Education Policy in Practice: Critical Cultural Studies – serie

“Schooled for the future?” offers an ethnographically rich account about squatter families in Kathmandu and their struggles to improve their living conditions and create a better future through education. Examining how people – children and adults - experience and respond to policy initiatives aimed at improving their life the book discusses the paradoxes inherent in modern schooling. Firstly, schooling promises social justice and equal opportunities, yet it also contributes to the reproduction of social inequalities by strengthening existing class divisions and by producing a new category of unschooled people. Secondly, within the context of the family, schooling is attributed an economic and symbolic value, but it is also considered a potential threat to family values based on generational hierarchy and caste identity. Through detailed ethnographic accounts the author demonstrates how urban poor families experience the schooling process ambivalently, both as a source of alienation and inferiority as well as a source of self-esteem and sense of progress. Acknowledging the interconnect-edness between global, national and local forces framing and informing processes of education the book, thus, sheds light on the complex relationship between educational policy and everyday life experiences of the urban poor in Kathmandu, a hitherto understudied segment of the Nepalese society.

Current international development wisdom promotes the inclusion of non-governmental organizations (NGOs) in national-level policy making, in the interest of strengthening state-civil society relationships; supporting locally driven, culturally-sensitive development; and contributing to program and policy innovation. However, critics of increased state-NGO-donor collaboration argue that it actually dilutes the power of NGOs to act in the interest of the local populations they were established to serve. This tension between the local and the global is connected to broader debates about the nature and role of contemporary educational development. Should education aim primarily at preparing citizens for participation in the global economy, thereby encouraging the integration of nation-states into a world economic system driven by the industrialized North? Or/and should it endeavor to develop in students and in communities, North and South, the ability to critique, resist and transform that world system? Ultimately, this is a question of who “owns” development – international agencies and institutions, or the communities being “developed.” This book examines the complexities of these negotiations in a particularly complicated and volatile context (Palestine) and a particularly “hot” development field (early childhood development). The international community’s efforts to support early childhood programming in the developing world fall more broadly within the empowerment camp than do other development efforts, and -- in this case in particular -- serve as a source of important lessons about the dynamics of donor-state-NGO relationships, suggestions for improved development policy, and insights into forms of education which promote justice and equity in an increasingly interdependent world.

Current international development wisdom promotes the inclusion of non-governmental organizations (NGOs) in national-level policy making, in the interest of strengthening state-civil society relationships; supporting locally driven, culturally-sensitive development; and contributing to program and policy innovation. However, critics of increased state-NGO-donor collaboration argue that it actually dilutes the power of NGOs to act in the interest of the local populations they were established to serve. This tension between the local and the global is connected to broader debates about the nature and role of contemporary educational development. Should education aim primarily at preparing citizens for participation in the global economy, thereby encouraging the integration of nation-states into a world economic system driven by the industrialized North? Or/and should it endeavor to develop in students and in communities, North and South, the ability to critique, resist and transform that world system? Ultimately, this is a question of who “owns” development – international agencies and institutions, or the communities being “developed.” This book examines the complexities of these negotiations in a particularly complicated and volatile context (Palestine) and a particularly “hot” development field (early childhood development). The international community’s efforts to support early childhood programming in the developing world fall more broadly within the empowerment camp than do other development efforts, and -- in this case in particular -- serve as a source of important lessons about the dynamics of donor-state-NGO relationships, suggestions for improved development policy, and insights into forms of education which promote justice and equity in an increasingly interdependent world.

In this volume, Robert F. Arnove discusses State/NGO Relations in Education.

In this volume, Robert F. Arnove discusses State/NGO Relations in Education.

