Anthropology of Education, Anthropology in Education, and Anthropology for Education

Bloome, David; Beauchemin, Faythe; Brady, John; Buescher, Eileen; Kim, Min-young; Schey, Ryan

doi:10.1002/9781118924396.wbiea2140

Cited by 11 publications

(27 citation statements)

References 17 publications

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“…It also provides a basis for engaging different participants in conversations of processes that need to be understood to gain emic or insider understandings of what is being heard, seen, and thus observed. These telling case studies, therefore, make visible how microethnography is an epistemological approach, which supports researchers in studying a particular group or phenomenon within a particular social context (e.g., literacy practices, epistemic processes and practices that constitute disciplinary knowledge, and equity of access to particular opportunities for learning in local contexts as well as across national contexts; Anderson-Levitt & Rockwell, 2017;Bloome et al, 2018;Garcez, 2008Garcez, , 2017Green & Bloome, 1997;Heath & Street, 2008;Skukauskaite et al, 2017;Smith, 1978).…”

Section: Closing and Opening: On What Was Learned From The Telling Camentioning

confidence: 84%

“…Readers of Smith’s chapter, therefore, are afforded a unique opportunity to develop a deep history of ethnographic inquiry in education and other disciplines, which makes visible differences among ethnography of education, undertaken by researchers in other disciplines; ethnography in education, undertaken by education researchers to address areas relevant to educators; and ethnography for education, designed to support transformation in education to address issues of equity of access for diverse learners (cf. Bloome et al, 2018; Dixon et al, 2000; Green & Bloome, 1997).…”

Section: Analysis Of Foundational Reviews Of the Roots Of Microethnogmentioning

confidence: 99%

“…Through these processes, the ethnographer-as-learner seeks to understand what members need know, understand, and interpret in order to participate in culturally relevant ways in a developing culture-in-the-making (cf. Bloome et al, 2018; Collins & Green, 1992; Green et al, 2012; Heath, 1982; Heath & Street, 2008; Walford, 2008; Yeager et al, 2009).…”

Section: Telling Case Studies: Making Transparent Microethnographic Dmentioning

confidence: 99%

See 2 more Smart Citations

Studying the Over-Time Construction of Knowledge in Educational Settings: A Microethnographic Discourse Analysis Approach

Green

Baker

Chian

et al. 2020

Review of Research in Education

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This review presents theoretical underpinnings supporting microethnographic-discourse analytic (ME/DA) approaches to studying educational phenomena. The review is presented in two parts. Part 1 provides an analytic review of two seminal reviews of literature that frame theoretical and methodological developments of microethnography and functions language in classrooms with diverse learners. Part 2 presents two telling case studies that illustrate the logic-of-inquiry of (ME/DA) approaches. These telling case studies make transparent how theoretical considerations of cultural perspectives on education inform decisions regarding research methodology. Telling Case Study 1 makes transparent the logic-of-inquiry undertaken to illustrate how microanalyses of discourse and action among participants in a physics class provided an empirical grounding for identifying how different groups undertook a common task. This case study shows how ethnographically informed discourse analyses formed a foundation to theoretically identify social processes of knowledge construction. Telling Case Study 2 makes transparent multiple levels of analysis undertaken to examine ways that creative processes of interpretation of art were communicated and taken up in an art studio class across multiple cycles of activity. Taken together, these telling case studies provide evidence of how ME/DA provides a theoretically grounded logic-of-inquiry for investigating complex learning processes in different educational contexts.

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Section: Closing and Opening: On What Was Learned From The Telling Camentioning

confidence: 84%

Section: Analysis Of Foundational Reviews Of the Roots Of Microethnogmentioning

confidence: 99%

Section: Telling Case Studies: Making Transparent Microethnographic Dmentioning

confidence: 99%

See 1 more Smart Citation

Studying the Over-Time Construction of Knowledge in Educational Settings: A Microethnographic Discourse Analysis Approach

Green

Baker

Chian

et al. 2020

Review of Research in Education

View full text Add to dashboard Cite

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“…The first stance was based on the theories created within anthropology of education that encompass thematic concerns such as: the necessity for socio-cultural contextualization of the educational process and its analysis, the relations of education to culturally phrased stages of life cycle, and the nature of intercultural understanding and learning (Spindler 2000;Bloome et al 2018). The theories of embodied learning further support the study of acquiring knowledge and skills in specific cultural contexts (Marchand 2018).…”

Section: Theoretical Frameworkmentioning

confidence: 99%

“…Special attention is paid to intercultural education, which here entails an encounter between the Eastern and Western martial arts traditions, i.e., the Chinese teachers of kungfu and their students. With its approach to deep structures of socialization, schooling, and intercultural understanding, anthropology of education (Bloome et al 2018) is able to provide a broader context of cultural processes across the Shaolin Temple's institutions that promote the Shaolin kungfu both in local and global settings.…”

Section: Theoretical Frameworkmentioning

confidence: 99%

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

Nešković

2020

Int. j. anthropol. ethnol.

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

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Teaching Anthropology Outside the University: Global Approaches

Ford

2019

The International Encyclopedia of Anthropology

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Teaching and learning outside of universities occurs in classroom settings but also in a much wider range of contexts, as anthropologists of education have long recognized. Because public engagement is also an opportunity for public education, there are multiple interconnections between anthropology in education, communicating anthropology to nonspecialist audiences, and the public presence of anthropology generally. Moreover, pre‐university students can be understood as a public with whom anthropologists communicate, and the presence of anthropology at this level brings awareness of the subject to parents, politicians, and the press. This entry identifies various contexts in which anthropology is taught and learned outside the university, before discussing patterns in global approaches.

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Anthropology of Education, Anthropology in Education, and Anthropology for Education

Cited by 11 publications

References 17 publications

Studying the Over-Time Construction of Knowledge in Educational Settings: A Microethnographic Discourse Analysis Approach

Studying the Over-Time Construction of Knowledge in Educational Settings: A Microethnographic Discourse Analysis Approach

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

Teaching Anthropology Outside the University: Global Approaches

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