Anthropology Of Education Research Articles

A reflection on the maintenance of identified skeletal collections state of preservation

The importance of the identified skeletal collections for research and teaching in anthropology is well-known and widely reported. In fact, in recent years, there has been a growing number of new collections around the world, such as the 21st Century Identified Skeletal Collection curated in Coimbra, Portugal, the University of Athens Human Skeletal Reference Collection (Greece), Milano Skeletal Collection (Italy), Universitat Autonoma de Barcelona Collection of Identified Human Skeletons (Spain), Granada Osteological Collection (Spain), and the Human Skeletal Reference Collection of Modern and Identified Filipinos (Philippines) to name a few. However, little if any publications have been published about the impact these collections and their state of preservation in the realms of research and teaching. Through the comparative analysis of the general preservation index carried out in a sample of the 21st Century Identified Skeletal Collection (CEI/XXI) in 2009 and in 2017, the question of the preservation is addressed. In 2009, Ferreira (2012) examined the preservation of 29 bone/anatomical regions of 70 adult skeletons. In February 2017, the same procedure was made. During this seven years’ period, these skeletons have been used in post-graduation classes, and for various research projects including thermal modification. A Cohen's kappa coefficient was used to examine changes in preservation and show that 55.2% of the cases showed significant changes in preservation (K K

Relocalising academic literacy

AbstractThis article contributes to the continuing discussion about academic literacy in international higher education. Approaching international study programmes as temporary educational contact zones, marked by a broad diversity in students’ educational and discursive experiences, we examine the negotiation and relocalisation of academic literacy among students of the international master’s programme, Anthropology of Education and Globalisation (AEG), University of Aarhus, Denmark. The article draws on an understanding of academic literacy as a local practice situated in the social and institutional contexts in which it appears. Based on qualitative interviews with eleven AEG-students, we analyse students’ individual experiences of, and perspectives on, the academic literacy practices of this study programme. Our findings reveal contradictory understandings of internationalism and indicate a learning potential for students in allowing a more linguistically and discursively diverse dialogue on knowledge production in academia.

Relocalising academic literacy

This article contributes to the continuing discussion about academic literacy in international higher education. Approaching international study programmes as temporary educational contact zones, marked by a broad diversity in students’ educational and discursive experiences, we examine the negotiation and relocalisation of academic literacy among students of the international master’s programme, Anthropology of Education and Globalisation (AEG), University of Aarhus, Denmark. The article draws on an understanding of academic literacy as a local practice situated in the social and institutional contexts in which it appears. Based on qualitative interviews with eleven AEG-students, we analyse students’ individual experiences of, and perspectives on, the academic literacy practices of this study programme. Our findings reveal contradictory understandings of internationalism and indicate a learning potential for students in allowing a more linguistically and discursively diverse dialogue on knowledge production in academia.

A Content Analysis of Publications Published in 10 Years Long Period by Montenegrin Sports Science Researcher, Stevo Popovic (2008-2018)

Objective: The research purpose is to analyze content of publications published in ten years long period by Montenegrin sports science researcher, Stevo Popovic (2008-2018). Methods: This research has analyzed 153 research items and classified it in various subsections recognized by the field of Sports Science. The most visible electronic database (Google Scholar) was searched for the publications available until November 2017. Then research findings were summarized and the reached publications classified by the recognized subsections as well as given the further expectations for the future research projects of the analyzed Montenegrin researcher. Results: The analyze has showed that Montenegrin Sports Science Researcher, Stevo Popovic has published 153 research articles, conference presentations, theses etc. in the 10 year long period in the area of sports science. It is interesting that most of publications are published within subsection of Anthropology of Sport and Physical Education while most cited publication are related to body composition. The mentioned author has 390 citation and it is ranked on the 15 place at the University of Montenegro subsection as well as keep relatively high h-index (10) and i10-index (12). Conclusion: It is necessary to conclude that the content analyses of publications published in ten years long period by Montenegrin sports science researcher, Stevo Popovic shored that this author spanned his research from Sport Pedagogy, through Sport Marketing and Management to Anthropology of Sport and Physical Education, while the most citations are earned in 2017 (more than half), so it is expected this author production is going to grow sharply in the upcoming year.

Adaptability of Performing Literature Speech Tadut Artist in Facing Social Change of Peoples' Life Besemah Pagaralam

Tadut speech literature is a literary speech that developed in Besemah Pagaralam which is used as a medium for dissemination and learning of Islam in the recitation and death because his poems are able to remind people of Allah swt.. Problems reviewed ini this research, (1) How to show literature Tadut speech in the community culture of Besemah Pagaralam (2) What values of local wisdom are expressed in Tadut's literature, (3) How does the adaptation of the literary performers of Tadut's literary works defend the language of the Tadut literature his artistry in the social change of life of the people of Besemah Pagaralam. This research uses interdisciplinary approach that is the science of cultural anthropology, sociology and art education. The type of research method used is qualitative with case study design. Data is collected by observation techniques, interviews and document material collection. The results show, first, in the present day Tadut literature is shown in government events, race events, public events and even wedding ceremony. Second, the values of local wisdom expressed in Tadut literature are religious values, moral values, educational values, customs values. Third, adaptability done by Tadut literary artists through the mechanism of cultural collaboration is able to maintain its existence in social change.

