Bolivia is currently immersed in the Education Revolution, based on the implementation of a socio-community education system built upon a series of principles, among which intracultural, intercultural and pluri-lingual education is a fundamental pillar. I conducted ethnographic fieldwork from 2008 to 2010 in a school that put into practice some of these postulates. This article focuses on the articulation of curriculum content, practice and new education policies. The school claimed to carry out what the new law proposed in the context of intraculturalism, interculturalism and multilingualism. This study focused on the articulation of practice and curriculum in the school, regarding the tenets of the new law, and the consequences in relation to racism and essentialization of culture.
The Republics of Tyva and Altai
Joan F. Chevalier
This interdisciplinary study presents an overview of local and federal policies affecting language education in southern Siberia in the Republic of Altai and the Republic of Tyva. In the 1990s, as part of a broader effort to revitalize local languages, educational policies were adopted that aimed to strengthen local language education. Since 2005, in part due to federal education reforms, priorities in language education have shifted. Grassroots support for strengthening local language education has faded with the introduction of federally mandated high stakes testing. The comparison of policies in these two regions highlights the negative effects of federal education reforms on local language education.
American colleges and universities have historically sought to promote an enlightened citizenry. In the early 1980s many felt that this civic purpose was in danger of being lost. What unfolded was a widespread educational reform movement aimed at reasserting the public and democratic purpose of American higher education. This article traces the trajectory of this movement and notes a significant emergent tension among movement members - the question of whether to seek broad-based legitimacy within the academy by aligning the efforts with disciplinary norms or to challenge the status quo and attempt to transform higher education and align its efforts with the pressing needs of America's democracy.
This interdisciplinary paper is about applying Adult Education methods of learning and teaching to higher education. I argue that higher education students need to be stimulated via interactive methods that improve their motivation and lead them to question the value system/s that exist around them. A Freirean approach as used in the teaching of Adult Literacy and English for Speakers of Other Languages (ESOL) was applied to a group of 'elite' students at the University of Birmingham who were taking a language foundation course. As a sociolinguist and ESOL practitioner from a black perspective, I argue that the understanding of concepts of language and racism, imperialism and social class can best be facilitated using such an approach. Taking groups of students through this learning journey is challenging for higher education practitioners and the results add a relatively new dimension to the collective reflection on learning and teaching in higher education today.
Michael Atkinson and Michael Kehler
There has been a dramatic rise in public, and particularly the media, attention directed at concerns regarding childhood obesity, and body shape/contents/images more broadly. Yet amidst the torrential call for increased attention on so-called “body epidemics” amongst youth in Canada and elsewhere, links between youth masculinities and bodily health (or simply, appearance) are largely unquestioned. Whilst there is a well-established literature on the relationship between, for example, body image and marginalized femininities, qualitative studies regarding boys and their body images (and how they are influenced within school settings) remain few and far between. In this paper, we offer insight into the dangerous and unsettled spaces of high school locker-rooms and other “gym zones” as contexts in which particular boys face ritual (and indeed, systematic) bullying and humiliation because their bodies (and their male selves) simply do not “measure up.” We draw on education, masculinities, health, and the sociology of bodies literature to examine how masculinity is policed by boys within gym settings as part of formal/informal institutional regimes of biopedagogy. Here, Foucault’s (1967) notion of heterotopia is drawn heavily upon in order to contextualize physical education class as a negotiated and resisted liminal zone for young boys on the fringes of accepted masculinities in school spaces.
The article aims to add a ludic perspective to those generally used for studying environmental issues in social sciences. To introduce in the debate a play/game metaphor enriches the interpretations of environmental crisis and provides a further motivation to action. The ludic perspective has a sociorelational background. That tradition of studies helps in constructing a set of categories that are then applied to environmental education (EE). The choice of such a topic is motivated by two factors: EE is an aspect generally practiced but mistreated in the main theorizations, and EE is exemplary of the potentialities of the playing games metaphor, which are the desire to create, the acceptance of slow changes, the protection of an experimental bubble, and irony toward environmental issues.
Hilary Callan and Brian Street
The article addresses the position of anthropology in new educational contexts, considering anthropology in education and the anthropological study of education. While some transatlantic comparisons are drawn, the emphasis is on developments within the U.K. These are treated historically, using the Royal Anthropological Institute's experience in working for an anthropological presence in pre-university education from the 1980s to the present as an extended case-study. The work done by the RAI's Education Committee to design and introduce a new GCE A-level in anthropology, culminating in its successful accreditation by the national regulator, is recounted in the style of 'rich ethnography'. A case is made for the potential of academic associations to create the alliances across sectors that are needed in this context; and conclusions are tentatively drawn regarding the implications of these initiatives for the future of the discipline and its public engagement.
There is a strong relationship between the cultural practices of competitive, organized youth sport and compulsory physical education. The hyper-masculine, violent, and homophobic culture traditionally found within boys segregated sporting spaces is mirrored when youth are compelled to participate in physical education. However, cultural homophobia is on rapid decline in Western countries. Recent research shows high school and university sport to be an increasingly inclusive environment for openly gay male youth. I explore this cultural shift among high school (sixth form) physical education students in England. Using three months of ethnography, and conducting 17 in-depth interviews with 16-18 year old ostensibly heterosexual boys, I show an absence of homophobia and homophobic discourse, the abatement of violence, the absence of a jock-ocratic school culture, and the emotional support of male friends. Thus, I show that while the structure of sport education has remained the same, the hyper-masculine culture surrounding it has changed.
Re-viewing Images of Girls' Education
Cathryn Magno and Jackie Kirk
In this article we discuss the ways in which images of girls are understood to represent broader international development discourses related to girls' education. This piece was originally written for the United Nations Girls' Education Initiative (UNGEI), conceived with UNICEF out of their interest in determining whether images they produce accurately represent policies and processes they engage in on behalf of girls' education; that report was UNICEF's contribution to the UNGEI partnership. The premise that visual analysis contributes to the study of girlhood was reified in this study which revealed the many deep and sometimes conflicting meanings that diverse viewers place on images.
Gender at Play
In this article, I explore how the beliefs of preschool teachers that equality is the norm in their classrooms shape play periods in ways that may work to disadvantage girls. I argue that equality discourses mask the gender power children must negotiate in their play and that this leaves girls with fewer choices when they are accessing the play environment. With research grounded in fieldwork carried out in four public schools in a Canadian metropolis, I illustrate how liberal notions of equality reinforced the traditional gender binary in children’s play. Moreover, drawing on the work of Jane Roland Martin, I show that liberal understandings of equality work to sustain a male-centered education for all students in preschool. To explore ways to attend to such gender inequalities, I turn to Nel Noddings’s concept of an ethics of care and point to the need to challenge the gender binary in early learning.