Anthropology Of Education Research Articles

Miejsca kultury w antropologii i etnografii edukacyjnej

The focus of this article is on culture as a central concept of educational anthropology – a subdiscipline of anthropology that focuses on the fields of education and learning as key aspects of social life. It begins with an introduction into how culture has been criticially conceptualized in anthropology and ethnography and then illustrates how educational anthropologists have used the concepts of culture and cultural critique to analyze educational processes in diverse sociocultural settings. The author points out three primary areas in which anthropology of education enriches our understanding of education and learning: 1) investigations of diversity of educational practices in different sociocultural contexts; 2) critical examination of cultural practices and structures of inequality and exclusion vis-à-vis minority subjects in the educational process; 3) positioning of participatory research approaches and engagement as legitimate methodological and scholary standpoints. The article builts primarily on examples of texts that have been recently published in the Polish language in order to help situate the perspective of educational anthropology in Polish scholarly discourse and tradition.

Socio-Cultural Dynamics of Pre-School Education in Nepal

The article ‘Socio-Cultural Dynamics of Pre-School Education in Nepal,’ explores the increasing trend of the Early Childhood Education (ECE) system in Kathmandu Valley, which is shaping the perspective of people on education, and in turn, the ways people’s attitude is reshaping this emerging ECE trend. The gradual breakdown of the conventional education approach and adoption of new system is in the liminal stage. Unplanned introduction of such education borrowed from different cultural contexts seems to generate a complex, and sometimes conflicting response from society. The fieldwork of this paper was carried out at Ravibhawan of Kathmandu Metropolitan City. Two Montessori-based pre-schools from the Ravibhawan area were chosen for this purpose. It follows the anthropological inquiry with descriptive and exploratory approach. Participant observation and the narratives of the informants constitute the basis of primary information. Both key informant interviews, and informal discussions are employed to explore the emic perspectives of the concerned. Government documents and other relevant literatures are the source of secondary information. Purposive sampling is the main basis of informant selection.
 This paper finds that there is a complicated and much-embedded relationship between pre-schooling, and the existing socio-cultural contexts of the communities. Several factors including the notion of family, gender roles, economic and social status, and the increasing global connectivity seem to be in complex interaction to influence the final choice of the parents. This study is a contribution towards the anthropology of pre-school education in Nepal. Despite the increasing importance of pre-school education, and its increasing trend in Nepal, anthropologists seem to be less interested in exploring this field.

Features of Karol Wojtyla's anthropology

The goal of the paper is to study the peculiarities of Karol Wojtyla’s anthropological views. It offers a comparative study of the thinker’s methods and ideas with Thomism, phenomenology, and personalism. The analysis is based on the works of researchers of the philosophical and theological heritage of Karol Wojtyla and comparison of their results with his teachings. The relevance of the paper lies in the fact that a human being is one of the central issues of philosophical research. Religious philosophy emphasizes the spiritual essence of a human being, which correlates with God, while in the 17th and 18th centuries the essence of a human being is identified with the mind. In turn, Marxist philosophy emphasizes the active essence of a human being. In some areas of modern philosophical thought denies the reality of the personal «I». The influence of philosophical thought is important for the development of society, so the study of anthropological ideas of Karol Wojtyla, Pope John Paul II, one of the most influential figures of the late 20th-early 21stcentury is essential for the philosophy and processes of state formation. Results. It is established that the basis of Wojtyla’s philosophical and theological heritage is a Christian doctrine, which gives grounds for some researchers to characterize his ideas as Christian or theological anthropology. The paper performs the analysis of Wojtyla’s creative heritage in the context of philosophical, theological, and, in particular, Christian anthropologies. Conclusions. It has been established that the anthropological teaching of Wojtyla presents an original integrity, contains a rethinking of key anthropological concepts and philosophical currents, based on Christian values, individual and social dimension of a human being, and has applied value. The key ideas and methods that bring Wojtyla’s anthropology closer to Thomism, phenomenology and personalism are revealed. Among scientists, there is a problem of inconsistency in determining the key principles of anthropological teachings of Wojtyla and inconsistency in referring the thinker to one of the philosophical currents.