“Schooled for the future?” offers an ethnographically rich account about squatter families in Kathmandu and their struggles to improve their living conditions and create a better future through education. Examining how people – children and adults - experience and respond to policy initiatives aimed at improving their life the book discusses the paradoxes inherent in modern schooling. Firstly, schooling promises social justice and equal opportunities, yet it also contributes to the reproduction of social inequalities by strengthening existing class divisions and by producing a new category of unschooled people. Secondly, within the context of the family, schooling is attributed an economic and symbolic value, but it is also considered a potential threat to family values based on generational hierarchy and caste identity. Through detailed ethnographic accounts the author demonstrates how urban poor families experience the schooling process ambivalently, both as a source of alienation and inferiority as well as a source of self-esteem and sense of progress. Acknowledging the interconnect-edness between global, national and local forces framing and informing processes of education the book, thus, sheds light on the complex relationship between educational policy and everyday life experiences of the urban poor in Kathmandu, a hitherto understudied segment of the Nepalese society.

Based on extended, intensive fieldwork in an Australian high school, Challenging the System illuminates issues faced on a daily basis by teachers and educational administrators in many parts of the world.Forsey highlights the tensions arising between neo-liberal emphasis on individual school communities as the engine for competitive excellence in education, and the need for those responsible for running public education to maintain some degree of equity across the whole system. He shows that reforms based purely on market forces are not only undesirable, they are imposible to achieve. Governments do not want to lose control of highly significant cultural and political systems, nor can they stray too far from at least appearing to support the egalitarian ideals purportedly underpinning modern democracies.

Based on extended, intensive fieldwork in an Australian high school, Challenging the System illuminates issues faced on a daily basis by teachers and educational administrators in many parts of the world.Forsey highlights the tensions arising between neo-liberal emphasis on individual school communities as the engine for competitive excellence in education, and the need for those responsible for running public education to maintain some degree of equity across the whole system. He shows that reforms based purely on market forces are not only undesirable, they are imposible to achieve. Governments do not want to lose control of highly significant cultural and political systems, nor can they stray too far from at least appearing to support the egalitarian ideals purportedly underpinning modern democracies.

This book explores the diversity of American roles in such cross-cultural engagement in education for democracy, both within the United States and around the world. Cross-cultural engagement in education for democracy inevitably bears the impressions of each culture involved and the dynamics among them.Even high-priority, well-funded U.S. government programs are neither monolithic nor deterministic in their own right, but are rather reshaped, adapted to their contexts, and appropriated by their partners. These partners are sometimes called recipients, although that label is problematic. “Recipient” both gives a misleading impression that partners are relatively passive in the overall process, and its use is a reflection of some outside donors’ or experts’ stance that they are delivering goods or expertise. The authors of these chapters pay close attention to the cultures, contexts, structures, people, and processesinvolved in education for democracy. Woven throughout this volume’s qualitative studies are the notions that contacts between powers and cultures are complex and situated, that agency matters, that local meanings play a critical role in the dynamic exchange of peoples and ideas. The authors span an array of fields that concern themselves with understanding languages, cultures, institutions, the close view of daily life, and the broad horizon of the past that shapes the present: history,anthropology, literacy studies, policy analysis, political science, and journalism.Together, these 10 chapters provide a rich sampling of the diverse contexts and ways in which American ideas, practices, and policies of education for democracy are spread, encountered, appropriated, rejected, or embraced around the world. While not meant to provide a complete or systematic overview of the American influence on education for democracy around the world, the volume nevertheless introduces concepts, identifies processes, notes obstacles and challenges, and reveals common themes that can help us to understand American influence on education for democracy more clearly, wherever it occurs.