A Time to Keep Silence and a Time to Speak

The authors consider the implications of speaking out and remaining silent in the aftermath of the 2016 U.S. presidential election. They reflect on the forms of speech available to and expected of educators and educational anthropologists in order to raise questions about whose voices are heard or ignored in the current public discourse. Drawing from their language‐focused work alongside Latino immigrant communities, the authors raise questions about when and how to honor and break silences.

Ethnography with Love and Duende: The Promise of Ethnography in a Democratic Society (On Receiving The CAE 2016 George and Louise Spindler Award)

This article is a slightly edited version of my invited award talk, delivered just days after the presidential election, when I received the George and Louise Spindler Award at the annual business meeting of the Council on Anthropology and Education, in Minneapolis, Minnesota, November 2016. In those first days after the election we were all stunned and trying to understand what the new Trump era would mean and how we as educational anthropologists would go forward with our continued efforts to conduct research that contributed to a more democratic and just society. Grave concerns, renewed determination, and an abundance of emotion were prominent in shaping my remarks that night.

Trumpal Fears, Anthropological Possibilities, and Muslim Futures

Reflecting upon a decade of research with Muslim youth across the United States, this article highlights the fears and concerns Muslim communities have expressed in the wake of Donald Trump's 2016 U.S. presidential victory. In explicating the concerns expressed by these youth, the author examines the context of Trump's rise and its relationship to American political culture and economy. The article discusses some possibilities and challenges for educational anthropologists to respond to the contemporary political moment.

Schooling and Education in Lebanon: Syrian and Syrian Palestinian Refugees Inside and Outside the Camps. NinaMaadad and GrantRodwell, Bern: Peter Lang, 2017, 170 pp.

Anthropology & Education QuarterlyVolume 48, Issue 4 p. 434-435 Book Review Schooling and Education in Lebanon: Syrian and Syrian Palestinian Refugees Inside and Outside the Camps. Nina Maadad and Grant Rodwell, Bern: Peter Lang, 2017, 170 pp. Edgar Valles, Edgar Valles University of WisconsinSearch for more papers by this author Edgar Valles, Edgar Valles University of WisconsinSearch for more papers by this author First published: 07 November 2017 https://doi.org/10.1111/aeq.12211Read the full textAboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Share a linkShare onFacebookTwitterLinkedInRedditWechat No abstract is available for this article. Volume48, Issue4Special Issue: Educational Anthropologists Respond to the 2016 U.S. Presidential ElectionDecember 2017Pages 434-435 RelatedInformation

Educational Anthropologists Respond to the 2016 U.S. Presidential Election: Rupture, Continuity, and Resistance

Educational Anthropologists Respond to the 2016 U.S. Presidential Election: Rupture, Continuity, and Resistance

Impacto del bienestar universitario en los programas de pregrado y posgrado en la Universidad Santo Tomás Seccional Bucaramanga, Colombia entre 2009-2014

The present article is the result of a documentary research centered in the analysis of institutional sources, on the report that the academic pairs of the Ministry of Education in Colombia when they visited the University Santo Tomas between the years 2009-2014, with the purpose, Renew the accredited programs of High Quality and the Qualified Registry. The study seeks to analyze the impact of the welfare factor when the institution was visited, since quality standards in higher education within the framework of university management, involve and increasingly emphasize the role of university welfare in terms of inclusion, coverage, Retention, satisfaction and social policies within an educational anthropology: the welfare of the community. Following a methodology of qualitative character when studying documentary sources in fifteen undergraduate courses and twenty-eight graduate programs; Among other things, the strengths of the impact of Welfare with its Retention and Academic Sustainability program (PAAI); the investigation; The program Moves USTA, the Educational Circle of Prevention and Integral Promotion (CEPI) project; Scholarship plan, support to teachers and undergraduate students to advance specializations, praise the management of the Department of Welfare in relation to the Institutional Education Project and higher education policies The academic peer report shows suggestions that are transcribed in the study, but the impact of the welfare factor is higher as confirmed by the reading of the sources.

