Anthropology & Education Quarterly

Impact factor: 0.386 5-Year impact factor: 0.598 Print ISSN: 0161-7761 Online ISSN: 1548-1492 Publisher: Wiley Blackwell (Blackwell Publishing)

Subjects: Anthropology, Education & Educational Research

Most recent papers:

Disaster Schooling Experiences and Emergent Crises: Lessons From Puerto Rico.
Melissa Colón, Rosalyn Negrón, Lisa Jahn.
Anthropology & Education Quarterly. June 02, 2026

["Anthropology &Education Quarterly, Volume 57, Issue 3, September 2026. ", "\nABSTRACT\nThis paper examines the disaster schooling experiences of Puerto Rican educators, families, and students across multiple crises following Hurricane Maria. Drawing on 11 months of ethnographic research, we analyze how schooling unfolded across disasters and how long‐standing vulnerabilities and structural inequalities shaped responses. Findings reveal the significant role of schools and educators in supporting children and underscore the need for equity‐driven, disaster‐resilient education systems capable of supporting just and sustainable futures.\n\nRESUMEN\nEste estudio examina las experiencias de escolarización en contextos de desastre vividas por educadores, familias y estudiantes puertorriqueños tras el huracán María. Basándonos en once meses de investigación etnográfica, analizamos cómo se desarrolló la escolarización durante una serie de desastres (huracán María, terremotos, y COVID‐19) y cómo las vulnerabilidades e inequidades estructurales arraigadas influyeron en las respuestas. Los resultados revelan el papel central de las escuelas y los educadores en el apoyo a les niñes y jóvenes, y subrayan la necesidad de sistemas educativos equitativos y resilientes ante desastres, capaces de promover un futuro justo y sostenible.\n"]

June 02, 2026 doi: 10.1111/aeq.70094 open full text
Uncovering Edtech's Embedded Values: Making the Case for Socio‐Technical Audits in Ethnographic Inquiry.
Louise Couceiro, Rebecca Eynon, Laura Hakimi.
Anthropology & Education Quarterly. June 01, 2026

["Anthropology &Education Quarterly, Volume 57, Issue 3, September 2026. ", "\nABSTRACT\nDrawing on three ethnographic studies of secondary schools in England, this article makes a case for “socio‐technical audits”—a method combining technological walkthroughs with observations, workshops, and interviews—as part of ethnographic inquiry. A case example is presented to illustrate how the integration of socio‐technical audits enables articulation of the underlying logics of technologies, while producing empirically grounded, contextually situated accounts of how technologies are interpreted, negotiated, and embedded within everyday educational practice.\n"]

June 01, 2026 doi: 10.1111/aeq.70091 open full text
Student Wellbeing as a Relational and Collective Process: Exploring Voices, Experiences, and Enactments Through Educational Ethnography.
Camilla Maria Lindskov.
Anthropology & Education Quarterly. May 20, 2026

["Anthropology &Education Quarterly, Volume 57, Issue 3, September 2026. ", "\nABSTRACT\nBased on educational ethnography and co‐creative methods conducted in a Danish school context, I center student voices to examine how wellbeing is experienced and negotiated in everyday school life. The article takes a relational and collective perspective as its point of departure yet adopts an exploratory stance that also considers the underlying assumptions embedded in individualistic approaches to wellbeing. The findings argue that wellbeing is a shared, context‐sensitive endeavor, calling for inclusive approaches rooted in relationships, community and the lived realities of students.\n"]

May 20, 2026 doi: 10.1111/aeq.70092 open full text
Translanguaging to Learn and Play: Young Children's Bilingual Communicative Competence in a Chinese Rural Preschool.
Xiao Yin.
Anthropology & Education Quarterly. May 17, 2026

