To initiate a conversation that will extend through an invited roundtable entitled “The Circle is Unbroken: Ethnographic Studies of Schools and Their Communities in Pedagogy and Praxis (Council on Anthropology and Education, 109th AAA Annual Meeting in New Orleans: Saturday, Nov. 20 from 1:45 – 3:30PM)” the panelists and organizers of the roundtable invite you to respond to the following question:
How has your research, teaching, and/or learning been influenced by previous and/or contemporary ethnographic studies of schools and their communities? What aspects of your work either reflect the work of colleagues, mentors, or “elders” in the field?
Here’s a bit more about the exciting upcoming roundtable.
ORGANIZERS and GUEST BLOG MODERATORS:
Janet Hecsh (California State University, Sacramento)
Ameena Ghaffar-Kucher (University of Pennsylvania)
DISCUSSANTS: Doug Foley (University of Texas at Austin), Heewon Chang (Eastern University), Gustavo Fischman (Arizona State University), Thea Abu al-Haj (Rutgers University), Lesley Bartlett (Teachers College, CU), Ameena Ghaffar-Kucher (University of Pennsylvania), Janet Hecsh (California State University, Sacramento)
INVITED ROUNDTABLE: The Circle is Unbroken: Ethnographic Studies of
Schools and Their Communities in Pedagogy and Praxis.
Forty-two years ago the Council of Anthropology and Education was formed at the 67th meeting of the American Anthropology Association in Seattle as a way to both bring together and recognize the works of anthropologists, such as Bateson, Benedict, Sapir and others, who has been examining the educational contexts of formalized systems of education and enculturation of children (deMarrais) since the early and mid-20th Century. While ethnographic studies of schools and their communities are considered by some to be heart of the field of Anthropology and Education–certainly they were at the core of CAE as the first committee in the organization–ethnographic practices, methods, and theoretical perspectives have flowed in multiple directions and engaged scholars within and across a variety of disciplines, including anthropology, education, human development, and cultural studies. At the 109th meeting, we inquire into these core ideas and ideals embodied in the ethnography of schools and their communities; and the practices and processes that have endured, evolved, emerged, and disappeared during the decades since 1968.
As an embodiment of the metaphor of circulation [the theme for this year’s meeting], this session brings together scholars from several generations. All have been influenced by the Spindlers, Willis, Wolcott and others, to focus on themes, theories and key ideas in educational anthropological literature: the production and reproduction of inequality; cultural continuities and discontinuities between students, educators, schools and communities; and the ethos and pathos of adolescents and adults in schools. Recognizing the circle of scholarship across and along “generations” of scholars, we consider the circulation of ideas – and of the literature itself – as texts to prepare and inform the next generation of educational scholars and practitioners. How then have these ideas circulated, recirculated, and ultimately, been reformulated and renewed, as ethnographers and scholars continue to research and teach from an ethnographic perspective?