“She’s Definitely the Artist One”: How Learner Identities Mediate Multimodal Composing

Multimodal composing can activate literacy practices and identities not typically privileged in verbocentric English classrooms, and students’ identities as particular kinds of learners (e.g.,“visual artist”) may propel—or limit—their engagement in classroom work, including in multimodal composing. Although researchers have studied the ways multimodal projects can evidence literacy learning and have argued that identity is negotiated, improvisational, and hybrid, they have offered few sustained analyses of the processes by which identities evolve during and across multimodal composing tasks. By examining how students position themselves and one another as particular kinds of learners over time, researchers can better understand the ways in which multimodal tasks help students explore new skills and roles or reify old ones. Drawing on an approach to discourse analysis from the linguistic anthropology of education, we trace the pathways of three 12th graders’ learner identities across two events as they worked in a group to compose visual responses to literary texts for their English class. We examine how one student’s robust identity as an artist emerged in tandem with the devaluing of other participants’ artist identities. Seven weeks later, these positionings led her to act as the painting’s primary author and other students to act in increasingly perfunctory ways. We call for teachers and researchers to consider how students’ identities—interacting with factors such as the teacher’s expectations for group work and the affordances of particular media and materials for collaboration—drive students’ participation in and ownership of multimodal compositions.

Transformaciones del saber sabio al saber enseñado del contenido informático

La Didáctica Antropológica aborda la problemática de la transformación del conocimiento sabio a saber enseñado. En este artículo el autor propone un conjunto de transformaciones que deben ocurrir en el conocimiento informático para ser enseñados y que sea apropiado por parte de los estudiantes que se forman como profesionales en esta ciencia Una primera transformación se refiere al contenido dominado en la ciencia a contenido de enseñanza, posteriormente se transforma a contenido en enseñar a partir de la interacción de los principios del carácter científico de la enseñanza y por otro lado el carácter activo y consciente de la apropiación de los contenidos. De esta manera el contenido se transforma de nuevo en saber aprendido y de él se genera de nuevo saber sabio en una espiral creciente de desarrollo.

Opening up the Echo Chamber

In recent years, political discussion and social life are increasingly concentrating in face-to-face and online echo chambers composed of individuals with similar world views. This segmentation of civil society has stymied in-depth and respectful communication across ideological difference and in the process contributed to the divisiveness that characterizes political discourse across the globe. In this article, I examine how anthropological learning and teaching can help open up these echo chambers and promote cultural empathy and cross-ideological communication. My discussion focuses on three methodologies I use in my undergraduate-level Culture, Health and Healing course – weekly critical analyses on contemporary health issues, an in-class illness narrative exercise, and a term-long public service announcement project. For each, I describe the pedagogy, present examples of how the assignment or activity plays out in the classroom, and consider how these pedagogies work toward increasing cross-cultural/ideological understanding and communication. I argue that through unsettling students’ default frameworks for thinking, reflexive and emotionally engaged anthropological teaching and learning can play important roles in laying the epistemological, affective, and ethical foundations for future professionals and engaged community members in today’s contentious times.

The Object of Anthropology of Education and Educography

The Object of Anthropology of Education and Educography

The Afterlife of Anthropological Teaching

Teaching anthropology in higher education is faced today with the urgent issue of students’ increasing disengagement with the discipline, in itself a consequence of the ongoing liberalisation and precarisation of academia. This presents us with the often neglected risk of losing our ‘legs’, as disinterested graduates are unlikely to carry with them any anthropological ideas or ethos to which they might have been exposed at university. This article argues that one important way to counter this scenario is focusing on teaching anthropology-as-praxis (Comaroff, 2010), in order to encourage an appreciation of the discipline as a pragmatic attitude towards the world that can be applied to a full range of everyday experiences unfolding outside the classroom and academia.

‘I believe in humanity’

“Education as it always should have been”. That was the motto of the summer school where I taught anthropology for a three-week programme aimed secondary school students. The implications of this slogan went far beyond cognitive goals, aiming at the very acquisition of socioemotional skills and, in my case, the transformation of our idea of humanity and our role within society as human beings. This paper will try to discuss some of the teaching experiences of this period to better understand the nature of an education for uncertain (but hopeful) times and the value of methodologies that address uncertainty as prelude for a personal and social growth.

Why We Post

Based on ethnographic research on digital learning from the Why We Post project at UCL Anthropology, this paper outlines how academic insights can benefit pedagogy, reaching beyond traditional modes of education towards public engagement. The paper demonstrates how a spectrum of digital dissemination, ranging from the academic (such as journal papers) to the public (such as a website and MOOC), can transform anthropological research into global education at the same time as maintaining intellectual integrity. In an uncertain world, fear of 'the other' and anxiety around the rapid rise of technology permeates public discourse. Anthropological education offers an antidote by focussing on the culturally-constructed nature of dynamic phenomena shaping our world. In order to shift wider perspectives towards an appreciation of cultural diversity, this paper argues that public anthropology needs to be held in higher regard within the discipline.

「贈与と交換の教育人間学」という問題圏(報告論文,「贈与と交換の教育人間学」という問題圏,フォーラム3)

「贈与と交換の教育人間学」という問題圏(報告論文,「贈与と交換の教育人間学」という問題圏,フォーラム3)

政治的教育人間学の成立可能性を考える(報告論文,フォーラム2 政治的教育人間学の成立可能性を考える)

政治的教育人間学の成立可能性を考える(報告論文,フォーラム2 政治的教育人間学の成立可能性を考える)