Most recent papers:

• Students as Threats: Schooling Inside a Youth Prison.
  Morghan Vélez Young‐Alfaro.
  Anthropology & Education Quarterly. August 07, 2017
  This ethnography explores incarcerated students’ experiences and dynamics of identity formation inside a youth prison school. Across two years, 100 students and 50 adults were engaged. The structure, discourse, and adult–student interactions revealed a fixation on framing students as threats with a racialized undertone while also exposing the conditionality of the discourse. This study pulls attention into the youth prison school, aligning with educational research on the pipeline to prison, race talk, and identity formation.

  August 07, 2017   doi: 10.1111/aeq.12201   open full text
• “Looking Good” and “Good Looking” in School: Beauty Ideals, Appearance, and Enskilled Vision among Girls in a London Secondary School.
  Sarah Winkler‐Reid.
  Anthropology & Education Quarterly. August 07, 2017
  This article explores the enskillment of vision through which girls in a London school learn to see bodies and selves in particular ways. Dominant body and beauty ideals inform these processes but cannot be reduced to them. Drawing from the anthropological literature on situated learning and the senses, I propose an anthropological approach to girls’ bodily dissatisfaction that starts from everyday life rather than the assumed primacy of media images.

  August 07, 2017   doi: 10.1111/aeq.12200   open full text
• “They Write Me Off and Don't Give Me a Chance to Learn Anything”: Positioning, Discipline, and Black Masculinities in School.
  Quaylan Allen.
  Anthropology & Education Quarterly. August 07, 2017
  This study examines the schooling of black male students in a U.S. high school. Drawing upon positioning theory and student resistance literature, I describe how the students make meaning of the pathologizing positioning practices of the school, including how they resist and internalize dominant discourses about black masculinity and how their performances of particular masculinities within the school are met with surveillance, regulation, and discipline. I argue that schools are locations where dominant ideologies of black masculinities are imposed, contested, and sometimes reproduced.

  August 07, 2017   doi: 10.1111/aeq.12199   open full text
• Does Education Empower Women? The Regulated Empowerment of Parhi Likhi Women in Pakistan.
  Ayesha Khurshid.
  Anthropology & Education Quarterly. August 07, 2017
  Through employing ethnographic data collected with female teachers from rural and low‐income communities in Pakistan, this paper examines how parhi likhi (educated) women's access to valuable opportunities in public domains is contingent upon them becoming subject to new regulations, especially regarding their sexuality. This gendered process of regulated empowerment challenges the discourse of women's education as universally empowering and highlights the complex and multidimensional impact of education in different sociocultural contexts.

  August 07, 2017   doi: 10.1111/aeq.12198   open full text
• Becoming Technosocial Change Agents: Intersectionality and Culturally Responsive Pedagogies as Vital Resources for Increasing Girls’ Participation in Computing.
  Catherine Ashcraft, Elizabeth K. Eger, Kimberly A. Scott.
  Anthropology & Education Quarterly. August 07, 2017
  Drawing from our two‐year ethnography, we juxtapose the experiences of two cohorts in one culturally responsive computing program, examining how the program fostered girls’ emerging identities as technosocial change agents. In presenting this in‐depth and up‐close exploration, we simultaneously identify conditions that both facilitated and limited the program's potential. Ultimately, we illustrate how these findings can enhance anthropological research and practice in youth identity, culturally responsive pedagogies, and computing education.

  August 07, 2017   doi: 10.1111/aeq.12197   open full text
• Athletics and Academic Achievement in Latino Youth: A Cautionary Tale.
  Wei Chen, Linda Harklau.
  Anthropology & Education Quarterly. April 20, 2017
  Participation in extracurricular activities has been associated with enhanced academic achievement in Latino youth. Based on a longitudinal case study of one immigrant adolescent, this article finds that athletic participation is in itself neither a wholly positive or negative influence on Latino school achievement. Rather, effects of extracurricular sports on academic outcomes are mediated by complex factors including but not limited to ethnicity and are more contextually dependent and individually variable than existing scholarship suggests.

  April 20, 2017   doi: 10.1111/aeq.12192   open full text
• Between Mexico and New York City: Mexican Maternal Migration's Influences on Separated Siblings’ Social and Educational Lives.
  Gabrielle Oliveira.
  Anthropology & Education Quarterly. April 20, 2017
  There are negative consequences for children and youth when a primary caregiver leaves to migrate. However there are unforeseen experiences related to schooling. I compare how Mexican maternal migration has influenced the education experiences of the children left behind in Mexico and their siblings living in the United States. These microcontexts of where and how siblings live in Mexico and in New York City present us with a somewhat surprising picture of the different education experiences.