This book explores the diversity of American roles in such cross-cultural engagement in education for democracy, both within the United States and around the world. Cross-cultural engagement in education for democracy inevitably bears the impressions of each culture involved and the dynamics among them.Even high-priority, well-funded U.S. government programs are neither monolithic nor deterministic in their own right, but are rather reshaped, adapted to their contexts, and appropriated by their partners. These partners are sometimes called recipients, although that label is problematic. “Recipient” both gives a misleading impression that partners are relatively passive in the overall process, and its use is a reflection of some outside donors’ or experts’ stance that they are delivering goods or expertise. The authors of these chapters pay close attention to the cultures, contexts, structures, people, and processesinvolved in education for democracy. Woven throughout this volume’s qualitative studies are the notions that contacts between powers and cultures are complex and situated, that agency matters, that local meanings play a critical role in the dynamic exchange of peoples and ideas. The authors span an array of fields that concern themselves with understanding languages, cultures, institutions, the close view of daily life, and the broad horizon of the past that shapes the present: history,anthropology, literacy studies, policy analysis, political science, and journalism.Together, these 10 chapters provide a rich sampling of the diverse contexts and ways in which American ideas, practices, and policies of education for democracy are spread, encountered, appropriated, rejected, or embraced around the world. While not meant to provide a complete or systematic overview of the American influence on education for democracy around the world, the volume nevertheless introduces concepts, identifies processes, notes obstacles and challenges, and reveals common themes that can help us to understand American influence on education for democracy more clearly, wherever it occurs.

Sally Anderson's book on sport, cultural policy, and “civil sociality” in Denmark has been a long time in coming, but it's well worth the wait. Based on many years of familiarity with Danish society, and countless hours of intensive fieldwork, Dr. Anderson provides us with a unique anthropological perspective on the process by which state cultural policy actively engages civil society in a quest to shape social relations in the public sphere. The particular domain of policy and social activity is nonschool, voluntary sport, in its various forms. By definition, of course, such activity takes place outside the regular Danish school curriculum, but it is not for this reason any less "educational." Indeed, although it is very broadly attended and institutionalized, perhaps because Danish after-school sport is not compulsory, it is all the more compelling for children and youth, and therefore more powerful in certain ways. Indeed, Dr. Anderson has a signal talent for showing us how afterschool sport in Denmark both transmits and produces social knowledge, and powerfully shapes social relations.

Sally Anderson's book on sport, cultural policy, and “civil sociality” in Denmark has been a long time in coming, but it's well worth the wait. Based on many years of familiarity with Danish society, and countless hours of intensive fieldwork, Dr. Anderson provides us with a unique anthropological perspective on the process by which state cultural policy actively engages civil society in a quest to shape social relations in the public sphere. The particular domain of policy and social activity is nonschool, voluntary sport, in its various forms. By definition, of course, such activity takes place outside the regular Danish school curriculum, but it is not for this reason any less "educational." Indeed, although it is very broadly attended and institutionalized, perhaps because Danish after-school sport is not compulsory, it is all the more compelling for children and youth, and therefore more powerful in certain ways. Indeed, Dr. Anderson has a signal talent for showing us how afterschool sport in Denmark both transmits and produces social knowledge, and powerfully shapes social relations.

This book on bilingual education policy represents a multidimensional and longitudinal study of “policy processes” as they play out on the ground (a single school in Los Angeles), and over time (both within the same school, and also within the state of Georgia). In order to reconstruct this complex policy process, Anderson impressively marshals a great variety of forms of “discourse.” Most of this discourse, of course, comes from overheard discussions and spontaneous interviews conducted at a particular school—the voices of teachers and administrators. Such discourse forms the heart of her ethnographic findings. Yet Anderson also brings an ethnographer’s eye to national and regional debates as they are conducted and represented in different forms of media, especially newspapers and magazines. She then uses the key theoretical concept of “articulation” to conceptually link these media representations with local school discourse. The result is an illuminating account of how everyday debates at a particular school and media debates occurring more broadly mutually inform one another.

