Anthropology of Education

Background Social capital, defined as the people one knows and the resources available through that network of people, has been a key variable in research examining the participation of women and underrepresented minority students in science, technology, engineering, and mathematics (STEM). This study focuses on two types of social capital: instrumental (concrete advice and resources) and expressive (emotional support and encouragement). The analysis of interviews with 55 White women and women and men underrepresented minority engineering undergraduate students shows how the instrumental and expressive social capital received from parents influenced their students’ declaration of and persistence in the engineering major. Within this analysis, we considered students’ transition to adulthood and the corresponding expectation that parents would still provide support but allow their children to independently determine their own paths. Results Participants shared the advice they received...

EPISTEMOLOGICAL AND CULTURAL CHANGES: MYTH-HERMENEUTICS
AND DISJUNCTIONS
Janina Mirtha Gladys Moquillaza Sanchez
ABSTRACT
This myth-hermeneutical reflection is about the process and results of consultancies given to mas-tering and doctorated teachers of Education and the administration personnel of a Peruvian Educa-tional Institute, during the first semester of 2016.  With theoretical and methodological fundaments on Gilbert Durand (2002), Marcos Ferreira-Santos (2004), Edgar Morin (2007), Janina Moquillaza Sanchez (2010), this work relates to challenges when the change of the epistemological culture occures. In this case, due to  the adoption of the anthropological qualitative methodology.  The his-torical, cultural, political, social and organizational implications were observed in power relations and the recognition of the cultural simbolic system was object of critical reflections. As the action-research projects proposed interventions in dayly reality, old disjunctions emerged and the need to choose for changes in the culture of education found strong conservative reactions.  Wellknown tensions are due to the hegemonic use of the quantitative methodology and the qualitative  ap-proach by the quantitative paradigm (Elías Mejía Mejía, 2005), most current in that country.  Con-cluding, we consider more reflections about Peruvian education should be done, as there is a lack of debates about contemporary universal theories when applyied to the local context, resulting on silence about contradictions and consequent space is left to the alienation and corruption.  Finalizing the myth-hermeneutical cultural analysis, I believe that new researchers are to choose if they want to educate to the ethical sensibility to all human-being well-living and citizenship.
Key-words: Cultural epistemology change.  Myth-hermeneutics.  Disjunctions. Qualitative. Anthropological Research. Ethical citizenship sensibility.

A start to this reflection is the fact that "connection" derives from a Latin word that means binding together and close union (OED, Compact Edition, p838). Disconnection, with the usual negative meaning of the prefix "Dis", then can be understood as unbinding, separation and distant difference. What then is unconnection? This reflection was originally stimulated by my reading an article on academia.edu by a long-time Australian educator and writer who emphasized connection as a critical component of contemporary education. As a long-time international educator and writer, as well as a student of diverse disciplines, I understand that education now takes place in many different kinds of settings. Archeologists have also shown repeatedly that groups of human beings lived and learned in many different settings with no knowledge of most of the other groups and no need of any kind of product from other groups in order to survive and thrive in their specific environments. I suggest that this kind of noninterdepence for satisfactory, successful survival be considered unconnection.

What is the relationship among migration, education, and socio-emotional well-being? This article draws on ethnographic research with Dominican youth to examine the impact of maternal migration on young immigrants and their educational aspirations. We detail how the youth come to conflate mother love, the sacrifices of migration, and educational investment. We argue that this conflation represents a "cruel optimism" (Berlant 2011), wherein the impossible object of desire-social mobility through schooling-impedes well-being. [Schooling, Dominican, socio-emotional well-being, maternal migration, affect theory]

Can Indigenous language use transform state politics? In Ecuador, speakers of Kichwa (Ecuadorian Quechua) head a national, intercultural bilingual school system that promotes and teaches Indigenous languages. In their professional roles, they give speeches during which they speak as national state agents. Most commonly, they begin such events by using standardized Kichwa to greet and welcome attendees and then switch to Spanish. Although brief, such greetings serve to mark the state as intercultural. However, they also make Kichwa commensurate with Spanish. Speakers encounter a conundrum in how more extensive or illegible Kichwa speech may not demonstrate a modernist, commensurate form of Kichwa for non-Indigenous-identifying addressees and may even trigger anxiety or censure from Ministry of Education higher-ups. Yet, Kichwa state agents simultaneously risk angering Kichwa-speaking addressees with intralinguistic shift and restricting a movement to reclaim a language to curtailed speech acts within extensive non-Kichwa (Spanish) speech, further prioritizing that language and addressees who speak it. Their dilemmas indicate the challenges of language standardization in recognition politics and illustrate how semiotic processes of entextualization and enregisterment are integral to commensuration.