  April 20, 2017   doi: 10.1111/aeq.12191   open full text
• The Intersection of Cultural Diversity and Special Education in Catalonia: The Subtle Production of Exclusion through Classroom Routines.
  Alejandro Paniagua.
  Anthropology & Education Quarterly. April 20, 2017
  Drawing on ethnographic data collected in two primary schools, this paper examines the nature of the exclusion experienced by three children of linguistically, culturally, and socioeconomically diverse families labeled as having special education needs. Ambiguities and dilemmas surrounding the intersection of cultural diversity and special education are described, and ways in which the routines performed in mainstream classrooms produce a seemingly harmless, but pervasive, form of exclusion are discussed.

  April 20, 2017   doi: 10.1111/aeq.12190   open full text
• Between Rights and Realities: Human Rights Education for Immigrant and Refugee Youth in an Urban Public High School.
  Monisha Bajaj, Melissa Canlas, Amy Argenal.
  Anthropology & Education Quarterly. April 20, 2017
  This article presents data from a two‐year ethnographic case study to explore how immigrant and refugee youth in the United States made sense of participation in a weekly human rights club after school. Three types of student responses to human rights education are exemplified through the profiles of students. The article offers new insights on studies of immigrant youth as well as possibilities that exist at the intersection of human rights education and anthropology of education.

  April 20, 2017   doi: 10.1111/aeq.12189   open full text
• “We Have to Learn from Both Sciences”: Dilemmas and Tension Concerning Higher Education of Wichí Youth in the Province of Salta (Argentina).
  María Macarena Ossola.
  Anthropology & Education Quarterly. April 20, 2017
  This article analyzes the tension generated by the admission of Wichí youths to higher education in the province of Salta (Argentina). The main goal is to show how access to higher education generates continuities and discontinuities in the indigenous social organization. The article is based on ethnographic fieldwork that examined how young Wichí undergraduate students made sense of their schooling experiences.

  April 20, 2017   doi: 10.1111/aeq.12188   open full text
• Accountable Talk: “Real” Conversations in Baltimore City Schools.
  Chloe Ahmann.
  Anthropology & Education Quarterly. January 24, 2017
  This article examines the fundamental disconnect between discourses of accountability in education policy and their interpretation on the ground by parents. Based on data from two sites in Baltimore—district‐led teacher training and a community facing school restructuring—I argue that both parents and education professionals consider accountability to be a measure of faithfulness to reality, but they position reality in different discursive frames. Ultimately, I show that this meta‐semantic mismatch has a tangible impact on the implementation of school reform. [United States, education reform, accountability, meta‐discourse, policy]

  January 24, 2017   doi: 10.1111/aeq.12184   open full text
• Ethnographies of “A Lesson in Racism”: Class, Ethnicity, and the Supremacy of the Psychological Discourse.
  Avihu Shoshana.
  Anthropology & Education Quarterly. January 24, 2017
  Through the ethnographies of two schools serving different socioeconomic communities, this article offers an examination of students’ and teachers’ interpretations of the anti‐racism text “Brown Morning” taught in civics classes. Findings present the dramatic differences between the interpretations of students from dissimilar socioeconomic communities, the manners in which these interpretations discordantly activate the teachers, and the disparity of assorted class dynamics. These findings proffer a discussion of the link between education, class, ethnicity, and racism. [class, racism, ethnicity, psychological discourse]

  January 24, 2017   doi: 10.1111/aeq.12183   open full text
• Negotiating Tensions: Grassroots Organizing, School Reform, and the Paradox of Neoliberal Democracy.
  Kysa Nygreen.
  Anthropology & Education Quarterly. January 24, 2017
  Drawing from ethnographic fieldwork at a community‐based organization (CBO) engaged in parent organizing for urban school reform, this paper examines how organizers engaged with the imperatives of neoliberal reform and the broader neoliberal policy context. It highlights organizers’ agency but also shows how hegemonic discourse constrained their agency. It argues CBO involvement can contribute to educational neoliberalization and to neoliberal notions of democracy that, paradoxically, employ processes of symbolic inclusion and material exclusion (Miraftab 2004). [parent organizing, grassroots organizations, neoliberalism, democracy, school reform]

