Journal•ISSN: 0161-7761
Anthropology & Education Quarterly
Wiley-Blackwell
About: Anthropology & Education Quarterly is an academic journal published by Wiley-Blackwell. The journal publishes majorly in the area(s): Educational anthropology & Ethnography. It has an ISSN identifier of 0161-7761. Over the lifetime, 1370 publications have been published receiving 53687 citations. The journal is also known as: Anthropology.
Papers published on a yearly basis
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TL;DR: In this article, the authors present an Interactive Approach for Qualitative Research Design: An Interactive Approach, an Interactive approach for Qualifying Research Design (QRDE) for Interactive Media.
Abstract: Qualitative Research Design: An Interactive Approach. Joseph A. Maxwell. Thousand Oaks, CA: Sage Publications, 1996. 155 pp.
1,731 citations
TL;DR: The Dreamkeepers: Successful Teachers of African American Children by Gloria Ladson-Billings as mentioned in this paper is a popular book for African American children. 187 pp. San Francisco: Jossey-Bass Publishers
Abstract: The Dreamkeepers: Successful Teachers of African American Children. Gloria Ladson-Billings. San Francisco: Jossey-Bass Publishers, 1994. 187 pp.
1,676 citations
TL;DR: In this paper, the authors describe the typology of minority groups as a heuristic device for analysis and interpretation of differences among minority groups in school experience and suggest some implications of the theory for pedagogy.
Abstract: This article has three objectives. First, it describes Ogbu's classification of minorities: autonomous, voluntary or immigrant, and involuntary or nonimmigrant minorities. Second, it explains Ogbu's cultural-ecological theory of minority school performance. Finally, it suggests some implications of the theory for pedagogy. The authors regard the typology of minority groups as a heuristic device for analysis and interpretation of differences among minority groups in school experience.
1,313 citations
TL;DR: This paper presented a theoretical approach to minority school performance based on the important differences that arise from a minority community's experiences in the postschool opportunity structure and how minority community members' perceptions of dismal future opportunities influence their perceptions of and response to schooling.
Abstract: This article traces historically the different research approaches in educational anthropology. In doing so, the author presents a theoretical approach to minority school performance based on the important differences that arise from a minority community's experiences in the postschool opportunity structure and how minority community members' perceptions of dismal future opportunities influence their perceptions of and response to schooling. MINORITY EDUCATION, SCHOOL PERFORMANCE, MICROETHNOGRAPHY
1,202 citations
TL;DR: In this article, the authors outline the rationale for a comprehensive program of educational initiatives closely articulated with the emergence of a new generation of Indigenous scholars who seek to move the role of Indigenous knowledge and learning from the margins to the center of educational research, thereby confronting some of the most intractable and salient educational issues.
Abstract: Drawing on experiences across Fourth World contexts, with an emphasis on the Alaska context, this article seeks to extend our understandings of the learning processes within and at the intersection of diverse worldviews and knowledge systems. We outline the rationale for a comprehensive program of educational initiatives closely articulated with the emergence of a new generation of Indigenous scholars who seek to move the role of Indigenous knowledge and learning from the margins to the center of educational research, thereby confronting some of the most intractable and salient educational issues of our times.
754 citations