Applying Anthropology to School Reform
Issue Overview
Bibliographic Data
| ID | 14835484 |
|---|---|
| Authors | Janise Hurtig, Brinton S Ramsey, B Ramsey |
| Year | 2008 |
| Volume | 30 |
| Issue | 2 |
| Pages | 2-4 |
| Publication date | 2008-04-01 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | Practicing Anthropology (JOURNAL) |
| Journal identifiers | ISSN: 0888-4552 • E-ISSN: 2994-1628 |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.17730/praa.30.2.r39x8726jw462095 |
| OpenAlex | W2043780176 |
| Language | EN |
| References cited | 5 |
The project of reforming schools has been a facet of the cultural production of schooling for as long as schools have been a facet of modern state societies. Debates over what schools teach, how, for whom, by whom, and for what purposes strike at the center of deeply rooted and highly contested societal beliefs about family, tradition, and local culture on the one hand, and the nation-state and civil society on the other. Indeed, debates framing the most recent school reform "movement" (which began more or less in the 1970s in this country) have characteristically entailed competing emphases on top-down changes and local, grassroots initiatives. The topic of school reform is thus a compelling, critical arena, not only for studying formal educational processes, but more generally for understanding broader processes of societal reproduction and change
Civil society · Grassroots · Political economy · Political science · Politics · Social movement · Social science · Sociology · Educator Training and Historical Pedagogy · Global Education and Multiculturalism · Global Educational Policies and Reforms · Law · Public Administration
| Citation velocity | historical |
|---|---|
| Highly cited | No |