  January 24, 2017   doi: 10.1111/aeq.12182   open full text
• A School Divided: One Elementary School's Response to Education Policy.
  Melody Zoch.
  Anthropology & Education Quarterly. January 24, 2017
  This article examines how one elementary school was divided into two schools—a primary and an intermediate school—because of how policies were interpreted and enacted with regard to high‐stakes testing. The grades in which students took high‐stakes tests were privileged in terms of receiving monetary resources and support from staff. An emphasis on testing also influenced how bilingual education was addressed. These organizational decisions highlight how policy operated as a practice of power, where inequitable education outcomes were reproduced. [education policy, high‐stakes testing, school organization, elementary school]

  January 24, 2017   doi: 10.1111/aeq.12181   open full text
• Language Policy in Puerto Rico's Higher Education: Opening the Door for Translanguaging Practices.
  Kevin S. Carroll, Catherine M. Mazak.
  Anthropology & Education Quarterly. January 24, 2017
  This paper investigates the relationship between meso university language policies in Puerto Rico and their micro instantiations in an undergraduate psychology classroom. We describe a typology of language policies used by 38 universities and campuses in Puerto Rico where their openness allows for flexible implementation of everyday micro policy. We then focus our attention on a linguistic ethnography of a psychology course where translanguaging practices reify and disrupt accepted classroom language ideologies in Puerto Rico. [translanguaging, language policy, higher education, bilingualism, Puerto Rico]

  January 24, 2017   doi: 10.1111/aeq.12180   open full text
• “Reflexivity Is Kicking Our Asses”: Tensions in Foregrounding Photographs in a Multimodal Ethnographic Analysis of Participation.
  Rachel Chaffee, April Lynn Luehmann, Joseph Henderson.
  Anthropology & Education Quarterly. October 24, 2016
  Bringing multimodal and ethnographic approaches together, this paper seeks to identify key considerations, limitations, and implications of using photographs as primary data. We offer a concrete example of an approach that capitalizes on a systematic look at how different modes work together to foreground unique aspects of participation, while intentionally and explicitly maintaining ethnographic sensitivities. Key contributions include what it means to “trust” photographs as data and use them for their strengths in evidence‐careful ways.

  October 24, 2016   doi: 10.1111/aeq.12169   open full text
• Multimodal Mapmaking: Working Toward an Entangled Methodology of Place.
  Kimberly Powell.
  Anthropology & Education Quarterly. October 24, 2016
  This article addresses mapmaking as a multimodal method and lens for place‐based ethnographic inquiry. I describe three contexts drawn from my research on and teaching of mapmaking. Drawing from my own sense‐making of mapping as an embodied phenomenon, I discuss how the fields of sensory and materialist studies might expand the interpretive possibilities of multimodal ethnography as an epistemological and ontological lens involving the entanglement of place, body, and experience with knowing and becoming. [mapmaking, multimodality, senses, place, materiality]

  October 24, 2016   doi: 10.1111/aeq.12168   open full text
• Writing Ourselves In: Researcher Reflexivity in Ethnographic and Multimodal Methods for Understanding What Counts, to Whom, and How We Know.
  Kate T. Anderson, Olivia G. Stewart, Masturah Binte Abdul Aziz.
  Anthropology & Education Quarterly. October 24, 2016
  Researcher reflexivity shapes what and how we know, because the background against which something becomes a site for analysis, and through which we position knowledge about it, result from our researcher gaze. We examine here an adolescent‐produced multimodal story according to three different researcher gazes across space and time. By sidestepping a singular attribution of knowing what counts, our intercontextual analysis constructs different epistemological viewpoints on this multimodal story and contexts of its creation.

  October 24, 2016   doi: 10.1111/aeq.12167   open full text
• Latecomers: The Sources and Impacts of Late Arrival Among Adolescent Immigrant Students.
  Elaine C. Allard.
  Anthropology & Education Quarterly. October 24, 2016
  In this ethnographic study, the author describes and analyzes the experiences of latecomers, adolescent immigrant students who arrive late in the school year. She shines a light on the multifaceted challenges posed by these students’ transnationalism, undocumented status, and labor migration, which contribute to their late arrival and threaten their school persistence. This article adds to the developing body of research on heterogeneity among adolescent emergent bilinguals, a growing and underserved population.

