Anthropology & Education Quarterly最新文献

{"title":"A response to Bradley Levinson","authors":"Bryan McKinley Jones Brayboy","doi":"10.1111/aeq.12475","DOIUrl":"https://doi.org/10.1111/aeq.12475","url":null,"abstract":"<p>I appreciate the opportunity to engage in a written scholarly dialogue with an article based on the remarks that were part of Bradley Levinson's presidential address in November 2016. My engagement here is not only with the submitted article; it also includes a few other data points. These include my in-person attendance at the address in 2016 as well as additional correspondence between the years 2017 and 2018 with the author. That correspondence was mediated by the editorial team at <i>Anthropology & Education Quarterly (AEQ)</i>. Below, I will do my best to note where I had correspondence that was—to the best of my knowledge—shared with Professor Levinson.</p><p>I attended Professor Levison's original talk; I was there for its commencement, and I stayed through its conclusion. Later, at the request of <i>AEQ's</i> editors (Sally Galman and Laura Valdiviezo), I read a version of the original talk, and I gave explicit and direct feedback on the original manuscript where I suggested revisions. Out of respect for Professor Levinson and the enormity of publishing presidential remarks, I signed my review. A few years later (in 2021), I read an early version of the article that appears in this issue <i>of AEQ</i>. As is his prerogative, Professor Levinson did not significantly revise his original talk (despite my recommendations to do so). I read another iteration of this talk with the opening vignette and its concomitant commentary—the version now published in this issue. To his credit, Professor Levison recommended me to the previous <i>AEQ</i> editors (Lesley Bartlett and Stacey Lee) as a potential respondent. He also references my early engagement with his talk.</p><p>I have been the president of the Council on Anthropology and Education (CAE), and I have given a presidential talk. It is not easy; it carries its own set of anxieties. I can imagine giving such an address in the shadows of former President Donald Trump's controversial and contested election, which shook many people, added a layer of difficulty. I have a real sense of empathy for anyone having to offer a scholarly address to the council.</p><p>In exploring Professor Levinson's presidential address, I will draw on multiple reviews of it as well as my curiosity about its implications. Except where necessary, I will not engage in a point-by-point analysis. Instead, I will comment on points of agreement, while raising questions for us, as a council, to consider.</p><p>We <i>should</i>, as a council, hold up, turn over, examine, and interrogate the mission statement and its role in the CAE. There are—in my mind—significant possibilities for deep engagement about the role of the mission. The mission should not, in my opinion, serve as a litmus test for membership in the council. Nor do I believe that the mission should solely be used to assess the quality or meaningfulness of anyone's scholarship. I believe that the mission is aspirational, like many other mission statements or cha","PeriodicalId":47386,"journal":{"name":"Anthropology & Education Quarterly","volume":"54 3","pages":"229-235"},"PeriodicalIF":1.3,"publicationDate":"2023-08-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/aeq.12475","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"50142907","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":"Note from the editors","authors":"Brendan H. O'Connor, Jill Koyama","doi":"10.1111/aeq.12474","DOIUrl":"https://doi.org/10.1111/aeq.12474","url":null,"abstract":"","PeriodicalId":47386,"journal":{"name":"Anthropology & Education Quarterly","volume":"54 3","pages":"205-206"},"PeriodicalIF":1.3,"publicationDate":"2023-08-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"50142910","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":"Countering racist nativism through a liberating pedagogy of praxis","authors":"Carlos R. Casanova,&nbsp;Ashley D. Domínguez","doi":"10.1111/aeq.12476","DOIUrl":"10.1111/aeq.12476","url":null,"abstract":"<p>This article uses a framework that combines LatCrit theory, racist nativism, and liberating pedagogy of praxis (LPP) to examine how a community youth program's LPP practices countered the racist nativism Latinx youth experience in their high school. LPP practices challenged racist nativism by creating a space where Latinx youth faced each other in circles to engage in authentic collective intergenerational dialogue about lived experiences of racist nativism, which cultivated solidarity and a call to action.</p>","PeriodicalId":47386,"journal":{"name":"Anthropology & Education Quarterly","volume":"55 1","pages":"43-64"},"PeriodicalIF":1.3,"publicationDate":"2023-07-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129428658","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":"Teaching through the cloud: An ethnography of the role of cloud-based collaborative technologies in the formation of teachers' classroom practices","authors":"Ruth Unsworth","doi":"10.1111/aeq.12471","DOIUrl":"10.1111/aeq.12471","url":null,"abstract":"<p>Through an examination of ethnographic fieldwork data, this paper explores the ways in which cloud-based collaborative technologies created by Google <i>mediate</i> (Latour 1994) teachers' discussions around, agreement of and enactments of their classroom practices. Bringing together concepts from actor-network theory and literacy studies, this paper argues for greater consideration of the role(s) of increasingly-used technologies in shaping teachers' practices and suggests a framework for exploring this issue further.