["Anthropology &Education Quarterly, Volume 57, Issue 3, September 2026. ", "\nABSTRACT\nThis year‐long ethnography of a rural Chinese preschool examines how Longlinghua‐speaking children develop bilingual communicative competence as they learn Putonghua. Integrating language socialization and translanguaging, the analysis of classroom and playground interactions reveals that children creatively mobilize repertoires—shifting footing, adjusting pitch contours, and revoicing roles—to secure uptake, regulate peers, and belong. Findings challenge deficit narratives, reframing bilingualism as an interactional achievement and advocating recognition‐based, inclusive pedagogy that values local dialects alongside the national standard.\n"]

May 17, 2026 doi: 10.1111/aeq.70088 open full text
Subaltern Strategies and Agency: How South Asian American Youth Rework the Model Minority Stereotype.
Joan J. Hong.
Anthropology & Education Quarterly. May 17, 2026

["Anthropology &Education Quarterly, Volume 57, Issue 3, September 2026. ", "\nABSTRACT\nThis study examines how South Asian American youth, as epistemically marginalized or “subaltern” actors, navigate racialized school experiences. It focuses on how South Asian American boys employ the model minority stereotype through finessing, a strategy of agency that counters exclusionary labels like perpetual foreigner and nerd while securing academic and social recognition. This practice illustrates how marginalized youth tactically leverage and negotiate dominant racial scripts to maneuver the educational system and assert control over their positionalities.\n"]

May 17, 2026 doi: 10.1111/aeq.70087 open full text
The Ethical Life of Educational Policy: Physical Education Teachers as Phronimoi.
Adriano De Francesco.
Anthropology & Education Quarterly. April 20, 2026

["Anthropology &Education Quarterly, Volume 57, Issue 2, June 2026. ", "\nABSTRACT\nThis paper explores the ethical dimension of educational policy. Policy‐as‐practice scholarship tends to emphasize teachers as purposeful agents involved in problem‐solving and the creative interpretation and reassembling of educational discourses. Drawing from a 7‐month ethnographic fieldwork with two Physical Education teachers at a New Zealand high school, I propose a complementary focus on teachers as phronimoi: persons who exercise phronesis (“practical judgment”) while navigating situational constraints, through ordinary moments of ethical deliberation and meaningful action.\n"]

April 20, 2026 doi: 10.1111/aeq.70081 open full text
“It's Like What Guadalupe Valdés Says: We Aren't the Experts, the Parents Are!”: Ethnographic Perspectives and Project Based Learning Cultivating Pre‐Service Teachers' Asset‐Based Praxis.
Jen Stacy.
Anthropology & Education Quarterly. April 19, 2026

["Anthropology &Education Quarterly, Volume 57, Issue 2, June 2026. ", "\nABSTRACT\nThis article delineates how pre‐service teachers developed dispositions to working with ethnically and linguistically diverse families through study of ethnography coupled with project‐based learning. Students' study of Con Respeto: Bridging the Distance Between Culturally Diverse Families and Schools by Guadalupe Valdés facilitated ideological shifts about family‐school relationships while putting theory into practice by designing and implementing family outreach. Despite shifting students' ideology, critical questions emerged about who pre‐service teachers' learning serves and power structures in teacher education.\n"]

April 19, 2026 doi: 10.1111/aeq.70080 open full text
From Burden of Responsibility to Pride of Contribution: A Search for Balance Among Competing Moralities in Chinese Classrooms.
Liu Jiang.
Anthropology & Education Quarterly. April 12, 2026

["Anthropology &Education Quarterly, Volume 57, Issue 2, June 2026. ", "\nABSTRACT\nThis paper explores ethnographically how Chinese youth navigated competing, but not mutually incompatible, demands between collective responsibility and self‐interest in their everyday lives under the Class Cadre System—a nationwide student leadership and classroom management institution. This research advances the anthropological framework of competing moralities to conceptualize the experiences of Chinese youth and proposes a search for moral balance as a valuable lens for understanding how young people negotiate these demands in both school and society.\n"]

April 12, 2026 doi: 10.1111/aeq.70077 open full text
The Hijab and the Uniform: A Situated Examination of Religious Accommodation.
Mary Ann Chacko.
Anthropology & Education Quarterly. March 25, 2026