This book on bilingual education policy represents a multidimensional and longitudinal study of “policy processes” as they play out on the ground (a single school in Los Angeles), and over time (both within the same school, and also within the state of Georgia). In order to reconstruct this complex policy process, Anderson impressively marshals a great variety of forms of “discourse.” Most of this discourse, of course, comes from overheard discussions and spontaneous interviews conducted at a particular school—the voices of teachers and administrators. Such discourse forms the heart of her ethnographic findings. Yet Anderson also brings an ethnographer’s eye to national and regional debates as they are conducted and represented in different forms of media, especially newspapers and magazines. She then uses the key theoretical concept of “articulation” to conceptually link these media representations with local school discourse. The result is an illuminating account of how everyday debates at a particular school and media debates occurring more broadly mutually inform one another.

Universal Primary Education programs are being promoted around the globe as the solution to poverty and health problems, but very little in-depth qualitative knowledge is available about the experiences of these programs in children's life-worlds.Hopes in Friction offers a vivid portrait of life and the implementation of Universal Primary Education in Eastern Uganda, based on long-term fieldwork following a group of children as they grow up. The book considers how the actions and hopes of these children and families, to attain what they perceive as 'a good life', are crosscut by political aspirations and projects of schooling and health education. When hopes are in friction inspiration as well as disappointment occur.Policy makers in Uganda and in international organisations expect health improvements as one of the bonuses of education programs. Families in Eastern Uganda also hope for and experience health – in the local sense of a good life – as part of schooling. Lotte Meinert explores the taken for granted effect of schooling on health and focuses a careful eye on how boys and girls appropriate and negotiate ideas and moralities about health in the context of what is possible ethically, materially and experientially.

Universal Primary Education programs are being promoted around the globe as the solution to poverty and health problems, but very little in-depth qualitative knowledge is available about the experiences of these programs in children's life-worlds.Hopes in Friction offers a vivid portrait of life and the implementation of Universal Primary Education in Eastern Uganda, based on long-term fieldwork following a group of children as they grow up. The book considers how the actions and hopes of these children and families, to attain what they perceive as 'a good life', are crosscut by political aspirations and projects of schooling and health education. When hopes are in friction inspiration as well as disappointment occur.Policy makers in Uganda and in international organisations expect health improvements as one of the bonuses of education programs. Families in Eastern Uganda also hope for and experience health – in the local sense of a good life – as part of schooling. Lotte Meinert explores the taken for granted effect of schooling on health and focuses a careful eye on how boys and girls appropriate and negotiate ideas and moralities about health in the context of what is possible ethically, materially and experientially.

Educated for Change?: Muslim Women in the West inserts Muslim women’s voice and action into the bifurcated, and otherwise male dominated, relations between the West and the Islamic East. A multilayered, multisite, educational ethnography, Buck and Silver’s study takes a novel approach to its feminist charge. Drawing upon thick description of refugee women’s school experiences in two seemingly distinct locations, Educated for Change? engages the dual nature of schooling as at once a disciplinary apparatus of local, national, and international governance, and paradoxically, a space and process through which school community members wield the power to observe, deliberate, and act as agents in the creative and willful endeavor of living. In doing so, the text locates formal schooling as a key location at which one can witness the politics of cultural change that emerge when Western and Islamic communities converge.Following an initial introduction to the ethno-historical formation and dissolution of the Somali postcolonial state resulting in a prolonged exodus of Somali citizens, the text is divided into two parts. Part One features an examination of young women’s approaches to schooling in the Dadaab refugee camps of northeastern Kenya; Part Two looks at schooling among Somali women resettled in a northern region of the United States. Each part includes a description of the unique, if interconnected, local factors and policies that give rise to particular forms and ends of schooling as designed for refugee women. Several chapters depict women’s strategic use of schooling to respond to structural forces, build intercultural social networks, and negotiate new ways of being Somali women.Educated for Change? concludes with an analysis of the implications of Somali refugee women’s schooling experiences for working definitions of global social justice that undergird feminist political scholarship and gender-sensitive, humanitarian aid policy and practice.

