Recursos externos

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Anthropologies of Education: A Global Guide to Ethnographic Studies of Learning and Schooling.

Despite international congresses and international journals, anthropologies of education differ significantly around the world. Linguistic barriers constrain the flow of ideas, which results in a vast amount of research on educational anthropology that is not published in English or is difficult for international readers to find. This volume responds to the call to attend to educational research outside the United States and to break out of 'metropolitan provincialism.' A guide to the anthropologies and ethnographies of learning and schooling published in German, French, Spanish, Portuguese, Italian, Slavic languages, Japanese, and English as a second language, it shows how scholars in Latin America, Japan, and elsewhere adapt European, American, and other approaches to create new traditions. As the contributors show, educators draw on different foundational research and different theoretical discussions. Thus, this global survey raises new questions and casts a new light on what has become a too-familiar discipline in the United States.

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Anthropology and/as Education.

There is more to education than teaching and learning, and more to anthropology than making studies of other people’s lives. Here Tim Ingold argues that both anthropology and education are ways of studying, and of leading life, with others. In this provocative book, he goes beyond an exploration of the interface between the disciplines of anthropology and education to claim their fundamental equivalence.Taking inspiration from the writings of John Dewey, Ingold presents his argument in four close-knit chapters. Education, he contends, is not the transmission of authorised knowledge from one generation to the next but a way of attending to things, opening up paths of growth and discovery. What does this mean for the ways we think about study and the school, teaching and learning, and the freedoms they exemplify? And how does it bear on the practices of participation and observation, on ways of study in the field and in the school, on art and science, research and teaching, and the university?Written in an engaging and accessible style, this book is intended as much for educationalists as for anthropologists. It will appeal to all who are seeking alternatives to mainstream agendas in social and educational policy, including educators and students in philosophy, the social sciences, educational psychology, environmentalism and arts practice.

Article scientifique

Anthropology of education: an introduction.

What is the anthropology of education, and what does it contribute to the study of education? Those questions orient this special issue of Educação & Realidade. Anthropologies of education vary around the world (Anderson-Levitt, 2012a). Indeed, as Elsie Rockwell (2002, p. 3) notes, “[...] the analytic categories used to construct ethnographic texts are not autonomous; they are rooted in the societies in which they are first used, and they reflect actual ways of constructing difference in those societies”. Nonetheless, we might identify some fundamental commitments that have evolved over time.

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Anticapitalismos y narrativas emergentes: Experiencias de vida y organización anticapitalista. Potencialidades emergentes desde la educación.

Hoy compartimos nuestro Boletín N° 2 “Experiencias de vida y organización anticapitalistas. Primera parte: Potencialidades emergentes desde la educación”, boletín que coloca en el centro de la reflexión los quehaceres educativo-pedagógicos como apuestas políticas transformadoras-libe-radoras, por una vida justa y digna, y en contra del capitalismo, el colonialismo y el patriarcado hegemónicos. Más allá de la denuncia de la educación tradicional, esa que históricamente ha cumplido un papel servil ante la alianza estado-nación/capital, los cuatro documentos aquí compartidos presentan propuestas educativas concretas que apuestan por la construcción de sociabilidades alternativas desde diversas trincheras: lo popular, lo campesino, lo indígena, el territorio, el movimiento social, las mujeres, lo intercultural, lo decolonial.

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Anticapitalismos y sociabilidades emergentes: experiencias y horizontes en Latinoamérica y el Caribe.

Este es un libro de las divergencias. No podría ser de otra manera si es uno de los resultados de pensar qué signica ser anticapitalista a punto de concluir la segunda década del siglo XXI. Después de haber transitado los experimentos socialistas, las dictaduras del Cono Sur y la restauración de la democracia, y luego el ascenso y el precipitado agotamiento de los gobiernos progresistas en Latinoamérica nos seguimos preguntando ¿qué sentido le podemos otorgar al término de anticapitalismo?, ¿qué implicaciones tiene el concepto? ¿nos es útil o nos interpela o, por el contrario, dialoga poco con las diversas realidades de las diferentes latitudes del continente?, ¿puede el concepto de sociabilidades emergentes ser útil para identi car otras prácticas, por fuera de la hegemonía sistémica o local?

Article scientifique

Anticolonial Strategies for the Recovery and Maintenance of Indigenous Knowledge.