Homo digitalis, дигітальна культура і дигітальна освіта: філософсько-антропологічні і філософсько-освітні розвідки

The article presents an analysis of reflections of the Western philosophical anthropology and anthropological oriented philosophy of education upon the digital culture as a new stage of the mass culture development inherited from industrial society. It was done with the aim to show the heuristic potential of the conceptualizations of the digital culture in philosophical anthropology and philosophy of education. The orientation function of the concept “homo digitalis” is unveiled, which is wide-spread using in the West-European, especially in Germany, and in the provocative philosophy of education. The ideal-typically construct of the human as the creation and the creator of the digital culture explains the distinctiveness of the communications in the space of this culture which is represented generally as a visual culture making provocation on purpose making close of the traditional writing culture. There is settling a comparative analyze of human figures created of the different generations of the German philosophical anthropology with accentuating on the semantics of homo digitalis, homo faber and homo creator which are partly complementary. The spatially and temporally characteristics of the digital culture are described, its forms of the communication are explicating in their singularity where the phatic communication predominates and risks of the digital alienation exists. The digital culture changes the self-recognition of the post-industrial societies which need world-view and moral orientation including expertly moral evaluation that is necessary for the prevention of the modernization risks. The pathologies of the digital culture, especially the digital dementia can be observed in the practices of the digital education else, but the blended Learning, if it is rationally organized and adequately administrated available resources, can minimizes those pathologies.

“Effective Schooling” in the Age of Capital: Critical Insights from Advocacy Anthropology, Anthropology of Education, and Critical Disability Studies


 
 
 This paper argues that the ideological and material reproduction of “effective schooling” in the Age of Capital functions to normalize and perpetuate the unequal social relations and oppressive dynamics that characterize free market economies and their accompanying political and cultural practices in the historical and educational context of the United States of America. I argue that the intersection of three perspectives furthers the work of scholars grounded in the various disciplines—advocacy anthropology, the anthropology of education, and the mutual engagement of anthropology and critical disability studies—and demonstrates that a multi-inter- transdisciplinary lens is essential for deepening an understanding of the discourses as well as the concrete practices that push ‘disorderly’ student subjects into precarious circumstances that threaten their physical, emotional, and psychological integrity.
 
 

Anthropological Issues in the Work of Ibn Sina

The article analyzes the scientific and philosophical heritage of Ibn Sina, one of the most prominent representatives of the Middle East philosophy. Ibn Sina, an outstanding scientist and physician of the Eastern Renaissance, is among the first-class scholars in world culture, science, philosophy and medicine. The problem of man takes a central place in the creative work of a scientist. The creative work of Ibn Sina, especially his anthropological teaching, promotes finding answers to questions arising in the process of knowing some aspects of nature and the very essence of man, and partly on the global challenges of the modern world. It is precisely in his work that the eternal questions of human existence are addressed and resolved. Ideas of Ibn Sina were and remain genius, he considered a man in terms of a holistic approach, laid the foundations for modern medical ethics, defined a system of fundamental ethical concepts that have specific medical, biological and clinical content. He regarded man as the inseparable unity of spirit, soul and body. The scientific and philosophical heritage of Ibn Sina is a very important link of the only cultural tradition of mankind. The scientist introduced new ideas in many fields of scientific activity

Intercultural pedagogies: experiencing the kungfu teaching methods at the Shaolin Temple

The Shaolin Temple is a unique religious institution in China. It is the most renowned temple of Chan Buddhism and, at the same time, a famed site of intensive cultivation of traditional kungfu. Besides running the kungfu program for selected Chinese youth, the Temple offers a program for foreign students interested in training kungfu in its authentic cultural setting. Founded on anthropology of education, the theories of embodiment, and the theory of practice, our research project is focused on the relationship between the Shaolin kungfu and Chan Buddhism. The aim of this paper is to describe the students’ perceptions of the Shaolin kungfu teaching methods through the analyses of their narrated personal experiences. The research is based on our 16 months of fieldwork in the Temple, which comprised a full participation in the training program as well as the formal and informal interviews and the group discussions with the students. The paper presents the students’ perceptions of the Shaolin masters’ training methods, the main kungfu principles and their sources, as well as the differences between the training approaches in the Temple and in their home countries. In addition, the study brings forth the concept of intercultural martial arts pedagogies and its application in a representative Chan Buddhist setting.