Educated for Change?: Muslim Women in the West inserts Muslim women’s voice and action into the bifurcated, and otherwise male dominated, relations between the West and the Islamic East. A multilayered, multisite, educational ethnography, Buck and Silver’s study takes a novel approach to its feminist charge. Drawing upon thick description of refugee women’s school experiences in two seemingly distinct locations, Educated for Change? engages the dual nature of schooling as at once a disciplinary apparatus of local, national, and international governance, and paradoxically, a space and process through which school community members wield the power to observe, deliberate, and act as agents in the creative and willful endeavor of living. In doing so, the text locates formal schooling as a key location at which one can witness the politics of cultural change that emerge when Western and Islamic communities converge.Following an initial introduction to the ethno-historical formation and dissolution of the Somali postcolonial state resulting in a prolonged exodus of Somali citizens, the text is divided into two parts. Part One features an examination of young women’s approaches to schooling in the Dadaab refugee camps of northeastern Kenya; Part Two looks at schooling among Somali women resettled in a northern region of the United States. Each part includes a description of the unique, if interconnected, local factors and policies that give rise to particular forms and ends of schooling as designed for refugee women. Several chapters depict women’s strategic use of schooling to respond to structural forces, build intercultural social networks, and negotiate new ways of being Somali women.Educated for Change? concludes with an analysis of the implications of Somali refugee women’s schooling experiences for working definitions of global social justice that undergird feminist political scholarship and gender-sensitive, humanitarian aid policy and practice.

Rethinking the Education Doctorate so that practitioner knowledge is at the center of programmatic concern in teacher education raises provocative education policy/practice considerations. Participants in the national Carnegie Project on the Education Doctorate (CPED) are doing just this. Their accounts of rethinking what counts as educational knowledge and their reconsideration of the roles of teacher educators, scholar-practitioners, students, policy makers, and others are illuminated in this book. Asserting the primacy of practitioner knowledge, the book generates a rich and complex terrain of issues and considerations that participating CPED institutions navigate as multiple technical, normative, and political questions at the crux of educator preparation, professional growth, and control of their field. And, it is this terrain that calls attention to the nature of practitioner knowledge and its inherent potential for redirecting, mediating, and generating education policy. Conversations within and across national and local levels orient away from technical means-ends “what works” questions alone, and open into normative and political questions about educational value and professional action.In documenting the largest, most coordinated effort to rethink the educational doctorate in a century of such efforts, this book will interest teacher educators and programs engaged in pre-service and graduate level teacher education, practicing K-16 teachers, and education policy/practice interest groups and individuals. Illustrating a policy development method that is neither top-down nor necessarily ‘grass roots’, it also invites the interest of other educational sectors. Additionally, as CPED implementation contexts value interdisciplinarity, multiple methodological perspectives, and interactions and deliberations across interests, the lived consequences and significances of doing so are mapped out and, as such, hold much potential for policy/practice intersections within manifold education settings, and beyond, to settings of all kinds invested in the primacy of practitioner knowledge. Thus, a core goal of this volume is to broach these considerations with a broad readership.

Rethinking the Education Doctorate so that practitioner knowledge is at the center of programmatic concern in teacher education raises provocative education policy/practice considerations. Participants in the national Carnegie Project on the Education Doctorate (CPED) are doing just this. Their accounts of rethinking what counts as educational knowledge and their reconsideration of the roles of teacher educators, scholar-practitioners, students, policy makers, and others are illuminated in this book. Asserting the primacy of practitioner knowledge, the book generates a rich and complex terrain of issues and considerations that participating CPED institutions navigate as multiple technical, normative, and political questions at the crux of educator preparation, professional growth, and control of their field. And, it is this terrain that calls attention to the nature of practitioner knowledge and its inherent potential for redirecting, mediating, and generating education policy. Conversations within and across national and local levels orient away from technical means-ends “what works” questions alone, and open into normative and political questions about educational value and professional action.In documenting the largest, most coordinated effort to rethink the educational doctorate in a century of such efforts, this book will interest teacher educators and programs engaged in pre-service and graduate level teacher education, practicing K-16 teachers, and education policy/practice interest groups and individuals. Illustrating a policy development method that is neither top-down nor necessarily ‘grass roots’, it also invites the interest of other educational sectors. Additionally, as CPED implementation contexts value interdisciplinarity, multiple methodological perspectives, and interactions and deliberations across interests, the lived consequences and significances of doing so are mapped out and, as such, hold much potential for policy/practice intersections within manifold education settings, and beyond, to settings of all kinds invested in the primacy of practitioner knowledge. Thus, a core goal of this volume is to broach these considerations with a broad readership.