Appuyons une forte gouvernance en éducation des Premières Nation.

Résumé 2de édition 2017: Nos communautés font valoir leurs droits, leur compétence, et leur pouvoir de définir, de déterminer et de mettre en œuvre leurs propres systèmes et programmes en matière d’éducation. Elles continuent, comme par le passé, à travailler collectivement pour mettre sur pied des systèmes d’éducation fondés sur des visions stratégiques ancrées dans les valeurs, les traditions et la vision du monde des Premières Nations. Appuyons une forte gouvernance en éducation des Premières Nations est une expression de notre droit à l’autodétermination. Afin de veiller à la vigueur de nos systèmes d’éducation, nous nous sommes engagés dans un processus collectif visant l’élaboration de nos propres normes de gouvernance. La nécessité d’entreprendre cette démarche est venue de notre détermination à garantir le succès de nos élèves et étudiants. Ce guide a été conçu pour susciter, à l’échelle locale et régionale, la réflexion, l’évaluation et, finalement, l’amélioration. Nous sommes fiers de cette démarche et du travail rigoureux accompli par nos peuples. Il s’agit là d’une expression véritable de notre autodétermination.

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Arlathirnda Ngurkarnda Ityirnda: being-knowing-doing: de-colonising Indigenous tertiary education.

Veronica Arbon is currently Professor and Chair in Indigenous Knowledge Systems at Deakin University. She has succeeded in delineating and elaborating on the dialects of coloniser- colonised interaction in tertiary education in a way that expands our understanding and opens many new questions and avenues of inquiry.

Article scientifique

Batchelor Institute’s “both-ways” journey: 1968-1985.

This brief article came out of recent discussions about the history of the Batchelor Institute of Indigenous Tertiary Education. The conversation was initiated after a chance reading of the introductory text on the Batchelor Institute website that is headed 'History': Batchelor Institute, formerly known as Batchelor College, began as a small annex of Kormilda College, then a residential school for Aboriginal students on the outskirts of Darwin, in the mid-1960s, providing short training programs for Aboriginal teacher aides and assistants in community schools. In 1974, the college moved to Batchelor, about 100 kilometres south of Darwin, and has occupied its present site in the township since 1982 (BIITE 2005). The discussion focused not on any inaccuracies in the text, but more so on the important historical 'moments' that are silenced or omitted in that author's search for brevity. These 'moments' were the times when important ideas were contested at Batchelor. This article attempts to identify some of these 'moments' prior to 1986 that informed the early practice and achievements of Batchelor College, allowing the reader to make associations to issues faced in Indigenous education today. This is not a story told through rose-coloured glasses that romanticises the past - hopefully it is not a misremembered one! With any luck it will also engage its readers in a debate about its relevance to their current work in Indigenous education. The account of the events described here will focus on the development of the Teacher Education program at Batchelor and will avoid detailing the development of other courses during the period under focus. The writer acknowledges the development of a number of crucial programs that furthered Batchelor College's contribution to community development in the NT that are not mentioned here. That is a challenge for another writer! With the above limitations in mind however, the writer urges educators involved in Indigenous education to read and consider this story and the ways that key ideas retold or revisited here might influence the way that they work today. This writer aims to inspire educators to think about the applicability of these ideas to their everyday practice. It is this writer's observation that many opportunities still exist for ongoing reflection and development of appropriate pedagogy, along the lines suggested here, in the numerous ways that educators and Indigenous students engage in teaching/ learning journeys.

Article scientifique

Between the remnants of colonialism and the insurgence of self-narrative in constructing participatory social maps: towards a land education methodology.

This article summarizes a social mapping project conducted by the EnvironmentalEducation, Communication and Arts Research Group from the Federal Universityof Mato Grosso. The primary goals of the project were to map the vulnerablesocial groups of Mato Grosso, and identify the social and environmental conflictsthat put them in situations of risk. The conflicts and dilemmas these groupsexperience are typically caused by land and water disputes. In turn, the disputescan be traced to the continuance of colonialist forms of political, economic andecological relations implicit in the prevailing model of development in the region.Supported by the reinvention and application of a new methodology forenvironmental education, namely the social map, the work illustrates the signifi-cance of group identities, self-narratives and interpretive frames, and discusseshow social mapping might be used in land education to enable the construction ofparticipatory forms of public policy.