Anthropology and/as Education

Author: Tim Ingold

Publisher: Routledge

ISBN: 1351852396

Category: Social Science

Page: 94

View: 5263

There is more to education than teaching and learning, and more to anthropology than making studies of other people’s lives. Here Tim Ingold argues that both anthropology and education are ways of studying, and of leading life, with others. In this provocative book, he goes beyond an exploration of the interface between the disciplines of anthropology and education to claim their fundamental equivalence. Taking inspiration from the writings of John Dewey, Ingold presents his argument in four close-knit chapters. Education, he contends, is not the transmission of authorised knowledge from one generation to the next but a way of attending to things, opening up paths of growth and discovery. What does this mean for the ways we think about study and the school, teaching and learning, and the freedoms they exemplify? And how does it bear on the practices of participation and observation, on ways of study in the field and in the school, on art and science, research and teaching, and the university? Written in an engaging and accessible style, this book is intended as much for educationalists as for anthropologists. It will appeal to all who are seeking alternatives to mainstream agendas in social and educational policy, including educators and students in philosophy, the social sciences, educational psychology, environmentalism and arts practice.

A Companion to the Anthropology of Education

Author: Bradley A. Levinson,Mica Pollock

Publisher: John Wiley & Sons

ISBN: 1119111668

Category: Social Science

Page: 592

View: 7196

A Companion to the Anthropology of Education presents a comprehensive and state-of-the-art overview of the field, exploring the social and cultural dimension of educational processes in both formal and nonformal settings. Explores theoretical and applied approaches to cultural practice in a diverse range of educational settings around the world, in both formal and non-formal contexts Includes contributions by leading educational anthropologists Integrates work from and on many different national systems of scholarship, including China, the United States, Africa, the Middle East, Colombia, Mexico, India, the United Kingdom, and Denmark Examines the consequences of history, cultural diversity, language policies, governmental mandates, inequality, and literacy for everyday educational processes

The Anthropology of Education Policy

Ethnographic Inquiries into Policy as Sociocultural Process

Author: Angelina E. Castagno,Teresa McCarty

Publisher: Taylor & Francis

ISBN: 1317312465

Category: Education

Page: 256

View: 739

Advancing a rapidly growing field of social science inquiry—the anthropology of policy—this volume extends and solidifies this body of work, focusing on education policy. Its goal is to examine timely issues in education policy from a critical anthropological, ethnographic, and comparative perspective, and through this to theorize new ways of understanding how policy "does its work." At the center is a commitment to an engaged anthropology of education policy that uses anthropological knowledge to imagine and foster more equitable and just forms of schooling. The authors examine the ways in which education policy processes create, reflect, and contest regimes of knowledge and power, sorting and stratifying people, ideas, and resources in particular ways. In contrast to conventional analyses of policy as text-based, dictated, linear, and rational, an anthropological perspective positions policy at the interface of top-down, bottom-up, and meso-level processes, and as de facto and de jure. Demonstrating how education policy operates as a social, cultural, and deeply ideological process "on the ground," each chapter clearly delineates the implications of these understandings for educational access, opportunity, and equity. Providing a single "go to" source on the disciplinary history, theoretical framework, methodology, and empirical applications of the anthropology of education policy across a range of education topics, policy debates, and settings, the book updates and expands on seminal works in the field, carving out an important niche in anthropological studies of public policy.