In traditional educational research, race is treated as merely a variable. In 1995, Gloria Ladson-Billings and William F. Tate, IV argued that race is under-theorized in education and called for educational researchers to pay closer attention to the relationship between race and educational inequity (Ladson-Billings and Tate, 1995). In particular, they argued, drawing on legal scholar, Derrick Bell’s notion of Racial Realism (Bell, 1995), that racialized inequities are not accidental or aberrant; rather, racialized educational inequities are the result of particular and specific policies and practices that are designed to maintain particular forms of dominance and marginalization. More specifically, Bell and later Ladson-Billings and Tate, argue that racial inequity persists despite liberal policies and legislation that were ostensibly designed to eradicate it. The Racial Realist perspective takes into the consideration the longevity and history of racism, racial inequity and White supremacy in the U.S. and serves as a mirror to reflect back the limitations of proposed policies and legislation that fail to address those issues. In this way, Critical Race Theory and the scholars who draw on CRT, view our work as an important “check and balance” in the effort toward racial equality.

In traditional educational research, race is treated as merely a variable. In 1995, Gloria Ladson-Billings and William F. Tate, IV argued that race is under-theorized in education and called for educational researchers to pay closer attention to the relationship between race and educational inequity (Ladson-Billings and Tate, 1995). In particular, they argued, drawing on legal scholar, Derrick Bell’s notion of Racial Realism (Bell, 1995), that racialized inequities are not accidental or aberrant; rather, racialized educational inequities are the result of particular and specific policies and practices that are designed to maintain particular forms of dominance and marginalization. More specifically, Bell and later Ladson-Billings and Tate, argue that racial inequity persists despite liberal policies and legislation that were ostensibly designed to eradicate it. The Racial Realist perspective takes into the consideration the longevity and history of racism, racial inequity and White supremacy in the U.S. and serves as a mirror to reflect back the limitations of proposed policies and legislation that fail to address those issues. In this way, Critical Race Theory and the scholars who draw on CRT, view our work as an important “check and balance” in the effort toward racial equality.

This is a ground-breaking research study on Black immigrant identities in South African schools. It is the first major book on racial integration and immigrant children in South African schools. The overall aim of this study is to investigate how immigrant students negotiate and mediate their identity within the South African schooling context.This study set out to explain this complex phenomenon, guided by the following research objectives: One, to describe how immigrant student identities are framed, challenged, asserted and negotiated within the institutional cultures of schools. Two, to evaluate the extent to which the ethos of these schools has been transformed towards integration in the truest sense and to determine how immigrant students perceive this in practice? Three, to explore the ‘transnational social fields’ in terms of social networks and cross-border linkages of immigrant students and how this impacts on their identity formation. Four, to determine if there are any new forms of immigrant student self-identities that are beginning to emerge? Five, to determine the extent to which racial desegregation has been accompanied by social integration between immigrant and local students. Six, to determine the impact of the South African social/schooling context on immigrant student identity formation. And seven, to identify critical lessons and ‘good practice’ that could be learnt and used to accelerate the racial desegregation and social integration of immigrant students in South African schools.

