Author: Reva Jaffe-Walter
Publisher: Stanford University Press
Release Date: 2016-03-16
Genre: Social Science
Many liberal-minded Western democracies pride themselves on their commitments to egalitarianism, the fair treatment of immigrants, and the right to education. These environments would seem to provide a best-case scenario for the reception of immigrant youth. But that is not always the case. Coercive Concern explores how stereotypes of Muslim immigrants in Western liberal societies flow through public schools into everyday interactions, informing how Muslim youth are perceived by teachers and peers. Beyond simply identifying the presence of racialized speech in schools, this book uncovers how coercive assimilation is cloaked in benevolent narratives of care and concern. Coercive Concern provides an ethnographic critique of the "concern" that animates integration policy in Danish schools. Reva Jaffe-Walter focuses on the experiences of Muslim youth at a public school where over 40% of the student body is of immigrant descent, showing how schools operate as sites of governance. These efforts are led by political leaders who promote national fears of immigrant take-over, by teachers in schools, and by everyday citizens who are concerned about "problems" of immigration. Jaffe-Walter exposes the psychic and material costs immigrant youth endure when living in the shadow of social scrutiny, but she also charts a path forward by uncovering the resources these youth need to attain social mobility and success.
Author: Angelina E. Castagno
Publisher: Taylor & Francis
Release Date: 2017-07-06
Advancing a rapidly growing field of social science inquiry—the anthropology of policy—this volume extends and solidifies this body of work, focusing on education policy. Its goal is to examine timely issues in education policy from a critical anthropological, ethnographic, and comparative perspective, and through this to theorize new ways of understanding how policy "does its work." At the center is a commitment to an engaged anthropology of education policy that uses anthropological knowledge to imagine and foster more equitable and just forms of schooling. The authors examine the ways in which education policy processes create, reflect, and contest regimes of knowledge and power, sorting and stratifying people, ideas, and resources in particular ways. In contrast to conventional analyses of policy as text-based, dictated, linear, and rational, an anthropological perspective positions policy at the interface of top-down, bottom-up, and meso-level processes, and as de facto and de jure. Demonstrating how education policy operates as a social, cultural, and deeply ideological process "on the ground," each chapter clearly delineates the implications of these understandings for educational access, opportunity, and equity. Providing a single "go to" source on the disciplinary history, theoretical framework, methodology, and empirical applications of the anthropology of education policy across a range of education topics, policy debates, and settings, the book updates and expands on seminal works in the field, carving out an important niche in anthropological studies of public policy.
Author: Catherine A. Honeyman
Publisher: Stanford University Press
Release Date: 2016-09-14
Genre: Social Science
The first generation of children born after Rwanda's 1994 genocide is just now reaching maturity, setting aside their school uniforms to take up adult roles in Rwandan society and the economy. At the same time, Rwanda's post-war government has begun to shrug off international aid as it pursues an increasingly independent path of business-friendly yet strongly state-regulated social and economic development. The Orderly Entrepreneur tells the story of a new Rwanda now at the vanguard among developing countries, emulating the policies of Singapore, Korea, and China, and devoutly committed to entrepreneurship as a beacon for 21st century economic growth. Drawing on ethnographic research with nearly 500 participants, The Orderly Entrepreneur investigates the impact and reception of the Rwandan government's multiyear entrepreneurship curriculum, first implemented in 2007 as required learning in all secondary schools. As Honeyman shows, "entrepreneurship" is more than a benign buzzword or hopeful panacea for economic development, but a complex ideal with unique meanings across Rwandan society. She reveals how curriculum developers, teachers, and students all brought their own interpretations and influence to the new entrepreneurship curriculum, exposing how even a carefully engineered project of social transformation can be full of indeterminacies and surprising twists every step of the way.
Author: Susanna Trnka
Publisher: Stanford University Press
Release Date: 2017-06-06
Genre: Social Science
Radical changes in our understanding of health and healthcare are reshaping twenty-first-century personhood. In the last few years, there has been a great influx of public policy and biometric technologies targeted at engaging individuals in their own health, increasing personal responsibility, and encouraging people to "self-manage" their own care. One Blue Child examines the emergence of self-management as a global policy standard, focusing on how healthcare is reshaping our relationships with ourselves and our bodies, our families and our doctors, companies, and the government. Comparing responses to childhood asthma in New Zealand and the Czech Republic, Susanna Trnka traces how ideas about self-management, as well as policies inculcating self-reliance and self-responsibility more broadly, are assumed, reshaped, and ignored altogether by medical professionals, asthma sufferers and parents, environmental activists, and policymakers. By studying nations that share a commitment to the ideals of neoliberalism but approach children's health according to very different cultural, political, and economic priorities, Trnka illuminates how responsibility is reformulated with sometimes surprising results.
Author: Kristen E. Cheney
Publisher: University of Chicago Press
Release Date: 2008-09-15
Genre: Social Science
How can children simultaneously be the most important and least powerful people in a nation? In her innovative ethnography of Ugandan children—the pillars of tomorrow’s Uganda, according to the national youth anthem—Kristen E. Cheney answers this question by exploring the daily contradictions children face as they try to find their places amid the country’s rapidly changing social conditions. Drawing on the detailed life histories of several children, Cheney shows that children and childhood are being redefined by the desires of a young country struggling to position itself in the international community. She moves between urban schools, music festivals, and war zones to reveal how Ugandans are constructing childhood as an empowering identity for the development of the nation. Moreover, through her analysis of children’s rights ideology, national government strategy, and children’s everyday concerns, Cheney also shows how these young citizens are vitally linked to the global political economy as they navigate the pitfalls and possibilities for a brighter tomorrow.