Background Social capital, defined as the people one knows and the resources available through that network of people, has been a key variable in research examining the participation of women and underrepresented minority students in science, technology, engineering, and mathematics (STEM). This study focuses on two types of social capital: instrumental (concrete advice and resources) and expressive (emotional support and encouragement). The analysis of interviews with 55 White women and women and men underrepresented minority engineering undergraduate students shows how the instrumental and expressive social capital received from parents influenced their students’ declaration of and persistence in the engineering major. Within this analysis, we considered students’ transition to adulthood and the corresponding expectation that parents would still provide support but allow their children to independently determine their own paths. Results Participants shared the advice they received...

En este trabajo se analiza un corpus de relatos de vida de los alumnos del Máster Universitario en Formación del Profesorado en Educación Secundaria Obligatoria y Bachillerato, y Formación Profesional impartido en Ecuador durante el curso académico 2014/2015. Más allá de su condición de alumnos del citado Máster, los autores de los relatos sitúan en el eje de sus narrativas su condición de docentes en ejercicio y su pasado como discentes en distintos niveles educativos. El trabajo también reflexiona sobre el contexto de producción de estos relatos de vida y sobre las posibilidades metodológicas del enfoque biográfico para la antropología de la educación.
This paper analyzes a corpus of life stories from the students of the Master's Degree in Teacher Training in Secondary Education and Professional Training taught in Ecuador in the 2014-2015 the academic year. Beyond their status as students of the Master's Degree, the core of their narratives is their teaching at present as well as their own past as learners at different educational levels. The paper also reflects on the context for the production of these life stories,and the methodological possibilities of the biographical approach in the anthropology of education.