  October 24, 2016   doi: 10.1111/aeq.12166   open full text
• A Potentially Heteroglossic Policy Becomes Monoglossic in Context: An Ethnographic Analysis of Paraguayan Bilingual Education Policy.
  Katherine S. Mortimer.
  Anthropology & Education Quarterly. October 24, 2016
  Ethnographic and discursive approaches to educational language policy (ELP) that explore how policy is appropriated in context are important for understanding policy success/failure in meeting goals of educational equity for language‐minoritized students. This study describes how Paraguayan national policy for universal bilingual education successfully disrupted the traditional exclusion of Guarani from education, but it has failed so far to disrupt hegemonic monoglossic ideologies that continue to exclude Guarani‐dominant students from high‐quality education.

  October 24, 2016   doi: 10.1111/aeq.12165   open full text
• Identity Work at a Normal University in Shanghai.
  Alex Cockain.
  Anthropology & Education Quarterly. July 26, 2016
  Based upon ethnographic research, this article explores undergraduate students' experiences at a normal university in Shanghai focusing on the types of identities and forms of sociality emerging therein. Although students’ symptoms of disappointment seem to indicate the power of university experiences to extinguish purposeful action, this article suggests they are associated with students' identity work, central to which are attempts to cope with disintegrations to school‐related identities and efforts to construct alternate senses of self.

  July 26, 2016   doi: 10.1111/aeq.12154   open full text
• Cosmopolitan Learning, Making Merit, and Reproducing Privilege in Indian Schools.
  Amanda Gilbertson.
  Anthropology & Education Quarterly. July 26, 2016
  Amid growing calls for education to be more globally oriented, scholars have asked how best to educate for global citizenship and what truly cosmopolitan learning looks like. This article draws on ethnographic fieldwork in middle‐class Hyderabad, India to highlight the overlap between the cosmopolitan competencies promoted in schools and uppezr middle‐class cultural capital, and to question whether it is possible to legitimate and institutionalize cosmopolitanism as merit within education systems without furthering class reproduction.

  July 26, 2016   doi: 10.1111/aeq.12157   open full text
• Humor in Father–Daughter Immigration Narratives of Resistance.
  Sarah Gallo.
  Anthropology & Education Quarterly. July 26, 2016
  This article draws from an ethnography on Mexican immigrant fathers and their children to examine humor in immigration narratives as acts of resistance. The analysis focuses on the devices employed by a father and daughter during their everyday talk and co‐narration of an incident with police officers. Findings illustrate how the form and content of fathers’ pedagogies of the home, including the strategic use of humor, prepare children to combat discrimination based on documentation status.

  July 26, 2016   doi: 10.1111/aeq.12156   open full text
• A Contingent Embrace: Divergent Realities of Inclusion at a Rural School.
  Cristina Ortiz.
  Anthropology & Education Quarterly. July 26, 2016
  This article examines a rural public school with an increasingly racially diverse and working‐class student body as a site where inclusion and exclusion were negotiated based on popular beliefs about culture. I look at how the interpretation of particular behaviors as indicative of a cultural regard for the value of formal education created divergent understandings of the school as welcoming or exclusive. Although the school's mission statement explicitly positioned the school as inclusive, many Latinos understood the acceptance of their presence and their culture in the institution as conditional on their assimilation.

  July 26, 2016   doi: 10.1111/aeq.12153   open full text
• Campus Custodians in the Corporate University: Castes, Crossing Borders, and Critical Consciousness.
  Peter Magolda, Liliana Delman.
  Anthropology & Education Quarterly. July 26, 2016
  This ethnographic study showcases life stories of campus custodians and their interactions with members of other campus subcultures to reveal insights about higher education. This manuscript illuminates the ways the worldwide economic calamities, beginning in 2008, resulted in the implementation of corporate‐like ideologies. Analyses reveal how custodians interpreted, coped with, and subverted these mandates. This bottom‐up view of the university provides a unique vantage point to enrich understanding about how universities manage change.

  July 26, 2016   doi: 10.1111/aeq.12155   open full text
• The Signature of the Moving Body: Agency and Embodied Education Ideologies of Dance Teachers.
  Hodel Ophir.
  Anthropology & Education Quarterly. April 26, 2016
  Through an ethnographic study of dance teachers in Israel, this article calls attention to the teaching body as an active social agent and introduces the concept of body signature. It examines the bodily comportment of three dance teachers, arguing for embodied education ideologies, and the ability of teachers to maneuver within these concepts and reshape them. The article provides a valuable lens through which to explore the dynamics of educating bodies and their sociocultural contexts.

