The anthropology of education policy : ethnographic inquiries into policy as sociocultural process
Author(s)
Bibliographic Information
The anthropology of education policy : ethnographic inquiries into policy as sociocultural process
Routledge, 2018
- : pbk
Available at 6 libraries
  Aomori
  Iwate
  Miyagi
  Akita
  Yamagata
  Fukushima
  Ibaraki
  Tochigi
  Gunma
  Saitama
  Chiba
  Tokyo
  Kanagawa
  Niigata
  Toyama
  Ishikawa
  Fukui
  Yamanashi
  Nagano
  Gifu
  Shizuoka
  Aichi
  Mie
  Shiga
  Kyoto
  Osaka
  Hyogo
  Nara
  Wakayama
  Tottori
  Shimane
  Okayama
  Hiroshima
  Yamaguchi
  Tokushima
  Kagawa
  Ehime
  Kochi
  Fukuoka
  Saga
  Nagasaki
  Kumamoto
  Oita
  Miyazaki
  Kagoshima
  Okinawa
  Korea
  China
  Thailand
  United Kingdom
  Germany
  Switzerland
  France
  Belgium
  Netherlands
  Sweden
  Norway
  United States of America
-
Library of Education, National Institute for Educational Policy Research
: pbk371.3||342400057412
Note
Includes bibliographical references and indexes
Description and Table of Contents
Description
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.
Table of Contents
Contents
Preface
Acknowledgements
PART 1-SITUATING THE FIELD
Finding the Practice in Education Policy-A Disciplinary Genealogy
Teresa L. McCarty and Angelina E. Castagno
Theoretical Foundations for a Critical Anthropology of Education Policy
Bradley A. Levinson, Teresa Winstead, and Margaret Sutton
What Does an Anthropologist of Educational Policy Do? Methodological Considerations
Edmund T. Hamann and Thiru Vandeyar
PART 2-EDUCATIONAL REFORM AND CONTESTATION IN THE U.S.
Producing Policy Prescriptions in a "Persistently Low-Achieving" School
Jill Koyama
Studying Educational Policy through its Dissenters: The Anthropology of U.S. Educational Policy Contestation
Jen Sandler
The Ambiguous Political Power of Liberal School Reform
Amanda Lashaw
PART 3-RACED, AND RACING, EDUCATION POLICY
The (In)Flexibility of Racial Policies: Chinese Americans in the Jim Crow South
Stacey J. Lee
DREAMers and DACAmented students in U.S. Higher Education: Toward a Critical Race Anthropology of Education Policy
Carol E. Johnson and Angelina E. Castagno
Along Ghostly Grains: Toward an Ethnography of Policy
Sabina E. Vaught and Gabrielle Orum Hernandez
PART 4-LANGUAGE, IDENTITY, AND EXCLUSIONARY EDUCATION POLICY
"Safe" versus "Dangerous" Policy Processes in Urban Public Schooling: The Case of Native American Education in Arizona
Cynthia Benally
Policy Practices and State Effects: A Comparative Analysis of Social Inequality, Language Diversity, and Education Policy in South Africa and the United States
James Collins
Language Sequestration and Public Education: A View from the New Language Policy Studies
Teresa L. McCarty
About the Contributors
Index
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