Peter Demerath
Biographic Data
| ID | 112444 |
|---|---|
| NAME | Peter Demerath |
| GIVEN NAMES | Peter |
| FAMILY NAME | Demerath |
| SIGNATURE | DEMERATH P |
| AFFILIATIONS | University of Minnesota |
| ORCID | 0000-0002-2193-9936 |
| VERIFIED | Yes |
| TOTAL WORKS | 14 |
| TOTAL CITATIONS | 34 |
| AUTHOR COUNT | 14 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1999 |
| LATEST PUBLICATION YEAR | 2022 |
| H-INDEX | 4 |
A Grounded Model of How Educators Earn Students’ Trust in a High Performing U.S. Urban High School
Council on Anthropology & Education Presidential Address Decolonizing Education
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 and honoring how humans learn best; decolonizing teacher education; decolonizing student-teacher relationships; p…
Maximizing Impact in Anthropology and Education
This article describes several ways that anthropologists of education can maximize impact on knowledge projects, policies, and practices. The approaches discussed here are all anchored in powerful and distinctive qualities of our field, and include: (1) Centering our disciplinary authority by refusing to capitulate to dominant forms of knowledge, (2) adopting the sensibilities of public anthropology, and (3) being as expansive in our collaboratio…
The use of feedback mechanisms in interpreting the robustness of a neoliberal educational assemblage
This article demonstrates how using feedback mechanisms or ‘loops’ as heuristic devices can help ethnographers explain the interior logic, robustness and contradictions within complex educational assemblages. After reviewing the use of feedback mechanisms in the natural and social sciences, particularly practice theory, the article presents two feedback loops drawn from the first author's four-year ethnographic study of class culture and neoliber…
Toward Common Ground
This article reviews advances of interest to multicultural educators and researchers in the complementary disciplines of multicultural education and educational anthropology including: the culture concept; biological and sociological conceptions of "race;" postmodern understandings of identity and subjectivity; and ethnographic accounts of how students' school experiences are shaped by globalization, immigration, class culture, neoliberalism, and…
My Word! Plagiarism and College Culture by Susan D. Blum
Producing Success
Dimensions of Psychological Capital in a U.S. Suburb and High School
In this article, we describe the identities of U.S. suburban high school students as they attempt to ensure their “market relevance” in a neoliberal era. The data are drawn from a four‐year ethnographic study of the construction of educational advantage conducted by a diverse five‐person research team. These identities were characterized by strong agentic beliefs, predispositions to exert control, deeply held attachments to individual success, hi…
The science of context
How might qualitative researchers meaningfully operate in a contemporary research climate that holds to such limited conceptions of what constitutes ‘scientific’ research in education? This article discusses implications of scientifically based research (SBR) and identifies several pathways along which researchers may productively work in such a context. These include: (1) Conducting critical inquiry into the socio‐intellectual frameworks and ins…
Negotiating Individualist and Collectivist Futures
This article explains the academic disengagement of a critical mass of high school students in Manus Province, Papua New Guinea, as resulting in part from emerging personal subjectivities and new social networks. Based on a year of ethnographic research in 1994-95, the article describes the authority these young people attributed to their own perceptions of the limited opportunity structures facing them and to the idealized village-based egalitar…
A Cross-Domain Explanation of the Metaphor ȁTeaching as Persuasionȁ
2001). A Cross-Domain Explanation of the Metaphor ȁTeaching as Persuasionȁ. Theory Into Practice: Vol. 40, Teaching As Persuasion, pp. 228-234
"The Social Cost of Acting "Extra
This article describes a cultural basis for student academic disengagement and resistance in two high schools in Manus province in Papua New Guinea. Based on a year of ethnographic research conducted in 1994-95, the article examines how a critical mass of students responded to rising national educational credentialism and unemployment by drawing on elements of their "traditional" egalitarian village identity to make moral judgments about appropri…
In memoriam
In memoriam
The science of context
How might qualitative researchers meaningfully operate in a contemporary research climate that holds to such limited conceptions of what constitutes ‘scientific’ research in education? This article discusses implications of scientifically based research (SBR) and identifies several pathways along which researchers may productively work in such a context. These include: (1) Conducting critical inquiry into the socio‐intellectual frameworks and ins…
Council on Anthropology & Education Presidential Address Decolonizing Education
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 and honoring how humans learn best; decolonizing teacher education; decolonizing student-teacher relationships; p…
Dimensions of Psychological Capital in a U.S. Suburb and High School
In this article, we describe the identities of U.S. suburban high school students as they attempt to ensure their “market relevance” in a neoliberal era. The data are drawn from a four‐year ethnographic study of the construction of educational advantage conducted by a diverse five‐person research team. These identities were characterized by strong agentic beliefs, predispositions to exert control, deeply held attachments to individual success, hi…
"The Social Cost of Acting "Extra
This article describes a cultural basis for student academic disengagement and resistance in two high schools in Manus province in Papua New Guinea. Based on a year of ethnographic research conducted in 1994-95, the article examines how a critical mass of students responded to rising national educational credentialism and unemployment by drawing on elements of their "traditional" egalitarian village identity to make moral judgments about appropri…