Using Anthropological Principles to Transform the Teaching of Human “Difference” and Genetic Variation in College Classrooms

Exposure to information about genetics is at an all-time high, while a full understanding of the biocultural complexity of human difference is low. This paper demonstrates the value of an “anthropological approach” to enhance genetics education in biology, anthropology, and other related disciplines, when teaching about human differences such as race/ethnicity, sex/gender, and disability. As part of this approach, we challenge educators across social and natural sciences to critically examine and dismantle the tacit cultural assumptions that shape our understanding of genetics and inform the way we perceive (and teach about) human differences. It calls on educators from both social and natural science disciplines to “de-silo” their classrooms and uses examples from our biological anthropology and sociocultural anthropology classrooms, to demonstrate how educators can better contextualize the “genetics” of human difference in their own teaching. Numerous opportunities to transform our teaching exist, and we are doing a disservice to our students by not taking these critical steps.

Práticas umbandistas como aprendizagem comunitária de longa duração no Paraná

A mediunidade é uma atitude convergente do processo educativo da Umbanda, que no Paraná mediou o cuidado mútuo e saberes tradicionais. A interface entre Antropologia da Educação e Psicologia Social Comunitária oportuniza discutir a ancestralidade em termos de aprendizagens de longa duração e uma educação silenciosa. Conclui-se que as práticas de curandeirismo e benzimento próprios da historicidade local de vulnerabilidade foram incorporadas nos templos umbandistas por meio da ação de suas entidades, como expressão matricêntrica de cuidado mútuo à s aflições dos consulentes.

Moving subjects. Relations, contexts and future of the cultural diversity in education

The issue of migration is now becoming part of a wider debate on cultural diversity. This article explores selected aspects of this debate in the context of school education. A relatively new subdiscipline, the anthropology of education, is indicated as a useful perspective in this matter. Anthropological research on migration and cultural differences in general can be regarded here as a scientific reconstruction of the processes that lead to the construction of otherness. The cultural figure of a migrant in particular serves as an example of these processes in the context of European education. Western concepts of otherness thus build large part of the current political and social debates on migration and the presence of migrants in the educational milieu. The article examines these concepts in relation to the main contemporary migration trends visible in the West.

Creative adaptation of Grundtvigian educational concept in Indian Adult Education: a lab to line educational effort in rural India

This ethnographic research attempts to find relevance of Grundtvigian educational philosophy in the promotion of lifelong learning opportunities and the institutionalisation of community education for the adults in rural India. The researcher analyses thoroughly the concept of Grundtvig’s social and educational anthropology in Indian context, which comprises pedagogical strategies and people’s enlightenment though education and social development. The research utilizes relevant literatures, case-study and educational model in order to analyse the contemporaneity, relevance and creative adaptation and assimilation of Grundtvigian philosophy in Indian adult education. The research argues - if the Grundtvigian alternative education and social concept could be creatively adopted and assimilated in the adult education system in rural India, the core of learning ecology in the Grundtvigian concept would be able to bring significant improvement in the traditionally rigid adult education system and support learners in exposing their inherited potentials to a greater extent.

“I've got to do this in a Southern”: Stylized spoken literary quotation in the ELA classroom

AbstractThis article investigates whole‐class discussions of literature in the English classroom and the pragmatics of teacher interpretation in and through the voices of characters. In particular, it focuses on the whole‐class oral reading and discussion of the Tennessee Williams' play A Streetcar Named Desire in an ethnically and linguistically diverse rural Canadian classroom, and the teacher's stylized “Southern” oral performances of significant characters as part of her responses to student answers in whole‐class talk. Using extensive audio data from a 12th‐grade English class and drawing from the analytic tools of the linguistic anthropology of education, this article raises questions of the potential functions of stylized characters' voices in literary critical talk. This research contributes to ongoing conversations regarding the pragmatics of voicing, stylization, and the intersections of teacher talk and literacy learning in classroom discourse, with specific attention to the pedagogic work of enregistering bundles of linguistic features with particular teacher‐driven interpretive perspectives on literary characters.