Fifty Years of Anthropology and Education 1950-2000

A Spindler Anthology

Author: George Spindler

Publisher: Psychology Press

ISBN: 1135661456

Category: Education

Page: 456

View: 2331

George and Louise Spindler are widely regarded as significant founders of the field of educational anthropology. This book brings together their best, most seminal work from the last 50 years--a time frame representing the developmental epoch of the field--and binds them together with a master commentary by George Spindler. Previously scattered over a wide range of publications, the articles collected here allow for a unified view of the Spindlers' work and of the development of the field. The book opens with an insightful Foreword by Henry T. Trueba, a fascinating piece titled "A Life With Anthropology and Education: Interviews With George and Louise Spindler by Ray McDermott and Frederick Erickson," and George Spindler's "Previews" essay which gives the reader a grasp of the whole to which the parts of the book contribute. These pieces frame and contextualize the work that follows. In Part I, Character Defining, many of the major themes of this volume are first encountered; this section sets the stage for what follows. Part II, Comparisons, focuses on comparison, which the Spindlers view as essential to an anthropological approach. Part III, Ethnography in Action, is devoted to the explicit exposition of ethnographic methods (though actually every piece in the book is a demonstration of method). Part IV, American Culture, moves from a traditional representation of American Culture to a processual analysis of how the culture is transmitted in real situations, and finally to an interpretation of right-wing actions that seem to constitute a reactive movement; the implications for education are pursued. Part V, Cultural Therapy , explains what cultural therapy is and how it may be applied to teachers and students. The volume concludes with Part VI, Orientation, Susan Parman's overview of the works of the Spindlers that spans their whole career.

Anthropology of Education

Author: Christoph Wulf

Publisher: Lit Verlag

ISBN: N.A

Category: Education

Page: 177

View: 6440

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MULTIMATHEMACY: Anthropology and Mathematics Education

Author: Rik Pinxten

Publisher: Springer

ISBN: 3319262556

Category: Education

Page: 190

View: 4234

This book defends that math education should systematically start out from the diverse out-of-school knowledge of children and develop trajectories from there to the Academic Mathematics tower of knowledge. Learning theories of the sociocultural school (Vygotsky and on) are used here, and ethnographic knowledge from around the world is shown to offer a rich and varied base for curricula. The book takes a political stand against the exclusively western focus in OECD analyses and proposals on math education. This book aims at agents in education and social actions in every cultural environment. But it is also attractive to mathematicians, anthropologists and other specialists. It offers a broad and scholarly view of knowledge and culture and a very original transcultural and transdisciplinarian approach to education. Ubiratan D'Ambrosio, UNICAMP/Universidade Estadual de Campinas, Brazil

Handbook of Qualitative Research in Education

Author: Sara Delamont

Publisher: Edward Elgar Publishing

ISBN: 1849807299

Category: Education

Page: 640

View: 5232

The Handbook of Qualitative Research in Education offers both basic and advanced discussions of data collection, analysis and representation of all the best qualitative methods used in educational research. It contains four comprehensive yet concise sections on perspectives, settings, data collection and data analysis and representation. Authors from North America, Europe, Australia and New Zealand contribute to a wide-ranging and provocative Handbook that will inspire novice researchers and re-invigorate experienced scholars. Its 44 well-documented chapters will serve academics and graduate students in educational research across all sectors of education from pre-school to graduate school, and all settings from formal to non-formal.

Encyclopedia of Educational Theory and Philosophy

Author: D. C. Phillips

Publisher: SAGE Publications

ISBN: 1483364755

Category: Education

Page: 952

View: 2115

Education is a field sometimes beset by theories-of-the-day and with easy panaceas that overpromise the degree to which they can alleviate pressing educational problems. The two-volume Encyclopedia of Educational Theory and Philosophy introduces readers to theories that have stood the test of time and those that have provided the historical foundation for the best of contemporary educational theory and practice. Drawing together a team of international scholars, this invaluable reference examines the global landscape of all the key theories and the theorists behind them and presents them in the context needed to understand their strengths and weaknesses. In addition to interpretations of long-established theories, this work offers essays on cutting-edge research and concise, to-the-point definitions of key concepts, ideas, schools, and figures. Features: Over 300 signed entries by trusted experts in the field are organized into two volumes and overseen by a distinguished General Editor and an international Editorial Board. Entries are followed by cross references and further reading suggestions. A Chronology of Theory within the field of education highlights developments over the centuries; a Reader’s Guide groups entries thematically, and a master Bibliography facilitates further study. The Reader’s Guide, detailed index, and cross references combine for strong search-and-browse capabilities in the electronic version. Available in a choice of print or electronic formats, Encyclopedia of Educational Theory and Philosophy is an ideal reference for anyone interested in the roots of contemporary educational theory.