  April 26, 2016   doi: 10.1111/aeq.12148   open full text
• Modeling Manhood: Reimagining Black Male Identities in School.
  Jarvis R. Givens, Na'ilah Nasir, kihana ross, Maxine McKinney de Royston.
  Anthropology & Education Quarterly. April 26, 2016
  This paper examines the process by which stereotypical mainstream representations of black males (as hard, as anti‐school, and as disconnected from the domestic sphere) were reimagined in all‐black, all‐male manhood development classes for 9th graders in urban public high schools. Findings show that instructors debunked stereotypes and created new definitions of black manhood through the practice of modeling manhood, critiquing existing notions of black manhood, establishing a caring community, and role modeling new ways of being.

  April 26, 2016   doi: 10.1111/aeq.12147   open full text
• “They Don't Know Anything!”: Latinx Immigrant Students Appropriating the Oppressor's Voice.
  Lilia D. Monzó.
  Anthropology & Education Quarterly. April 26, 2016
  This article discusses internalized oppression among Latinx1 communities through a revolutionary critical pedagogy. Data from a two‐year ethnography of Latinx immigrant families show that students were developing deficit perspectives toward their parents, claiming that “they don't know anything,” based on their positioning as powerless and generationally and culturally out of touch. The article discusses that within‐group conflicts support the interests of a transnational capitalist class by severing opportunities for class [and race] consciousness.

  April 26, 2016   doi: 10.1111/aeq.12146   open full text
• Racializing Discourse in Public and Private: Social Differentiation and the Question of Mexicanness at an Arizona High School.
  Brendan H. O'Connor.
  Anthropology & Education Quarterly. April 26, 2016
  Using discourse analysis, this article explores how Mexican‐American students at an Arizona high school exploited intersections of race, gender, and socioeconomic class to position themselves and their peers along a racial continuum from less to more Mexican. Thus, private social distinctions among students both mirrored and transformed publicly circulating discourses of belonging, foreignness, and civility. The findings inform understandings of the complex, day‐to‐day construction of race and other social categories among students in U.S. schools.

  April 26, 2016   doi: 10.1111/aeq.12145   open full text
• ¿Usted Va al Capitolio También?: Adult Immigrants’ Positioning in Response to News and Digital Media about Immigration Policy.
  Silvia Noguerón‐Liu.
  Anthropology & Education Quarterly. April 26, 2016
  This article explores the ways in which adult immigrants engaged in discussion about immigration news at a web design course during the passing of Senate Bill 1070 in Arizona. Drawing on the method and theory of mediated discourse analysis, two focal interactions reveal the diverse positions that students took up in relation to anti‐immigrant ideologies and the Latino community response in physical and digital spaces.

  April 26, 2016   doi: 10.1111/aeq.12144   open full text
• Immigrant Students and the Ecology of Externalization in a Secondary School in Spain.
  David Poveda, María Isabel Jociles, Adela Franzé.
  Anthropology & Education Quarterly. April 25, 2014
  We examine how counselors, teachers, and other professionals at a secondary school in Madrid (Spain) understand cultural diversity and work with immigrant students' educational circumstances. Our analysis suggests that cultural diversity is largely construed as a problem and the explanation of educational difficulties is organized around an “externalizing logic” in which responsibility for educational outcomes is transferred to process and programs outside “ordinary” teachers' realm of action. We analyze these discourses and institutional practices from an ecological perspective: within the context of the local changing demographics of the school, regional/national policy measures around diversity, and wider conceptualizations of cultural diversity in Spain's education system.

  April 25, 2014   doi: 10.1111/aeq.12058   open full text
• From the Form to the Face to Face: IRBs, Ethnographic Researchers, and Human Subjects Translate Consent.
  Rosalie Metro.
  Anthropology & Education Quarterly. April 25, 2014
  Based on my fieldwork with Burmese teachers in Thailand, I describe the drawbacks of using IRB‐mandated written consent procedures in my cross‐cultural collaborative ethnographic research on education. Drawing on theories of intersubjectivity (Mikhail Bakhtin), ethics (Emmanuel Levinas), and translation (Naoki Sakai), I describe face‐to‐face consent encounters that offer alternate possibilities for ethical practice.