Politics of Integration of Cultural Heritage in Education
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The first study of this Issue was conducted by Dr. Saeed Al-Masri under the title “Policies of integration of cultural heritage in education”. This study is an attempt to identify the nature of the gap between the cultural heritage and the present in the Arab world. This gap manifests itself in the dissimilarity and the dual relationship between the policies of the cultural heritage and those of the education. The study also focuses on how to deal with this relationship through cultural policies able to integrate the heritage in the education system and by analyzing the nature, the historical roots and the factors that contribute to the aggravation of the situation. Moreover, it introduces alternatives to the policies of integration of cultural heritage in education.
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  عندما أطلقت اليونسكو دعوات متكررة منذ السبعينيات من القرن الماضى لضرورة تعزيز العلاقة بين التراث الثقافى والتعليم كان ذلك إدراكا منها لأهمية الدور الذى يلعبه التعليم فى المحافظة على التراث الثقافى من التهديدات التى يتعرض لها. وإذا كان التراث الثقافى يعيد إنتاج نفسه بصورة مستمرة بآليات متعددة تقوم على التعلم سواء بالحذف أو الإضافة ، فما المغزى الحقيقى من هذه الدعوات ؟ من الواضح أن الدعوة لحماية التراث كانت انعكاسا للقلق العميق لدى كثير من الشعوب الغربية على وحدة النسيج الاجتماعى والخوف من أن تؤدى الصراعات بين الجماعات العرقية إلى تفكك هذه المجتمعات . فالقلق على التفكك فى الوقت الحاضر نابع من إهمال لتركة الماضى من التراث الثقافى وعدم حسم الموقف منه . ومن ثم فإن دعوة الحفاظ على التراث الثقافى من خلال التعليم تعبر عن سياسة للتعايش والتسامح والتفاعل بين الثقافات المتعددة وكذلك أيضا بين الماضى والحاضر باعتبارها السبيل الوحيد للعبور نحو مستقبل أفضل. وقد وجدت هذه الدعوة صداها الواسع فى كثير من المجتمعات الغربية وطُرحت بشأنها مشروعات وبرامج ومبادرات متنوعة ومشروعات على الأجندة الثقافية والتنموية للحكومات الغربية .
غير أن هذه الدعوة تواجه تعثرا حقيقيا فى قبولها والتفاعل الإيجابى معها من جانب كثير من الدول النامية التى تعانى من تحديات مرتبطة بالتنوع الثقافى وبصفة خاصة البلدان العربية. ويبدو أن كثير من البلدان العربية تشهد تحديات بصورة أو بأخرى نابعة من انقسامات عرقية ودينية ومذهبية وطائفية . ومع ذلك فإن السياسات الثقافية والتعليمية الرسمية العربية تنكر هذا التنوع الثقافى رغم حدة الصراعات الناشئة عنه والتى يتم قمعها والتعتيم عليها بصورة مستمرة . ولا توجد سياسات ثقافية لاحترام التنوع داخل خريطة الاهتمام الرسمى بالتراث الثقافى ولاتوجد سياسات تعليمية رسمية أيضا قابلة للتفاعل الإيجابى والمتوازن مع تنوع  الجماعات وتنوع التراث الثقافى المرتبط بها . هذا على الرغم من وجود اهتمامات حكومية وأهلية متنوعة بالتراث الثقافى فى مختلف البلدان العربية . إلا أن زاوية الاهتمام الرسمى السائدة منصبة على اهتمام شكلى ببعض عناصر التراث دون غيرها و لأغراض احتفالية أو سياحية.  كما أن الاهتمام الرسمى بدراسة التراث الثقافى فى مؤسسات التعليم ما زال محدوداً وقاصراً وأغلب الجهود فى هذا الشأن ذات طابع فردى وتتعلق بخيارات أفراد أكثر من كونها سياسات لمؤسسات حكومية. فى مقابل ذلك فإن عناصر من التراث ذات طابع إسلامى تجد الطريق ممهدا لها للتوغل بقوة فى بعض مقررات التعليم  بموجب سيطرة بعض مظاهر التعليم الدينى على مؤسسات التعليم ذات الطابع المدنى. يأتى ذلك على حساب النظرة المتوانة لعناصر التراث الثقافى المختلفة وعلى فرص الاندماج الاجتماعى بين الفئات والجماعات المتباينة عرقيا ودينيا ومذهبيا. 
هذا يعنى أن هناك تباين كبير بين ما تهدف إليه السياسات الثقافية والتعليمية العربية  من ناحية وأوضاع الإنقسام الاجتماعى والثقافى الراهنة داخل المجتمعات العربية من ناحية أخرى . وقد انعكس ذلك سلبا على اتساع الفجوة العميقة بين الماضى والحاضر والتى تتجلى فى تباعد وازدواج العلاقة بين سياسات التراث الثقافى وسياسات التعليم . وعلى ضوء ذلك تسعى هذه الدراسة إلى التعرف على طبيعة هذه الفجوة وكيفية مواجهتها عبر سياسات ثقافية قادرة على إدماج التراث فى التعليم  وذلك من خلال عرض لطبيعة الفجوة الراهنة بين التعليم والتراث الثقافى وجذورها التاريخية والعوامل التى ساهمت فى تفاقمها . يلى ذلك طرح أهم بدائل سياسات دمج التراث الثقافى فى العملية التعليمية  وفقا لزوايا النظر المختلفة للتعليم ولما يمكن أن تتجه إليه المسارات المحتملة للتنمية والاستثمار البشرى فى التعليم بالمنطقة العربية..

A disciplina pretende analisar e problematizar os principais aspectos da chamada construção do pensamento lógico-matemático e do letramento matemático de crianças, especialmente no âmbito da educação infantil e dos anos iniciais do ensino fundamental. Pretende abordar os conteúdos de matemática procurando atender às necessidades de formação do pedagogo, possibilitando-lhe o acesso às diversas concepções sobre a matemática, a sua aprendizagem e os principais métodos de ensino decorrentes destes pressupostos teóricos (a partir das contribuições da antropologia da educação, das perspectivas cognitivistas e suas críticas, da teoria antropológica do didático, da teoria cultural da objetivação, e da etnomatemática). Pretende discutir a relação da matemática e o processo de alfabetização; a elaboração de unidades didáticas (números, operações e cálculos, geometria e medidas, probabilidade e estatística); a aplicação de objetos de aprendizagem; o papel da matemática na era da informação; a matemática como comunicação; a matemática como resolução de problemas; o papel do lúdico no ensino de matemática; a avaliação em matemática; a matemática e os direitos humanos; a matemática e a diversidade; etc.

In this period of interrogations and uncertainties in relation to the subjects of remote education, classroom teaching and distance learning, it is essential to discuss and reflect on the issue of culture in education. This is a topic that still needs to be discussed in greater depth. We need to better understand the significance of the fact that family and school are both cultural spaces, institutions that are based on culture and that are socially defined as spaces for interaction between human beings who assume in these spaces historically constituted roles

Este libro está especialmente dirigido a educadores y trabajadores sociales que deseen valerse de la etnografía como instrumento de análisis con el que interpretar y comprender las realidades en las que llevan a cabo sus prácticas profesionales. Nuestro objetivo es ofrecer una guía, una caja de herrmaientas metodológicas y conceptos analíticos que permitan iniciarse en esta forma particular de aproximarse a los hechos sociales.