Postcolonial Challenges in Education

Author: Roland Sintos Coloma

Publisher: Peter Lang

ISBN: 9781433106491

Category: Education

Page: 382

View: 5169

Postcolonial Challenges in Education traces the palimpsest histories of imperialism and colonialism, and puts to work the catachrestic interventions of anti-imperialist and decolonizing projects. This book functions as a set of theoretical, empirical, and pedagogical challenges to two fields of scholarship. It points out the inadequate attention to issues of education in studies of imperialism and colonialism as well as the relative absence of empire as a relevant category of analysis in studies of education. It brings together many of the world’s leading and emerging scholars who engage with the key debates and dilemmas in postcolonial and educational studies, and ushers in a collective of dissident voices that unabashedly aim to contest and reconfigure the current local-global order.

Ethnography, Linguistics, Narrative Inequality

Toward An Understanding Of Voice

Author: Dell Hymes

Publisher: Taylor & Francis

ISBN: 113574565X

Category: Language Arts & Disciplines

Page: 276

View: 3901

This collection of work addresses the contribution that ethnography and linguistics make to education, and the contribution that research in education makes to anthropology and linguistics.; The first section of the book pinpoints characteristics of anthropology that most make a difference to research in education. The second section describes the perspective that is needed if the study of language is to contribute adequately to problems of education and inequality. Finally, the third section takes up discoveries about narrative, which show that young people's narratives may have a depth of form and skill that has gone largely unrecognized.

Implementing Randomized Field Trials in Education

Report of a Workshop

Author: National Research Council,Division of Behavioral and Social Sciences and Education,Center for Education,Committee on Research in Education

Publisher: National Academies Press

ISBN: 0309091926

Category: Education

Page: 62

View: 7258

The central idea of evidence-based education-that education policy and practice ought to be fashioned based on what is known from rigorous research-offers a compelling way to approach reform efforts. Recent federal trends reflect a growing enthusiasm for such change. Most visibly, the 2002 No Child Left Behind Act requires that "scientifically based [education] research" drive the use of federal education funds at the state and local levels. This emphasis is also reflected in a number of government and nongovernment initiatives across the country. As consensus builds around the goals of evidence-based education, consideration of what it will take to make it a reality becomes the crucial next step. In this context, the Center for Education of the National Research Council (NRC) has undertaken a series of activities to address issues related to the quality of scientific education research. In 2002, the NRC released Scientific Research in Education (National Research Council, 2002), a report designed to articulate the nature of scientific education research and to guide efforts aimed at improving its quality. Building on this work, the Committee on Research in Education was convened to advance an improved understanding of a scientific approach to addressing education problems; to engage the field of education research in action-oriented dialogue about how to further the accumulation of scientific knowledge; and to coordinate, support, and promote cross-fertilization among NRC efforts in education research. The main locus of activity undertaken to meet these objectives was a year-long series of workshops. This report is a summary of the third workshop in the series, on the implementation and implications of randomized field trials in education.

Mathematik im mittelalterlichen Islam

Author: J. L. Berggren

Publisher: Springer-Verlag

ISBN: 9783540766889

Category: Mathematics

Page: 200

View: 7131

Die Mathematik im mittelalterlichen Islam hatte großen Einfluss auf die allgemeine Entwicklung des Faches. Der Autor beschreibt diese Periode der Geschichte der Mathematik und bezieht sich dabei auf die arabischsprachigen Quellen. Zu den behandelten Themen gehören Dezimalrechnen, Geometrie, ebene und sphärische Trigonometrie, Algebra sowie die Approximation von Wurzeln von Gleichungen. Das Buch wendet sich an Mathematikhistoriker und -studenten, aber auch an alle Interessierten mit Mathematikkenntnissen der weiterführenden Schule.

The Role of Participants in Education Research

Ethics, Epistemologies, and Methods

Author: Warren Midgley,Patrick Alan Danaher,Margaret Baguley

Publisher: Routledge

ISBN: 1136154434

Category: Education

Page: 280

View: 2893

This book explores different perspectives on the role, influence and importance of participants in education research. Drawing on a variety of philosophical, theoretical and methodological approaches, the book examines how researchers relate to and with their participants before, during, and after the collection and/or production of data; reimagining the rights of participants, the role/s of participants, the concept/s of "participant" itself.

