022-11-24 DOI: 10.1111/aeq.12450
Vanessa Anthony-Stevens, Eulalia Gallegos Buitron
{"title":"Indigenous Mexican Teachers and Decolonial Thinking: Enacting Pedagogies of Reclamation","authors":"Vanessa Anthony-Stevens,&nbsp;Eulalia Gallegos Buitron","doi":"10.1111/aeq.12450","DOIUrl":"https://doi.org/10.1111/aeq.12450","url":null,"abstract":"<p>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.</p>","PeriodicalId":47386,"journal":{"name":"Anthropology & Education Quarterly","volume":"54 2","pages":"144-164"},"PeriodicalIF":1.3,"publicationDate":"2022-11-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"50143001","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}
引用次数: 0
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