This paper analyzes how knowledge is reproduced as "universal" in contemporary higher education and how this production of universality influences the application of knowledge. Using a case study of clinical psychology, it describes the results of over two years of ethnographic fieldwork in a university and professional settings in…

In the late 1980s, I embarked on a "small" project in India to obtain a "bit" of comparative data on Indian women in science and engineering. At that time, there was little cross-cultural research on the scientific gender gap outside of the United States or Europe. As a cultural anthropologist, I initially envisaged a…

This volume offers a timely collection of research-based studies that engage with contemporary conditions of precarity across an array of locations, exploring how it is understood, experienced, and acted upon by educators in schools, universities, and nonformal educational spaces. Precarity presents as layered, unpredictable, destabilizing, and…

This paper is based on educational anthropology, and presents the initial findings of a three-year international comparative study of primary school children's learning-processes during travel and cross-cultural encounters. A French-German research team investigated and here reports on primary school exchange programmes. Open coding of the…

This paper contains cultural anthropological research on various discipline measures used within the classrooms in India, United Kingdom, China, Africa, and the United States. My recent visit to schools in India on study abroad programs prompted my desire to research across the globe different methods of classroom management discipline conducted…

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)

Considers recent perspectives in educational research, particularly the use of critical ethnography in the study of comparative education. Reviews the origin and relationship to critical ethnography of sociological, anthropological, interpretive, and critical approaches in comparative education. Discusses specific utility to the study of…

Explores the function of reading in several societies. (MKM)

The author, an anthropologist, relates her experiences in Zambia, pointing out that African children do enjoy meaningful cognitive activities and are continually learning in their daily out-of-school lives, yet the formal, authoritarian, European school model fails to utilize these experiences or often even to recognize their existence. (EH)

This bibliography includes 26 items with brief annotations. The cited documents include books, journal articles, government reports, and newspaper articles. Emphasis is placed on the Japanese impact on Chinese education during the Japanese occupation of parts of China during the Sino-Japanese War and World War II. While most of the items are…

A respected method of studying comparative education is that of analyzing national character and assessing its impact on methods and systems of education. Like anthropologists, comparative educators must immerse themselves in a society in order to study its educational system. This analogy raises the issue of methodology, and many studies have…

This paper is concerned with various aspects of the philosophy and training of school psychologists in several countries around the world and offers some thoughts about the possible implications of the different approaches. (Author)

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. Supports cross-national comparisons of school culture as an enlightening element of school reform. (LHW)

From the assumption that all social reality can be usefully viewed as the processes whereby people act and interact in everyday life, this paper argues that the macroanalysis characterizing most comparative education research must be replaced by systematic observation and analysis of the microcosmic world of everyday school life. (Author/SJL)

Attempts to underscore the relevance of an anthropological perspective for the study of what educators call "educational problems". Considers the area of cross-cultural studies of education and socialization in the broadest sense, the comparative study of schools as institutions within a particular socio-cultural context, school ethnography, and…