More than Playgrounds: Locating the Lingering Traces of Educational Anthropology

Autor/in	Vasudevan, Lalitha
Titel	More than Playgrounds: Locating the Lingering Traces of Educational Anthropology
Quelle	In: Anthropology & Education Quarterly, 45 (2014) 3, S.235-240 (6 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0161-7761
DOI	10.1111/aeq.12065
Schlagwörter	Educational Anthropology; Educational Research; Ethnography; Participatory Research; Environmental Influences; Context Effect; Community + Suchen Sie Ihr Suchwort? Pädagogische Anthropologie; Bildungsforschung; Pädagogische Forschung; Ethnografie; Forschungstätigkeit; Environmental influence; Umwelteinfluss
Abstract	When anthropologists of education, who embrace an activist or action-focused orientation, locate their work within community-based settings, they bear a responsibility to act in ways that not only produce new knowledge but that are also responsive to the immediate circumstances. Katherine Schultz's Presidential Address evokes two related tensions: one is a tension of temporality wherein the contexts of our research may seek and demand greater urgency in how we enact ourselves than may be typical of anthropological work. A second tension involves how knowledge is produced in and about these contexts. Both of these tensions are explored through a discussion of Kathy's research and a long-term, community-based project located in an alternative to detention program where I have been engaged in participatory ethnographic research for close to a decade. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10