The results of the research Dominant and Demotic School Culture: Analysis of Tension Fields (2014-2015) are presented in the paper. Qualitative data analysis using interviews, observation, etc. was chosen for this ethnographically sensitive study. Discourses on the space, time, symbols, rituals, artefacts were analysed and interpreted. An anthropological approach viewing the topic from an emic perspective allowed the author to reveal the function of symbols, the concept of school culture, to identify the main tension fields among dominat and demotic school culture. The empirical research revealed that warnings, instructions, prohibition signs, national symbols, logos, school names, uniforms, etc. are used to represent the school. The administrative, teaching staff and students were asked not only to indicate their school symbols but also what they mean for the school community and whether they are recognised outside the school.
C. Geertz’s idea that the majority of symbols are used spontaneously, without thinking was confirmed. A number of the informants, students in particular, were unable indicate the meaning of their school symbols. The analysed symbols were mostly used to represent the school and little to create its image. The national symbols were not part of school image, some students would not even notice them probably because they were presented as modern artefacts in the majority of school classrooms. The administrative and teaching staff emphasised that, on the one hand, the abundance of school symbols, encourages one to find his “own” symbol, to identify himself with it, on the other hand, if a symbol is not acknowledged by others it loses its function to unite and bind the community.

For several years, Czech mothers of young children have faced the same dilemma: their child, due to low capacity, was not accepted in a state Kindergarten and the family has to decide what to do next. Only few alternatives to a state-run pre-school day care exist in the Czech Republic, yet women are expected and willing to work. The conflict between paid work and family life is emphasized in academic as well as public debates and women are pressurized to choose either work or care/family. Alongside semi-permanent alternatives to Kindergarten child care, several families solve their situation on the permanent basis and opt for the life strategy of unschooling, rooted in the belief in symbiosis of family life, education of the children and paid work of the parents.
Paper explores and for the first time ever describes unschooling as practiced in the conditions of the Czech Republic. It introduces the individual education right, under which the Czech parents can practice homeschooling. Key theoretical concepts applied are the habitus and cultural capital of P. Bourdieu, cultural theories of B. Pfau-Effinger and preference theories of C. Hakim.. It also lays out propositions for a primary research, as planned to take place in the following years.

Целью теоретической статьи является актуализация поля образования для предметной области специальности "Этнография, этнология и антропология." Содержанием специальности «Этнография, этнология и антропология» является изучение истории и современного состояния человечества в форме его специфических групп – этносов. Направления, указанные в паспорте специальности не могут быть ограничены лишь изучением этноса. Область применения этнографии и этнографического метода может быть связана и с изучением такой сферы культуры как образование. Выводы исследования основаны на анализе отечественной и зарубежной научной антропологической теоретической литературы по вопросам образования. Изучение области образования для специальности "Этнография, этнология и антропология" связаны со следующими причинами: образования является частью культуры; образование - важный элемент повседневной жизни; образование как государственный институт может влиять и нивелировать отдельные элементы этнической культуры; взаимодействие разных этнических групп со сферой образования отлично друг от друга; образование является калькой с этнических процессов в обществе; государство предоставляет вариативность форм отдельных элементов внутри содержания образования ввиду этнического фактора; образование - важная часть изучения внутри прикладной этнологии.

Undergraduate students often struggle with understanding the theories of Bourdieu, but they are essential for understanding how power and privilege are reproduced in society. Revealing students’ complicity in this system is a powerful teaching moment, but it is often difficult to make the lesson and advanced theory accessible without triggering students’ defense mechanisms. Discussions of oppression often generate reactions of resistance, paralysis, and rage. This article describes a simulation designed to thwart student passivity while also being cognizant of pushing students too far emotionally. By having students adopt an identity during play and then analyze the results of their simulation, students were able to identify with structural oppression and learn Bourdieu's principles of cultural capital and reproduction.

