A Companion to the Anthropology of Education

Integrating work from several different national systems of scholarship, A Companion to the Anthropology of Education presents a comprehensive and state–of–art overview of the field of anthropology of education.  Leading educational anthropologists examine everyday educational processes in culturally diverse settings, and the impacts on those processes of history, language policies, geographically specific problems and solutions, governmental mandates, literacy, inequality, multiculturalism, and more.  Each contributor evaluates the key anthropological advances, arguments and approaches that inform the field s research.   The Companion presents both theoretical and applied perspectives on important processes of education, in specific locations and worldwide.

Introduction (Mica Pollock and Bradley A.U. Levinson).

Histories and Generations.

1. Kathryn Anderson–Levitt.

World Anthropologies of Education.

2. Frederick Erickson.

Culture.

3. Ray McDermott and Jason Raley.

Continuities in the Study of Schooling as a Cultural Site.

4. Hervé Varenne.

Education, Cultural Production, and Figuring out What to DoNext.

5. Elsie Rockwell.

Recovering History in the Anthropology of Education.

6. Douglas Foley.

The Rise of Class Culture Theory in EducationalAnthropology.

7. Harry Wolcott.

If There′s Going to Be an Anthropology of Education.

8. Jean J. Schensul.

Building an Applied Educational Anthropology Beyond theAcademy.

Education via Language: Speaking, Writing, Playing.

9. Stanton Wortham and Angela Reyes.

Linguistic Anthropology of Education.

10. Lesley Bartlett, Dina López, Lalitha Vasudevan, andDoris Warriner.

The Anthropology of Literacy.

11. Teresa L. McCarty and Larisa Warhol.

Anthropological Perspectives on Language Education Planning andPolicy.

12. Patricia Baquedano–López and Sera Jean Hernandez.

Language Socialization Across Educational Settings.

13. Joseph Tobin and Allison Henward.

Ethnographic Studies of Children and Youth and the Media.

14. H. Samy Alim.

Hip–Hop and the Politics of Ill–literacy.

15. Laura Wright, Joel Kuipers, and Gail Viechnicki.

Argumentation and the Negotiation of Scientific Authority inClassrooms.

States, Identities, and Education.

16. Veronique Benei.

The Predicament of Embodied Nationalisms and EducationalSubjects.

17. Bradley A.U. Levinson.

Toward an Anthropology of (Democratic) CitizenshipEducation.

18. Amy Stambach and Zolani Ngwane.

Development, Post–colonialism, and Global Networks as Frameworksfor Studying Education in Africa and Beyond.

19. Sally Anderson.

Civil Sociality and Childhood Education.

20. Vanessa L. Fong and Sung won Kim.

Chinese Children, Youth, and Education.

21. Fida Adely and Gregory Starrett.

Schools, Skills, and Morals in the Contemporary Middle East.

22. Carlos Miñana Blasco and Carolina Arango Vargas.

Educational Policy, Anthropology, and the State.

Roles, Experiences, and Institutions.

23. Margaret A. Gibson and Jill P. Koyama.

Immigrants and Education.

24. Ángel Díaz de Rada and LiviaJiménez Sedano.

Variations on Diversity and the Risks of BureaucraticComplicity.

25. Sarah Jewett and Katherine Schultz.

Toward an Anthropology of Teachers and Teaching.

26. Wesley Shumar and Shabana Mir.

Cultural Anthropology Looks at Higher Education.

27. Edmund T. Hamann and Lisa Rosen.

What Makes the Anthropology of Education Policy ImplementationAnthropological?

Interventions.

28. Norma González and Leisy Wyman.

The Past, Present, and Future of "Funds of Knowledge".

29. Gunther Dietz and Laura Selene Mateos Cortés.

Multiculturalism and Intercultural Education Facing theAnthropology of Education.

30. Julio Cammarota.

A Socio–Historical Perspective for Participatory Action Researchand Youth Ethnography in Social Justice Education.

31. Janise Hurtig and Andrea Dyrness.

Parents as Critical Educators and Ethnographers ofEducation.

32. Ángela Valenzuela, Patricia Lopez, and EmmanuelGarcía.

The Critical Ethnography of Public Policy and Social Justice inthe Texas State Legislature.

Bradley A.U. Levinson is Professor of Education, AdjunctProfessor of Anthropology and Latino Studies, and Director of theCenter for Latin American and Caribbean Studies at IndianaUniversity. He is the author of We are All Equal: StudentCulture and Identity at a Mexican Secondary School (2001) and Beyond Critique: Exploring Critical Social Theories andEducation (2010), and editor or co–editor of Policy asPractice: Toward a Comparative Sociocultural Analysis ofEducational Policy (with M. Sutton, 2001), and ReimaginingCivic Education: How Diverse Societies Form Democratic Citizens(with D. Stevick, 2007).

Mica Pollock is Associate Professor of Educationat Harvard, studies how youth and adults discuss and addresseveryday issues of diversity and opportunity in schools andcommunities. She is the author of two ethnographies, Colormute:Race Talk Dilemmas in an American School (2004) and Becauseof Race: How Americans Debate Harm and Opportunity in Our Schools(2008), and the editor of a volume for educators thatincludes many anthropologists, Everyday Antiracism: Getting Realabout Race in School (2008).

There is much to admire in this volume and it isimpossible to read it without learning a great deal. It is welledited with good cross–referencing, making clear the connectionsbetween the chapters. This is an important and welcome book that islikely to define the field for many years to come.  (Journal of the Royal Astronomical Institute, 1 May2013)