Anthropological Approaches to the Study of Education: The United States and Beyond

Bradley A. Levinson; Norma González; Kathryn Anderson-Levitt

doi:10.1016/B978-0-08-097086-8.92053-1

Anthropological Approaches to the Study of Education: The United States and Beyond

Bradley A. Levinson, Norma González, Kathryn Anderson-Levitt

Teaching, Learning and Sociocultural Studies

Research output: Chapter in Book/Report/Conference proceeding › Chapter

1 Scopus citations

Abstract

This article proceeds by highlighting the key organizing questions that animate the variety of anthropological approaches to education, past and present. With a focus on U.S. contributions to the field of anthropology of education, the article also acknowledges the contributions of other national traditions. With its early roots in studies of cultural transmission and 'culture and personality,' the field has grown to incorporate questions about cultural continuity and change, schools and inequality, and the education of racially minoritized groups. A wide range of interdisciplinary dialogues and advocacy efforts for social justice now characterize anthropological approaches to education.

Original language	English (US)
Title of host publication	International Encyclopedia of the Social & Behavioral Sciences: Second Edition
Publisher	Elsevier Inc.
Pages	728-733
Number of pages	6
ISBN (Electronic)	9780080970875
ISBN (Print)	9780080970868
DOIs	https://doi.org/10.1016/B978-0-08-097086-8.92053-1
State	Published - Mar 26 2015

Keywords

Cultural acquisition
Cultural production
Cultural transmission
Ethnography
Multiple literacies
Racial and ethnic minorities
Social reproduction of inequality
Teaching and learning
Transculturation
Transnational migration

ASJC Scopus subject areas

Social Sciences(all)

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10.1016/B978-0-08-097086-8.92053-1

Cite this

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Anthropological Approaches to the Study of Education: The United States and Beyond

Abstract

Keywords

ASJC Scopus subject areas

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