</p>","PeriodicalId":47386,"journal":{"name":"Anthropology & Education Quarterly","volume":"55 1","pages":"24-42"},"PeriodicalIF":1.3,"publicationDate":"2023-07-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/aeq.12471","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123614854","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":"What Was Said to Me: The Life of Sti'tum'atul'wut, a Cowichan Woman By Ruby Peter, in collaboration with Helene Demers, Victoria, Canada: Royal BC Museum. 2021. pp. 240.","authors":"Anara Akhmetova","doi":"10.1111/aeq.12470","DOIUrl":"https://doi.org/10.1111/aeq.12470","url":null,"abstract":"","PeriodicalId":47386,"journal":{"name":"Anthropology & Education Quarterly","volume":"54 4","pages":"429-430"},"PeriodicalIF":1.3,"publicationDate":"2023-06-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71961828","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":"Dirty care in the transfronterizo experience: Walking with Mexicali/Calexico teachers through their youth","authors":"Jennifer Lee O'Donnell","doi":"10.1111/aeq.12465","DOIUrl":"10.1111/aeq.12465","url":null,"abstract":"<p>Many educators living near the United States and Mexico border were transfronterizo students—young people with familial and institutional ties to both countries, who crossed the border each day to attend United States schools. This study is concerned with how these teachers’ identities formed within distinct sociocultural contexts like the Borderlands and how this can serve education institutions invested in teacher identity work.</p>","PeriodicalId":47386,"journal":{"name":"Anthropology & Education Quarterly","volume":"55 1","pages":"65-83"},"PeriodicalIF":1.3,"publicationDate":"2023-05-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"117271258","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":"Intersecting capitals: Economically and racially minoritized Black and Latino/a students navigating independent high schools and selective postsecondary institutions","authors":"Lois Weis PhD,&nbsp;Kristin Cipollone PhD,&nbsp;Rachel Dominguez PhD","doi":"10.1111/aeq.12464","DOIUrl":"https://doi.org/10.1111/aeq.12464","url":null,"abstract":"<p>We explore how Black and Latino/a students from economically marginalized communities drew upon dominant capitals accrued by virtue of attendance at elite secondary schools in conjunction with non-dominant family and community capitals to chart their postsecondary lives through college and beyond. In so doing, we point to affordances offered by the authors’ longitudinal qualitative research investigation, as we work to understand individual and collective class and race positioning practices and outcomes post high school.</p>","PeriodicalId":47386,"journal":{"name":"Anthropology & Education Quarterly","volume":"54 4","pages":"372-391"},"PeriodicalIF":1.3,"publicationDate":"2023-04-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71973319","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":"Shifting ground or moving furniture around: Youth participatory action research in Kakuma Refugee Camp","authors":"Michelle J. Bellino","doi":"10.1111/aeq.12463","DOIUrl":"https://doi.org/10.1111/aeq.12463","url":null,"abstract":"<p>This reflection is drawn from a youth participatory action research (YPAR) collaboration set in Kakuma Refugee Camp in Kenya. It explores the ways youth co-researchers employed YPAR tools to both critique and uphold their limited educational opportunity structure. It also questions the limits of transformative methodologies that embolden young people to critique the structures that govern their lives, especially for stateless peoples whose survival depends on continued access to those same structures.</p>","PeriodicalId":47386,"journal":{"name":"Anthropology & Education Quarterly","volume":"54 4","pages":"414-428"},"PeriodicalIF":1.3,"publicationDate":"2023-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71917765","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":"“Research shows”: Authoritative discourse in dual language bilingual education across two school districts","authors":"Julia Menard-Warwick,&nbsp;Deborah K. Palmer","doi":"10.1111/aeq.12462","DOIUrl":"https://doi.org/10.1111/aeq.12462","url":null,"abstract":"<p>In this article, we synthesize ethnographic data from two studies in US school districts that were implementing dual language bilingual education (DLBE) programs in order to remediate the standardized test scores of students from Spanish-speaking families. While educators in both districts commonly cited “the research” to justify DLBE implementation, our ethnographic exploration of local research discourse highlights some ideological contradictions within DLBE that are often obscured by advocacy imperatives.</p>","PeriodicalId":47386,"journal":{"name":"Anthropology & Education Quarterly","volume":"54 3","pages":"236-256"},"PeriodicalIF":1.3,"publicationDate":"2023-03-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"50154663","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":"Complicating College Access: Understanding Compliance and Resistance for Latinx Youth in Suburbia","authors":"Gabriel Rodriguez","doi":"10.1111/aeq.12461","DOIUrl":"https://doi.org/10.1111/aeq.12461","url":null,"abstract":"<p>This qualitative study examines the experiences of Latinx youth and mainly white staff of the Academic Scholars Program, a college access program that operated in an affluent suburban high school. Guided by Critical Race Theory and Critical Whiteness Studies, the findings highlight the constraints Latinx youth and staff faced and how they resisted assimilative practices.</p>","PeriodicalId":47386,"journal":{"name":"Anthropology & Education Quarterly","volume":"54 4","pages":"349-371"},"PeriodicalIF":1.3,"publicationDate":"2023-03-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71960251","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}