In che modo colui/colei che apprende può essere considerato/a un agente attivo durante una lezione frontale, partecipata o un lavoro di gruppo? A tal proposito, si cercherà di capire fin dove si può spingere la libertà e la responsabilità dello studente ai fini dell'apprendimento in classe. Dunque, ci si soffermerà sul valore del feedback quale strumento utile al docente per l'orientamento alla didattica e, al contempo, prezioso per l'apprendimento consapevole dello studente. Successivamente, si analizzerà il ruolo dello studente all'interno del lavoro di gruppo e la sua interrelazione con gli ambienti di apprendimento. Inoltre, si darà spazio al fattore umano e intellettivo degli studenti, a partire dall'esperienza partecipata e dai vissuti scolastici emersi durante le interviste nel corso di Antropologia.
How can one who is learning something be considered an active agent in frontal or interactive lessons and teamwork? This essay considers how freedom and responsibility of students are possible during learning activities in class. For this reason, it will underline the importance of feedback as a tool useful for teachers to plan lessons' topics and a tool useful for students to learn knowingly. Lastly, the essay will focus on the role of the individual student in a teamwork and his/her interrelations with learning environment. Besides, in this research, human and intellective factors of students are taken into great consideration, including also their active participation during the Educational Anthropology course and their educational background, as they resulted from interviews.
L' intera miscellanea è disponibile come e-book OPEN ACCESS sul sito di Antropologia dell'Alma Mater di Bologna: https://buponline.com/prodotto/far-volare-i-banchi/

Em período recente tem havido uma intensa profusão de pesquisas qualitativas em educação no Brasil, ganhando um destaque crescente o uso da etnografia, entretanto, tem ocorrido também um intenso debate sobre os usos e possibilidades da etnografia em educação, incluindo críticas à forma como ela tem sido incorporada na pesquisa educacional. Neste artigo, num amplo diálogo entre antropologia e educação, busco elucidar algumas questões sobre o uso da etnografia, porém partindo de uma concepção particular de etnografia, desenvolvida no que se denomina de antropologia interpretativa, assentada principalmente na obra do antropólogo americano Clifford Geertz (1926-2006).

"My Father Was Told to Talk to the Environment First Before Anything Else" Arctic Environmental Education in the Language of the Land, Chapter 16 (pp 285-298)
in
Fields of Green: Restorying Culture, Environment, and Education”
by Marcia McKenzie, Paul Hart, Heesoon Bai, and Bob Jickling (Eds.).
Cresskill, NJ: Hampton Press, Inc.

Mes mots résonnent dans ma tête et vibrent comme une corde
à l’intérieur d’un piano pour former la mélodie de ma pensée.
D’où me viennent-ils ? De quoi sont-ils l’écho ? Sont-ils bien à moi
ou suis-je livré à eux ? M’appartiennent-ils ou me possèdent-ils
comme une voix qui ne serait pas la mienne ? Pour comprendre
d’où vient la musique, j’aimerais simplement soulever le couvercle
et voir la mécanique à l’oeuvre : faculté d’abstraction, modèle
de catégorisation, représentation mentale, fonction symbolique.
Je me penche sur la question, mais l’origine de ma parole reste
obscure. Je n’arrive pas à comprendre comment j’ai appris à
jouer de mes mots.
Le mystère s’éclaircit quand on filme comment le langage passe
d’une génération à l’autre dans l’intimité de nos vies. C’est en
effet des adultes que les enfants apprennent le sens de leurs mots.
Suivre l’enchaînement des jeux de langage par lesquels notre
langue maternelle devient un air connu procure une compréhension
de nos mots en donnant à voir les connexions de nos expressions
dans leur usage de tous les jours.
Tout bien réfléchi, le livre que vous avez entre les mains s’avère
n’être qu’un film. Le point de vue grammatical qu’il adopte n’a
pas d’autre ambition que de faire voir l’évidence que nous avons
toujours eue sous les yeux.

In this paper a crucial issue is being discussed which emerges in the context of progressing diversity of the schooling environment, as well the whole public sphere in general, i�e� cultural assimilation� This problem is to be addressed analytically through the means of pedagogical, socio-cultural and geopolitical discourse which prevails today in many Western countries and local debates on the nature of contemporary societies� Thus, we may look at the relation between schools and assimilation processes in its complexity and reveal how individuals objectified in those processes experience various assimilation policies� The politics of assimilation is however closely related to particular forms of shaping and understanding of the category of cultural difference� That link is being investigated in many of its manifestations� This paper takes also the aim to reconstruct the most significant tendencies in the politics of multiculturalism and to highlight the role of pedagogical and educational reflexivity in that regard� The necessity of an interdisciplinary approach is here taken as an important factor not just in the debate on contemporary state and philosophy of diversity, but furthermore-a specific signum temporis of modern educational studies�

The prime intention of the present Study “A Study on Model Schools at Elementary Level: Role of MRGs’ In Classroom Instruction and In School Developmental Activities in Telangana Districts of Andhra Pradesh “ is introducing Model Schools at elementary Level is to rebuild the confidence and trust among the Community, Parents and students towards Government schools as Learning Centers, cares for well being of the child and always strives to meet the aspirations of the people.
The findings of the Study will helpful to the Planners, researchers, teachers, and administrators for bringing about further improvement in implementation of the Model Schools.