Teaching Social Studies

Handbook of Trends, Issues, and Implications for the Future

Author: Virginia S. Wilson,James A. Litle,Gerald Lee Wilson

Publisher: Greenwood Publishing Group

ISBN: 9780313278815

Category: Education

Page: 296

View: 7568

This valuable reference overviews the past, present, and future of social studies in elementary and secondary schools. The work begins with informative introductory chapters that overview trends and themes common to all disciplines of history and the social sciences. The chapters that follow summarize and assess the development of teaching and research in particular social science disciplines. Each chapter begins with a section of reflections on the history of a discipline, followed by a section on current issues and trends, followed by a final section of projections for the future of the discipline. A final set of chapters discusses broad topics common to all social studies disciplines, such as the place of religion in the social studies curriculum, the role of writing in the social studies classroom, and the professional training of social studies teachers.

Anthropology in Use

A Bibliographic Chronology of the Development of Applied Anthropology

Author: John Van Willigen

Publisher: Taylor & Francis

ISBN: 9780913178669

Category: Reference

Page: 150

View: 4113

First Published in 1980. Routledge is an imprint of Taylor & Francis, an informa company.

Homo Sapiens Europæus

Creating the European Learning Citizen

Author: Michael Kuhn,Ronald G. Sultana

Publisher: Peter Lang

ISBN: 9780820476001

Category: Education

Page: 298

View: 3155

In many ways, education mirrors society by reflecting changing and emergent goals and values as well as by contributing to both the reproduction and production of particular life forms. In the context of the formative project -Europe, - education is called upon to play an increasingly central role, one that is responsive to particular images of the European Union and to its aspirations and goals. The widespread conviction is that education and training will re-invigorate ailing economies, and that, in the context of globalization, national and regional competitiveness will only prevail if there is a qualitative continued improvement in human capital. This volume critically examines such claims, considering the ways in which learning is being constructed across Europe and the implications this has for notions of democratic citizenship and education."

Narrative and Experience in Multicultural Education

Author: JoAnn Phillion,Ming Fang He,F. Michael Connelly

Publisher: SAGE

ISBN: 1452237786

Category: Education

Page: 336

View: 3385

Narrative and Experience in Multicultural Education explores the untapped potential that narrative and experiential approaches have for understanding multicultural issues in education. The research featured in the book reflects an exciting new way of thinking about human experience. The studies focus on the lives of students, teachers, parents, and communities, highlighting experiences seldom discussed in the literature. Most importantly, the work emphasizes the understanding of experience and transforming this understanding into social and educational significance.

Specialized Ethnographic Methods

A Mixed Methods Approach

Author: Jean J. Schensul,Margaret Diane LeCompte

Publisher: Rowman & Littlefield

ISBN: 0759122059

Category: Social Science

Page: 440

View: 5938

This collection of individually authored chapters provides cutting-edge approaches to ethnography.Specialized Ethnographic Methods: A Mixed Methods Approachcomplements the basic inventory of ethnographic data collection tools presented in Book 3 with a number of important additional approaches to conducting ethnography. These include defining and collecting cultural artifacts, collecting secondary and archival data, cultural sorting and comparing methods, spatial research and analysis, network research and analysis, use of multimedia strategies for the collection of ethnographic data, ways to recruit and study “hidden populations,” and participatory ethnographic video production.

Ways of Knowing

Anthropological Approaches to Crafting Experience and Knowledge

Author: Mark Harris

Publisher: Berghahn Books

ISBN: 9781845453640

Category: Social Science

Page: 340

View: 7991

That there are multiple ways of knowing the world has become a truism. What meaning is left in the sheer familiarity of the phrase? The essays here consider how humans come to know themselves and their worlds. Should anthropologists should seek complexity or simplicity in their analyses of other societies? By going beyond the notion that a way of knowing is a perspective on the world, this book explores paths to understanding, as people travel along them, craft their knowledge and shape experience. The topics examined here range from illness to ignorance, teaching undergraduates in Scotland to learning a Brazilian martial arts dance, Hegels concept of the dialectic to the poetry of a Swahili philosopher. A central concern is how anthropologists can know and write about the silent, theconcealed and theembodied. Mark Harris teaches Social Anthropology at the University of St Andrews. He has conducted fieldwork in the Brazilian Amazon and archival research on a massive rebellion there in the 1830s. His publications include Life on the Amazon (2000), Some other Amazonians (ed. with Stephen Nugent, 2004), The Child in the City (ed. with Anna Grimshaw, 2000).