In this address I identify specific and unique roles anthropology can play in the necessary work of decolonizing education. These include: building anti-racist schools that honor all "ways of being human"; decolonizing school leadership and working towards culture creation for equity and anti-racism; decolonizing teaching and learning…

This response to Katherine Schultz's Presidential Address to the Council on Anthropology and Education explores the themes of temporality and reflexivity in activist scholarship, with Schultz's research as prime example. The need to take action to address a crisis, juxtaposed to the counter need to take time for scholarly reflection and…

This article is a slightly revised version of the CAE Presidential Address delivered at the Annual Meeting of the American Anthropological Association in New Orleans, LA on November 20, 2010. The address inaugurated a CAE program change in which a full evening session was devoted to the talk, including commentaries by Hugh Mehan and Sofia…

In this comment, on Terri McCarty's Presidential Address, I focus on her dynamic approach to investigation that contributes to a vibrant and constructively critical exploration of the place of basic research, critical policy analysis, and activism in the anthropology of education and the social sciences more broadly.

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…

This article presents an interview with Alice G. Dewey, professor emeritus at the University of Hawai'i at Manoa and granddaughter of the renowned American philosopher John Dewey. She is an economic anthropologist who did ground-breaking research on local markets in Indonesia in the 1950s. She recently co-edited "Surviving Against the Odds:…

This article argues that the anthropology of education must focus on what people do to educate themselves outside the constraints constituting the problematics of schooling. Anthropologists must do this precisely to fulfill their public role as legitimate participants in the conversations about understanding and transforming schooling. When…

Anthropological suggestions for educational research are contrasted with the psychological and sociological approaches to the study of education. The statement of problems in educational research when education is defined as cultural transmission implies equal interest in all parties involved in educational systems and transactions, as well as in…

Discusses the history of the "Quarterly," and describes its readership as increasingly tending to include readers outside of university anthropology departments. Invites a wider range of contributors to submit articles, stories, poems, etc. (KH)

Comments on the cross-cultural research reported in the two preceding articles on comparisons of a German and American school and Dutch and Israeli teachers. Considers the emphasis on anthropology by the term "educational anthropology." Argues that an educational perspective ought to be valued as well. (LHW)

Ethnography is coming to be much discussed in education. A definition of ethnography is, however, an elusive and complicated question. Anthropologists do not themselves have a unified conception of ethnography, especially of ethnography in relation to the study of institutions of our own society, such as education. One difficulty with the notion…

"News and Notes" is published periodically during the academic year. Topics of typical issues are rotated to include each of the several social science disciplines and social science education. Usually included are: 1) A lead article focusing on what's new in the social sciences; 2) Descriptions of social studies/social science classroom…

This article illustrates the importance of anthropology to the multicultural approach to education and depicts the relationship between anthropology and multicultural education as both reciprocal and intimate. (MM)

Because educational researchers are becoming interested in the uses of ethnographic field methods, the author examines some of the theoretical disputes and methodological problems being experienced in contemporary anthropology, such as hypothesis testing, observer bias, and reliability. (Part of a theme issue on anthropology of education.) (SJL)

This article examines the work of several anthropologists from the 1960s to the 1980s who used images of the future in their anthropology classrooms in order to stimulate alternative thinking in their students. In response to the apparent inevitability of "monofutures" characterized by globalization, I suggest the necessity for such an approach…