Epistemologies of Ignorance provide educators a distinct epistemological view on questions of marginalization, oppression, relations of power and dominance, difference, philosophy, and even death among our youth. The authors of this edited collection challenge the ambivalence – ignorance – found in the construction of curriculum, teaching practices, research guidelines, and policy mandates in our schools. Further, ignorance is also considered a necessary by product of knowledge production. In this sense, the authors explore not only issues of complicity but also issues of oppression in spite of educators’ liberatory intentions. While this is the first systematic effort to transfer epistemologies of ignorance to the educational scene, this movement has its roots in race, class, gender, and sexuality studies, particularly the work of Charles Mills, Eve Kosofsky Sedgwick, Shannon Sullivan, and Nancy Tuana. It is our unequivocal belief that, while this is transformative and powerful scholarship, the study of ignorance remains understudied and undertheorized in education scholarship, from curriculum studies and cultural foundations to science education and educational psychology. This collection highlights without apology why this dangerous state of affairs cannot continue.
Arguing that policy has become an increasingly central concept and instrument in the organisation of contemporary societies and that it now impinges on all areas of life so that it is virtually impossible to ignore or escape its influence, this book argues that the study of policy leads straight into issues at the heart of anthropology.
Author: Brent F. Nelsen
Publisher: Georgetown University Press
Release Date: 2015-05-01
In Religion and the Struggle for European Union, Brent F. Nelsen and James L. Guth delve into the powerful role of religion in shaping European attitudes on politics, political integration, and the national and continental identities of its leaders and citizens. Nelsen and Guth contend that for centuries Catholicism promoted the universality of the Church and the essential unity of Christendom. Protestantism, by contrast, esteemed particularity and feared Catholic dominance. These differing visions of Europe have influenced the process of postwar integration in profound ways. Nelsen and Guth compare the Catholic view of Europe as a single cultural entity best governed as a unified polity against traditional Protestant estrangement from continental culture and its preference for pragmatic cooperation over the sacrifice of sovereignty. As the authors show, this deep cultural divide, rooted in the struggles of the Reformation, resists the ongoing secularization of the continent. Unless addressed, it threatens decades of hard-won gains in security and prosperity. Farsighted and rich with data, Religion and the Struggle for European Union offers a pragmatic way forward in the EU's attempts to solve its social, economic, and political crises.
Author: Nel Noddings
Publisher: Teachers College Press
In this book, eminent educational philosopher Nel Noddings and daughter Laurie Brooks explain how teachers can foster critical thinking through the exploration of controversial issues. The emphasis is on the use of critical thinking to understand and collaborate, not simply to win arguments. The authors describe how critical thinking that encourages dialogue across the school disciplines and across social/economic classes prepares students for participation in democracy. They offer specific, concrete strategies for addressing a variety of issues related to authority, religion, gender, race, media, sports, entertainment, class and poverty, capitalism and socialism, and equality and justice. The goal is to develop individuals who can examine their own beliefs, those of their own and other groups, and those of their nation, and can do so with respect and understanding for others values. Book Features: Underscores the necessity of moral commitment in the use of critical thinking. Offers assistance for handling controversial issues that many teachers find unsettling. Proposes a way for students and teachers to work together across the disciplines. “Brooks and Noddings offer a timely and inspirational guide for teaching critical thinking in American schools. With deep roots in American philosophy and traditions, this book inspires us to teach students to question authority while fostering meaningful conversations about the difficult issues confronting our nation. This book offers a recipe for nurturing the next generation of caring and critical democratic citizens.” —Andrew Fiala, professor, California State University, Fresno “Chock-full of contemporary and historical examples, this book offers educators myriad examples of how to help students learn to talk with and listen to others and to understand the fullness of our collective humanity.” —Suzanne M. Wilson, University of Connecticut
Author: Peter H. Wilson
Publisher: Harvard University Press
Release Date: 2016-02-29
The Holy Roman Empire lasted a thousand years, far longer than ancient Rome. Its continuity rested on the ideal of a unified Christian civilization. As Peter Wilson shows, the Empire tells the story of Europe better than histories of individual nation-states, and its legacy can be seen today in debates over the nature of the European Union.
In The Interpretation of Cultures, the most original anthropologist of his generation moved far beyond the traditional confines of his discipline to develop an important new concept of culture. This groundbreaking book, winner of the 1974 Sorokin Award of the American Sociological Association, helped define for an entire generation of anthropologists what their field is ultimately about.
Author: Alberto Arce
Publisher: Psychology Press
Release Date: 2000
Genre: Business & Economics
Supported by case studies from Guatemala, Sri Lanka, West Africa, and contemporary Europe, uses anthropological perspectives to explore diverse interpretaions of modernity and development in today's world.
Author: Hamideh Sedghi
Publisher: Cambridge University Press
Release Date: 2007-07-09
Genre: Political Science
Why were urban women veiled in the early 1900s, unveiled from 1936 to 1979, and reveiled after the 1979 revolution? This question forms the basis of Hamideh Sedghi's original and unprecedented contribution to politics and Middle Eastern studies. Using primary and secondary sources, Sedghi offers new knowledge on women's agency in relation to state power. In this rigorous analysis she places contention over women at the centre of the political struggle between secular and religious forces and demonstrates that control over women's identities, sexuality, and labor has been central to the consolidation of state power. Sedghi links politics and culture with economics to present an integrated analysis of the private and public lives of different classes of women and their modes of resistance to state power.