Anthropology of Education, Qualitative Research, Post-human discourses and Our Future

Anthropology of Education, Qualitative Research, Post-human discourses and Our Future

MOVIMENTO E TÉCNICA: o fenômeno da aprendizagem e sua relação entre plasticidade neural e cultura

Aprender não é um ato simples, por esta razão o estudo da aprendizagem do movimento e da técnica a partir da plasticidade neural e da cultura representa uma análise mais complexa do estudo de como acontece esse fenômeno. Levantamos questões como: qual a influência da cultura na aprendizagem da técnica? Como a cultura interfere no processo de plasticidade neural? Qual a relação destes fatores na aprendizagem da técnica durante a infância? Foi feito um levantamento bibliográfico a partir da Neurociência, Sociologia, Antropologia e a Educação Física. Objetivamos relacionar a aprendizagem da técnica a partir da plasticidade neural e a influência da cultura nesse processo. A partir das bases teóricas sobre aprendizagem via plasticidade neural e sua relação com a cultura ainda na infância, balizamos a discussão no antropólogo francês Marcel Mauss. A revisão está dividida em três tópicos: o primeiro explicita a aprendizagem a partir da plasticidade neural; no segundo, relacionamos o ato de aprender aos aspectos da cultura; e, no último, tomamos como base o conceito de tradição cultural de Marcel Mauss aplicado a educação infantil. Consideramos que na infância ocorre com veemência a maturação do sistema nervoso possibilitando que a plasticidade esteja em efervescência. Aspectos da cultura são fenômenos determinantes, é neste momento que a criança estabelece contato com a escola, família, religião, mídia, dentre outros. Por tanto, a importância da tradição cultural, influenciando na transmissão de conhecimento, principalmente nesta fase, parece ocorrer por meio da mimese social. Uma vez que é um processo de retroalimentação, que ocorre de forma harmônica e dinâmica, e que torna cada aprendizagem singular e cultural ao mesmo tempo. Desta forma, concluímos que a cultura é dinâmica e parece influenciar diretamente na plasticidade neural. Sendo, portanto, necessário considerar os indivíduos como produtores e produtos desta dinâmica, uma vez que estão em constante deslocamento.

Myths of Meritocracy, Friendship, and Fun Work: Class and Gender in North American Academic Communities

ABSTRACTUsing the example of Andean archaeology, this article focuses on subtle forms of inequality that arise when academic communities are conceptualized as friendship‐based and egalitarian, rejecting explicit hierarchy. I describe this asperformative informalityand argue that it stems from a meritocratic ideology that inadvertently reproduces Euro‐American white‐male privilege. In a discipline that prides itself on its friendliness, openness, and alcohol‐fueled drinking culture, those who find themselves unable to enact or perform informality appropriately are at a distinct disadvantage. Drawing from a multisited ethnography of Andeanist archaeologists, I make the case that it is the ephemerality and plausible deniability of performative informality that makes it hard to recognize and thus mitigate against it. In doing so, I draw on and contribute to the theorization of gender/class intersectionality in anthropology and science studies, US conceptualizations of meritocracy in academia and higher education, and feminist Jo Freeman's concept of “the tyranny of structurelessness.” [anthropology of science, ethnography of archaeology, class, gender, anthropology of work and education]

A Content Analysis Original Scientific Papers of Physical Activity of Old People Published in Journal of Anthropology of Sport and Physical Education

A Content Analysis Original Scientific Papers of Physical Activity of Old People Published in Journal of Anthropology of Sport and Physical Education

Как сочетаются социальное, территориальное и гендерное неравенства в образовательных траекториях молодежи России?