Women and underrepresented minority (URM) undergraduates declare and complete science, technology, engineering, and mathematics majors at different rates in comparison to majority groups. Explanations of these differences have long been deficit oriented, focusing on aptitude or similar characteristics, but more recent work focuses on institutional contexts, such as academic climate and feelings of belonging (fit). This study examines the experiences of women and URM students in engineering undergraduate programs, focusing on how they fit, experiential factors affecting fit, and how fit is mitigated by social relationships from their networks and organizations in which they participate (i.e., social capital). Thematic analysis of 55 women
and URM interviewee responses shows that students who fit well were those with majority characteristics, including race (i.e., White, White-passing) and gender (i.e., men, masculine appearance), and those in groups well represented in their programs numerically (i.e., men, Asian). In contrast, women and Black students encountered threats to their fit due to stereotyping from bias and differential treatment from others (i.e., being excluded from group work). However, students received advice from their social networks (i.e., family, professors) in which they were warned to expect discrimination, or through organizations in which they participated (i.e., National Association of Black Engineers) where their sense of community was expanded. The advice and resources provided through this network-based and participatory social capital mitigated fit for women and Black students, albeit in different ways, helping to preserve their feelings of belonging and promote their persistence in engineering. We offer suggestions to enact university policies to increase access to social capital with homophilious alters and educational opportunities for majority
groups.

La siguiente investigación buscó analizar la formación impartida en una institución educativa privada de estilo preuniversitario, profundizando en el rol del profesor y tutor como actores claves. Para ello, se hizo un trabajo de campo en la sede ubicada en Villa el Salvador. Asimismo, al ser un centro que forma parte de una red de colegios, se indagó también en el marco académico y administrativo que se establecía en todo el consorcio.
Por otro lado, otro objetivo del estudio fue conocer el perfil del alumno que este centro de estudios apunta a formar, contrastándolo con las expectativas que los docentes y tutores también tenían sobre sus estudiantes. Se buscó conocer que aprendizajes imparten no sólo la formación académica, sino también en las dimensiones éticas y morales.

Rockwell, E., & Apodaca, E. (2012). Anthropological Research on Educational Processes in Mexico. In Anderson-Levitt K. (Ed.), Anthropologies of Education: A Global Guide to Ethnographic Studies of Learning and Schooling (pp. 71-92). Berghahn Books. Retrieved February 4, 2020, from www.jstor.org/stable/j.ctt9qcjst.7

The National Conference on Right to Education, focusing on the issues and concerns of Implementation was organized during 25-26 February 2014. The conference aimed at closely examining the RTE Act and its implementation through the research done by stakeholders from all around the country. Looking at RTE from the perspective of reaching out to divergent group of child beneficiaries and in terms of implementing effectively, scholars who researched its policy framework and implementation, presented their papers. The scholars were both from University Faculty and from NGOs involved in implementation of RTE. Discussions revolved around best practices, challenges in implementation and reviewing the effectiveness of the various measures given in the framework. Apart from this, the very research methodologies used to analyze the situation, were also reviewed by the panel.

Although social movements are frequently background and occasionally foreground in the studies of anthropologists of education, the knowledges produced by movements have seldom been a focus of our work. In this Reflection on the Field, I argue that investigating the production and circulation of social movement knowledges, as contextualized by educational processes and spaces, can enrich our understanding of the roles of education and movements in struggles for justice and social change

ABSTRACT – 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.
Keywords: Anthropology of Education. Ethnography. Social Theory.

Il rapporto tra scuola e migrazioni è stato oggetto di ampio dibattito in seno alle discipline antropologiche, in particolare nell’ambito degli studi di antropologia dell’educazione. Questo capitolo si propone di fornire un quadro il più possibile articolato di tale dibattito. La rassegna proposta segue un taglio specifico, che intendo esplicitare da subito. C’è un rischio che corrono quanti sono coinvolti nell’educazione degli alunni di origine immigrata, inclusi i ricercatori che studiano il nesso scuola/migrazioni, quello di trasformare questi alunni in ‘problemi di apprendimento’.