Toward Common Ground
This article reviews advances of interest to multicultural educators and researchers in the complementary disciplines of multicultural education and educational anthropology including: the culture concept; biological and sociological conceptions of "race;" postmodern understandings of identity and subjectivity; and ethnographic accounts of how students' school experiences are shaped by globalization, immigration, class culture, neoliberalism, and…
A Grounded Model of How Educators Earn Students’ Trust in a High Performing U.S. Urban High School
Maximizing Impact in Anthropology and Education
This article describes several ways that anthropologists of education can maximize impact on knowledge projects, policies, and practices. The approaches discussed here are all anchored in powerful and distinctive qualities of our field, and include: (1) Centering our disciplinary authority by refusing to capitulate to dominant forms of knowledge, (2) adopting the sensibilities of public anthropology, and (3) being as expansive in our collaboratio…
Negotiating Individualist and Collectivist Futures
This article explains the academic disengagement of a critical mass of high school students in Manus Province, Papua New Guinea, as resulting in part from emerging personal subjectivities and new social networks. Based on a year of ethnographic research in 1994-95, the article describes the authority these young people attributed to their own perceptions of the limited opportunity structures facing them and to the idealized village-based egalitar…
In memoriam
In memoriam
"The Social Cost of Acting "Extra
This article describes a cultural basis for student academic disengagement and resistance in two high schools in Manus province in Papua New Guinea. Based on a year of ethnographic research conducted in 1994-95, the article examines how a critical mass of students responded to rising national educational credentialism and unemployment by drawing on elements of their "traditional" egalitarian village identity to make moral judgments about appropri…
A Cross-Domain Explanation of the Metaphor ȁTeaching as Persuasionȁ
2001). A Cross-Domain Explanation of the Metaphor ȁTeaching as Persuasionȁ. Theory Into Practice: Vol. 40, Teaching As Persuasion, pp. 228-234
Negotiating Individualist and Collectivist Futures
This article explains the academic disengagement of a critical mass of high school students in Manus Province, Papua New Guinea, as resulting in part from emerging personal subjectivities and new social networks. Based on a year of ethnographic research in 1994-95, the article describes the authority these young people attributed to their own perceptions of the limited opportunity structures facing them and to the idealized village-based egalitar…
The science of context
How might qualitative researchers meaningfully operate in a contemporary research climate that holds to such limited conceptions of what constitutes ‘scientific’ research in education? This article discusses implications of scientifically based research (SBR) and identifies several pathways along which researchers may productively work in such a context. These include: (1) Conducting critical inquiry into the socio‐intellectual frameworks and ins…
Dimensions of Psychological Capital in a U.S. Suburb and High School
In this article, we describe the identities of U.S. suburban high school students as they attempt to ensure their “market relevance” in a neoliberal era. The data are drawn from a four‐year ethnographic study of the construction of educational advantage conducted by a diverse five‐person research team. These identities were characterized by strong agentic beliefs, predispositions to exert control, deeply held attachments to individual success, hi…
Producing Success
My Word! Plagiarism and College Culture by Susan D. Blum
Toward Common Ground
This article reviews advances of interest to multicultural educators and researchers in the complementary disciplines of multicultural education and educational anthropology including: the culture concept; biological and sociological conceptions of "race;" postmodern understandings of identity and subjectivity; and ethnographic accounts of how students' school experiences are shaped by globalization, immigration, class culture, neoliberalism, and…
The use of feedback mechanisms in interpreting the robustness of a neoliberal educational assemblage
This article demonstrates how using feedback mechanisms or ‘loops’ as heuristic devices can help ethnographers explain the interior logic, robustness and contradictions within complex educational assemblages. After reviewing the use of feedback mechanisms in the natural and social sciences, particularly practice theory, the article presents two feedback loops drawn from the first author's four-year ethnographic study of class culture and neoliber…
Maximizing Impact in Anthropology and Education
This article describes several ways that anthropologists of education can maximize impact on knowledge projects, policies, and practices. The approaches discussed here are all anchored in powerful and distinctive qualities of our field, and include: (1) Centering our disciplinary authority by refusing to capitulate to dominant forms of knowledge, (2) adopting the sensibilities of public anthropology, and (3) being as expansive in our collaboratio…
A Grounded Model of How Educators Earn Students’ Trust in a High Performing U.S. Urban High School
Council on Anthropology & Education Presidential Address Decolonizing Education
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 and honoring how humans learn best; decolonizing teacher education; decolonizing student-teacher relationships; p…
Sociology (12 works) · Political science (8 works) · Psychology (6 works) · Social science (6 works) · Ethnography (5 works) · Gender Studies (5 works) · Politics (5 works) · Anthropology (4 works) · Global Education and Multiculturalism (4 works) · Pedagogy (4 works)