This is a ground-breaking research study on Black immigrant identities in South African schools. It is the first major book on racial integration and immigrant children in South African schools. The overall aim of this study is to investigate how immigrant students negotiate and mediate their identity within the South African schooling context.This study set out to explain this complex phenomenon, guided by the following research objectives: One, to describe how immigrant student identities are framed, challenged, asserted and negotiated within the institutional cultures of schools. Two, to evaluate the extent to which the ethos of these schools has been transformed towards integration in the truest sense and to determine how immigrant students perceive this in practice? Three, to explore the ‘transnational social fields’ in terms of social networks and cross-border linkages of immigrant students and how this impacts on their identity formation. Four, to determine if there are any new forms of immigrant student self-identities that are beginning to emerge? Five, to determine the extent to which racial desegregation has been accompanied by social integration between immigrant and local students. Six, to determine the impact of the South African social/schooling context on immigrant student identity formation. And seven, to identify critical lessons and ‘good practice’ that could be learnt and used to accelerate the racial desegregation and social integration of immigrant students in South African schools.

For most of US history, most of America’s Latino population has lived in nine states—California, Arizona, New Mexico, Colorado, Texas, Illinois, Florida, New Jersey, and New York. It follows that most education research that considered the experiences of Latino families with US schools came from these same states. But in the last 30 years Latinos have been resettling across the US, attending schools, and creating new patterns of inter-ethnic interaction in educational settings. Much of this interaction with this New Latino Diaspora has been initially tentative and improvisational, but too often it has left intact the patterns of lower educational success that have prevailed in the traditional Latino diaspora.Revisiting Education in the New Latino Diaspora is an extensive update, with all new material, of the groundbreaking volume Education in the New Latino Diaspora (Ablex Publishing) that these same editors produced in 2002. This volume consciously includes a number of junior scholars (e.g., C. Allen Lynn, Soria Colomer, Amanda Morales, Rebecca Lowenhaupt, Adam Sawyer) and more established ones (Frances Contreras, Jason Irizarry, Socorro Herrera, Linda Harklau) as it considers empirical cases from Washington State to Georgia, from the Mid-Atlantic to the Great Plains, where rural, suburban, and urban communities start their second or third decades of responding to a previously unprecedented growth in newcomer Latino populations. With excuses of surprise and improvisational strategies less persuasive as Latino newcomer populations become less new, this volume considers the persistence, the anomie, and pragmatism of Latino newcomers on the one hand, with the variously enlightened, paternalistic, dismissive, and xenophobic responses of educators and education systems on the other. With foci as personal as accounts of growing up as an adoptee in a mixed race family and the testimonio of a ‘successful’ undocumented college graduate to the macro scale of examining state-level education policies and with an age range from early childhood education to the university level, this volume insists that the worlds of education research and migration studies can both gain from considering the educational responses in the last two decades to the ‘newish’ Latino presence in the 41 U.S. states that have not long been the home to large, wellestablished Latino populations, but that now enroll 2.5 million Latino students in K-12 alone.

For most of US history, most of America’s Latino population has lived in nine states—California, Arizona, New Mexico, Colorado, Texas, Illinois, Florida, New Jersey, and New York. It follows that most education research that considered the experiences of Latino families with US schools came from these same states. But in the last 30 years Latinos have been resettling across the US, attending schools, and creating new patterns of inter-ethnic interaction in educational settings. Much of this interaction with this New Latino Diaspora has been initially tentative and improvisational, but too often it has left intact the patterns of lower educational success that have prevailed in the traditional Latino diaspora.Revisiting Education in the New Latino Diaspora is an extensive update, with all new material, of the groundbreaking volume Education in the New Latino Diaspora (Ablex Publishing) that these same editors produced in 2002. This volume consciously includes a number of junior scholars (e.g., C. Allen Lynn, Soria Colomer, Amanda Morales, Rebecca Lowenhaupt, Adam Sawyer) and more established ones (Frances Contreras, Jason Irizarry, Socorro Herrera, Linda Harklau) as it considers empirical cases from Washington State to Georgia, from the Mid-Atlantic to the Great Plains, where rural, suburban, and urban communities start their second or third decades of responding to a previously unprecedented growth in newcomer Latino populations. With excuses of surprise and improvisational strategies less persuasive as Latino newcomer populations become less new, this volume considers the persistence, the anomie, and pragmatism of Latino newcomers on the one hand, with the variously enlightened, paternalistic, dismissive, and xenophobic responses of educators and education systems on the other. With foci as personal as accounts of growing up as an adoptee in a mixed race family and the testimonio of a ‘successful’ undocumented college graduate to the macro scale of examining state-level education policies and with an age range from early childhood education to the university level, this volume insists that the worlds of education research and migration studies can both gain from considering the educational responses in the last two decades to the ‘newish’ Latino presence in the 41 U.S. states that have not long been the home to large, wellestablished Latino populations, but that now enroll 2.5 million Latino students in K-12 alone.