["Anthropology &Education Quarterly, Volume 57, Issue 2, June 2026. ", "\nABSTRACT\nDrawing on multi‐sited ethnographic research on a school‐based cadet program in Kerala, India, this article complicates prevailing understandings of religious accommodation. It examines unofficial and tacit sartorial adjustments negotiated by cadets, families, and teachers to enable Muslim girls' participation in the cadet program. These practices demonstrate that religious accommodation is not a unilateral act of a secular state, but a reciprocal, pragmatic process shaped by everyday negotiations in specific socio‐political contexts.\n"]

March 25, 2026 doi: 10.1111/aeq.70075 open full text
Talking Emotional Safety: School Leaders and Language in a Chicago School Safety Reform.
Uma Blanchard, Alexander Koenig, Micere Keels.
Anthropology & Education Quarterly. March 12, 2026

["Anthropology &Education Quarterly, Volume 57, Issue 2, June 2026. ", "\nABSTRACT\nThis article examines the ways that school leaders used buzzwords when speaking about youth “emotional safety,” in a Chicago Public Schools safety reform aimed at reexamining the role of school policing. Drawing on observations from pandemic‐era virtual school council meetings, we suggest a recognizable register of speech developed around the topic of emotional safety, which school leaders engaged to meet the political demands placed upon them by the district and the public.\n"]

March 12, 2026 doi: 10.1111/aeq.70072 open full text
Urbanization, Aid, and Education: The Mobility Risk of Chinese Women in the Hollowing Village.
Yuchang Shi, Jinting Wu.
Anthropology & Education Quarterly. March 07, 2026

["Anthropology &Education Quarterly, Volume 57, Issue 2, June 2026. ", "\nABSTRACT\nThis paper examines the experience of rural minority girls and women in China's “hollowing out” countryside after massive transfer of rural labor to cities. We explore how urbanization, poverty alleviation initiatives, education, and patriarchal structure produce complex terrains through which marginalized rural females negotiate upward mobility against odds. Rural girls' and women's accounts reveal the “mobility risk” of a most vulnerable population, as well as their personal agency as they strive towards various aspirational futures.\n"]

March 07, 2026 doi: 10.1111/aeq.70073 open full text
Critical Examination of Culture for Explaining Corporal Punishment: The Akan of Ghana in Perspective.
Alex J. Wilson, Nana Aba Egyimah‐Wilson.
Anthropology & Education Quarterly. February 23, 2026

["Anthropology &Education Quarterly, Volume 57, Issue 2, June 2026. ", "\nABSTRACT\nFive years after the ban on corporal punishment in Ghanaian schools, many argue that the ban contravenes Ghanaian values and risks promoting indiscipline. Using critical ethnography and the Akan as a case study, we examined whether corporal punishment is attributable to indigenous culture. We found that its use is not wholly attributable to indigeneity. We recommended similar research to unearth the facts and address the problem in other jurisdictions to create safe school environments.\n"]

February 23, 2026 doi: 10.1111/aeq.70068 open full text
Tracking Aspirations: Neoliberal Education and Mobility for Cambodian Youth.
Jennifer Estes.
Anthropology & Education Quarterly. February 12, 2026

["Anthropology &Education Quarterly, Volume 57, Issue 2, June 2026. ", "\nABSTRACT\nDrawing on ethnographic fieldwork in rural Cambodia, this article focuses on secondary students who aspire to social and spatial mobility. It examines how a subject‐based tracking system intersects with other facets of the educational landscape to stratify students along class lines. In doing so, it highlights how educational practices rooted in neoliberal logics can bolster some youths' aspirations more than others, but that these inequalities can be masked by discourses of choice.\n"]

February 12, 2026 doi: 10.1111/aeq.70067 open full text
Learned Family on the Educator‐Kibbutzim—Knowledge, Kinship, and Social Transformation as Historical Legacy.
Lauren Erdreich, Rotem Bar Israel.
Anthropology & Education Quarterly. February 11, 2026