  April 25, 2014   doi: 10.1111/aeq.12057   open full text
• Movement Actors in the Education Bureaucracy: The Figured World of Activity Based Learning in Tamil Nadu.
  Tricia Niesz, Ramchandar Krishnamurthy.
  Anthropology & Education Quarterly. April 25, 2014
  Tamil Nadu has gained international recognition for reforming its government school classrooms into active, child‐centered learning environments. Our exploration of the history of the Activity Based Learning movement suggests that this reform was achieved by social movement actors serving in and through the state's administration. Participants in people's movements and progressive education initiatives partnered with state officers to form an influential network, a “figured world” of counterhegemonic education knowledge, that ultimately transformed classrooms in over 37,000 schools.

  April 25, 2014   doi: 10.1111/aeq.12056   open full text
• Transversing the Vertical Case Study: A Methodological Approach to Studies of Educational Policy as Practice.
  Lesley Bartlett, Frances Vavrus.
  Anthropology & Education Quarterly. April 25, 2014
  How can scholars trace the global production and circulation of educational policies? The vertical case study incorporates three elements: “vertical” attention across micro‐, meso‐, and macro‐levels, or scales; a “horizontal” comparison of how policies unfold in distinct locations; and a “transversal,” processual analysis of the creative appropriation of educational policies across time. The second half of the article draws upon an ethnographic study of learner‐centered pedagogy in Tanzania to exemplify the vertical case study approach.

  April 25, 2014   doi: 10.1111/aeq.12055   open full text
• Catechistic Teaching, National Canons, and the Regimentation of Students' Voice.
  Sjaak Kroon.
  Anthropology & Education Quarterly. June 05, 2013
  Drawing on key incident analysis of classroom transcripts from Bashkortostan, France, North Korea, and Suriname, this article discusses the relationship between an increasingly canonical content of education and the discursive organization of teaching processes at the expense of both teachers' and students' voice. It argues that canonical regimented educational contents often collide with a catechistic teaching style. This leads to teaching and learning practices that match dominant ideologies aiming at creating homogeneity rather than accepting heterogeneity.

  June 05, 2013   doi: 10.1111/aeq.12015   open full text
• Sharing Time and the Poetic Patterning of Caribbean Independence: The Narrative Architecture of Voice.
  Jef Van der Aa.
  Anthropology & Education Quarterly. June 05, 2013
  This article discusses the narrative architecture and interactional uptake of a school child's story about independence in Barbados during sharing time. It is found that an institutional focus on standard resources impacts both teachers' and children's sociolinguistic behavior. Ethnopoetic analysis brings out the child's patterned use of narrative resources and shows how voice is established collaboratively in the classroom here, with a both empowering and policing role for the teacher in steering the storytelling.

  June 05, 2013   doi: 10.1111/aeq.12014   open full text
• Voicing as an Essential Problem of Communication: Language and Education of Chinese Immigrant Children in Globalization.
  Jie Dong, Yan Dong.
  Anthropology & Education Quarterly. June 05, 2013
  This article explores voicing processes of identity construction among labor immigrants both inside China and in the Dutch Chinese Diaspora. We provide ethnographically grounded data oriented toward a theoretical point: voicing is an essential problem in communication. Whether one is able to achieve his voice—an outcome of a communicative process—is often conditioned by pretextual factors that exist before and beyond communication, and has to be negotiated in the communicative process.

  June 05, 2013   doi: 10.1111/aeq.12013   open full text
• Engaging with Voices: Ethnographic Encounters with the Gambian Language‐in‐Education Policy.
  Kasper Juffermans, Kirsten Van Camp.
  Anthropology & Education Quarterly. June 05, 2013
  Drawing on fieldwork in a primary school in rural Gambia, West Africa, this article foregrounds the notion of voice as analytical heuristics for understanding language in education. Arguing for more attention to voices from the field and for critical reflection on the researcher's voice in research, the article addresses the ways in which school children, teachers, parents, and other stakeholders voice their opinions and concerns about language in education in relation to official policy and practice.

  June 05, 2013   doi: 10.1111/aeq.12012   open full text
• Newcomers Navigating Language Choice and Seeking Voice: Peer Talk in a Multilingual Primary School Classroom in Finland.
  Alicia Copp Mökkönen.
  Anthropology & Education Quarterly. June 05, 2013
  This article investigates how two young newcomers navigate an institutional policy of “English only” in a Finnish primary school and how this policy impacts opportunities for voice. From a discourse analytic and sociolinguistic perspective, the analysis takes an ethnographic path to a focal event of language conflict in the classroom. The analysis reveals that these two learners negotiate more powerful voices for themselves, despite responding differently to normative practices for code use in the classroom.

  June 05, 2013   doi: 10.1111/aeq.12011   open full text