Applied Anthropology provides a new perspective on today’s higher education environment. Volatile and unpredictable forces affect research and instruction across many sectors and levels, and global dynamics are among the strongest drivers of change. Further, within American higher education, daunting complexity and multiple layers of activity weave a rich tapestry of environment, structure, and culture.This book provides three complementary anthropological perspectives as a framework for analyzing the ground-shifting changes underway in higher education – the higher education mindset, political and policy perspectives, and instruction and learning. These domains intersect with many operational dimensions of higher education – research, health care, athletics, economic development, fiscal management, planning, and faculty roles/challenges – another way of framing the complexity of the situation we are addressing. Book chapters also provide a set of implications for higher education policy. The book concludes with a vision of next steps in research and practice to further anthropology’s contribution to higher education policy and practice.The intended audience includes both academic and professionals—e.g., faculty and students in departments of higher education, anthropology, and education policy. Higher education leaders, administrators, governing board members, and many others will find the book helpful in providing insight into today’s challenges. The book will also be of use to professionals outside higher education who work on policy issues, on meeting the needs of employers, and on preparing students for careers in public service.

Applied Anthropology provides a new perspective on today’s higher education environment. Volatile and unpredictable forces affect research and instruction across many sectors and levels, and global dynamics are among the strongest drivers of change. Further, within American higher education, daunting complexity and multiple layers of activity weave a rich tapestry of environment, structure, and culture.This book provides three complementary anthropological perspectives as a framework for analyzing the ground-shifting changes underway in higher education – the higher education mindset, political and policy perspectives, and instruction and learning. These domains intersect with many operational dimensions of higher education – research, health care, athletics, economic development, fiscal management, planning, and faculty roles/challenges – another way of framing the complexity of the situation we are addressing. Book chapters also provide a set of implications for higher education policy. The book concludes with a vision of next steps in research and practice to further anthropology’s contribution to higher education policy and practice.The intended audience includes both academic and professionals—e.g., faculty and students in departments of higher education, anthropology, and education policy. Higher education leaders, administrators, governing board members, and many others will find the book helpful in providing insight into today’s challenges. The book will also be of use to professionals outside higher education who work on policy issues, on meeting the needs of employers, and on preparing students for careers in public service.

The rapid change that higher education is undergoing is impacting all of the core mission elements: teaching and learning, research, service, and engagement with the external world (e.g., community engagement and health care delivery). Navigating this environment requires understanding of the underlying dynamics, with particular attention to how the issues are affecting the directions higher education will take. The main focus of the book is on teaching and learning, providing important context for understanding dynamics affecting how we can achieve our goals in teaching and learning. The intended audience includes both academics and professionals (e.g., faculty and students in departments of higher education, anthropology, and education policy). Higher education leaders, administrators, governing board members, and many others will find the book helpful in providing insight into the future of higher education, especially as it concerns instruction and learning. The book will also be of use to professionals outside higher education who work on policy issues, on meeting the needs of employers, and on preparing students for applying knowledge in their personal lives.