["Anthropology &Education Quarterly, Volume 57, Issue 2, June 2026. ", "\nABSTRACT\nThis article explores how educator‐kibbutzim recruit socialist‐Zionist learning traditions to construct new forms of kinship. Bringing communities of practice theory to new kinship studies, we expand on the role of knowledge in bridging the social/biological. Based on ethnographic research and participatory‐archival research, we describe social learning practices drawn from historical repertoire that are utilized to create new forms of family. The findings highlight the versatility of ways that knowledge/learning can transform seemingly natural ties.\n"]

February 11, 2026 doi: 10.1111/aeq.70063 open full text
Assessing Value and Questioning Self‐Worth in Educational Migration: Indonesian University Students in Singapore.
Erica M. Larson.
Anthropology & Education Quarterly. February 09, 2026

["Anthropology &Education Quarterly, Volume 57, Issue 2, June 2026. ", "\nABSTRACT\nThis article examines the education trajectories of Indonesian students attending university in Singapore. These students and their parents consider a project of educational migration to Singapore as a proven pathway toward their varied aspirations. In Singapore, as Indonesian students experience academic challenges, they recognize national hierarchies that put them at a disadvantage. Though they reported enacting strategies to minimize the influence, the competitive environment still pushed them to evaluate their self‐worth relative to other Indonesians.\n\nABSTRAK\nArtikel ini mengkaji lintasan pendidikan mahasiswa Indonesia yang berkuliah di universitas di Singapura. Mahasiswa dan orang tua mereka menganggap proyek migrasi pendidikan ke Singapura sebagai jalur yang terbukti untuk meraih berbagai aspirasi mereka. Di Singapura, saat mahasiswa Indonesia menghadapi tantangan akademis, mereka menyadari hierarki nasional yang merugikan mereka. Meskipun mereka melaporkan penerapan strategi untuk meminimalkan pengaruh tersebut, lingkungan yang kompetitif tetap mendorong mereka untuk mengevaluasi harga diri mereka dibandingkan dengan mahasiswa Indonesia lainnya.\n"]

February 09, 2026 doi: 10.1111/aeq.70036 open full text
South–South Migration and Caring: Bridging Practices of Chilean Educators and Their Immigrant Students of Haitian Descent.
María Eugenia Rojas Concha.
Anthropology & Education Quarterly. February 08, 2026

["Anthropology &Education Quarterly, Volume 57, Issue 2, June 2026. ", "\nABSTRACT\nThis ethnographic case study revisits an old idea—building caring relationships—to analyze the dynamics of South–South migration in a Chilean school. Most of the literature on teachers' responses to the increase of immigrant students in Chile has focused on uncovering educators' stereotypes. Yet, this study, grounded in Valenzuela's pedagogy of care (1999) and powell's framework on bridging (2024), illuminates what drives social‐justice‐oriented educators to find points of shared humanity and better serve their immigrant students of Haitian descent.\n"]

February 08, 2026 doi: 10.1111/aeq.70060 open full text
Refugees' Postsecondary Pursuits in a “College for All” Landscape.
Aaron Leo.
Anthropology & Education Quarterly. February 08, 2026

["Anthropology &Education Quarterly, Volume 57, Issue 2, June 2026. ", "\nABSTRACT\nThis paper furthers the study of refugees' postsecondary experiences by situating their aspirations and perspectives about college within a sociopolitical context characterized by a “college for all” hegemony which claims that social mobility and economic security are only possible with a college degree. Drawing on ethnographic data gathered among 11 refugees attending a community college in New York State, this project explores students' varied positions towards higher education, social mobility, and opportunity in the United States.\n"]

February 08, 2026 doi: 10.1111/aeq.70062 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
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
“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
“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
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
“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
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
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 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
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
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
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
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
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
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
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
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
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
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
“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
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
¿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
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
“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
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
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
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
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
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
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
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
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
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
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
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