В статье проводится исследование социального, территориального и гендерного неравенств при формировании образовательных траекторий российской молодежи в течение четырех лет после окончания девятого класса. Эмпирическую базу исследования составляют первая, вторая и четвертая волны всероссийского репрезентативного лонгитюдного исследования «Траектории в образовании и профессии» (ТрОП), проведенные в 2012, 2013 и 2015 гг. Для выявления на основе эмпирических данных сочетания разных типов неравенств мы используем разведывательный и описательный подход — метод дерева классификации, в отличие от традиционного для этой области исследований метода логистической регрессии. Выделены пять групп траекторий: «после девятого класса в СПО (среднее профессиональное образование)», «после 11-го класса в СПО», «после 10—11-го классов в неселективный вуз» (средний бал ЕГЭ у зачисленных абитуриентов 70 и ниже), «после 10—11-го классов в селективный вуз» (средний бал ЕГЭ у зачисленных абитуриентов больше 70), и «прекращение обучения после окончания школы». Как показали результаты исследования, ключевым фактором дифференциации образовательных траекторий является успеваемость. Для групп с разной успеваемостью следующим по важности фактором становится образование родителей (для тех, кто учится на тройки и четверки) и место жительства (для «отличников»). Единственная группа, для которой значимым фактором формирования траектории выступает пол, — это «троечники», у родителей которых нет высшего образования. Благодарность. В работе использованы результаты проекта «Траектории в образовании и профессии», выполненного в рамках Программы фундаментальных исследований НИУ ВШЭ в 2019 г. Авторы выражают благодарность Д.Ю. Куракину, заведующему Лабораторией культурсоциологии и антропологии образования Института образования НИУ ВШЭ, за плодотворное сотрудничество и идеи, а также М.Ю. Гурину, стажеру-исследователю Лаборатории культурсоциологии и антропологии образования Института образования НИУ ВШЭ, за помощь в оформлении графиков.

КОНСТИТУЦИОНАЛЬНЫЕ ОСОБЕННОСТИ ТЕЧЕНИЯ ХРОНИЧЕСКОГО ГАСТРОДУДОДЕНИТА АССОЦИИРОВАННОГО С H.PYLORI У ДЕТЕЙ

As you know, from ancient times to the present day, an individual approach to the patient has been and remains the most relevant in the framework of diagnosis, treatment and prevention of disease. In the modern world, the use of this approach is called personalized medicine, that is, "a rapidly developing field of healthcare based on an integrated, coordinated and individual approach for each patient to analyze the occurrence and course of the disease." From the foregoing, it becomes apparent that taking into account the constitutional features of the patient in the framework of anthropological teaching is an integral component in the supervision of each specific patient. A considerable number of facts accumulated in modern literature, indicates the constitutional conditionality of the parameters of the human body at different levels. It is this approach in the study of a macroorganism that allows one to get a more complete picture of not only the whole variety of forms and factors of system variability, but also to reveal patterns between the individual somatic constitution of a person, that is, a somatotype, and its other systems, in particular the digestive system. In the development of chronic gastroduodenitis, the hereditary-constitutional factor is one of the most important.

Учение архиепископа Кирилла (Богословского–Платонова) о четырех состояниях человеческой природы: философско-антропологический аспект

The paper presents the results of the author’s anthropological teaching research of Archbishop Kirill (Bogoslovsky-Platonov), the representative of spiritual and academic philosophy of the first half of the 19th century, on the composition of a man. In his philosophical and anthropological teaching, Archbishop Kirill identifies four states of human nature. In an effort to systematize the material presented, Archbishop Kirill defines the components of a person and consistently examines them in different states. The author of this study points out the peculiarity of the Archbishop’s position, who develops the doctrine of the three-part composition of man, in contrast to his teacher, Metropolitan Filaret (Drozdov) and Archimandrite Eutychian (Lestev), who were inclined to a two-part composition. In the basis of his trichotomous views, Archbishop Kirill believes a fragment from the epistle of the St. Paul, who calls the spirit, soul and body of a man. Attention is paid to the high level of education of the St. Petersburg Theological Academy, largely due to which the anthropological thinking of Archbishop Kirill was formed.

Lady scientist, technological treasures and the making of a discipline

Abstract The Pitt Rivers Museum in Oxford is known for its abundant ethnographic and archaeological collections and typological displays. Conceived as an educational museum serving the purposes of evolutionist anthropology and its comparative practice, the collections grew considerably in size and geographical scope during Henry Balfour’s curatorship (1893–1939). The museum’s Siberian collection is almost entirely made up of objects from a single expedition to the Yenisei valley in 1914–15, led by a recent graduate from the University of Oxford Diploma in Anthropology, Maria Antonina Czaplicka (1884–1921). This article follows the journey of the making of this collection, starting from the context of the newly established diploma, and moving through international networks of museum professionals, into the Illimpei tundra, and back to what is now its institutional home in Oxford. Examining the practices of an early professionally trained anthropologist, the article offers novel insights into the complex entanglement of museum collecting and early twentieth-century anthropological teaching and research.