Maximizing Impact in Anthropology and Education

Capitulations, Linkages, and Publics

Bibliographic Data

ID2257754
AuthorsPeter Demerath (0000-0002-2193-9936, University of Minnesota, corresponding author)
Year2019
Volume50
Issue4
Pages448-458
Publication date2019-12-01
Peer ReviewedYes
Open AccessYes
TypeARTICLE
VenueAnthropology & Education Quarterly (JOURNAL)
Journal identifiersISSN: 0161-7761 • E-ISSN: 1548-1492
PublisherWiley (PUBLISHER • GB)
DOI10.1111/aeq.12313
OpenAlexW2968169329
LanguageEN
Citations received2
References cited19

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 collaborations and networks as we are in our considerations of context

Discipline · Educational anthropology · Educational research · Expansive · Geography · Political science · Politics · Publics · Social science · Sociology · Educator Training and Historical Pedagogy · Global Education and Multiculturalism · Global Educational Policies and Reforms · Law

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