Bradley Levinson Research Collection

Permanent link for this collectionhttps://hdl.handle.net/2022/25629

Browse

Browsing Bradley Levinson Research Collection by Author "Winstead, Teresa"

Filter results by typing the first few letters
Now showing 1 - 2 of 2
  • Thumbnail Image
    Item
    An Anthropological Approach to Education Policy as a Practice of Power: Concepts and Methods
    (Springer, 2020) Levinson, Bradley A. U.; Winstead, Teresa; Sutton, Margaret
    Since the introduction to our 2001 edited volume, Policy as Practice: Toward a Comparative Sociocultural Analysis of Education Policy (Sutton and Levinson 2001), we have continued to sketch the foundational postulates of a critical anthropological approach to the study of education policy. In 2009, we expanded and deepened many of the points from that introduction, more systematically introducing and defining theoretical terms, and providing a bit of their intellectual genealogy (Levinson et al. 2009). We also discussed certain methodological considerations that accompanied the theoretical approach, and we argued for a type of engaged educational anthropology that goes beyond the mere “study” of education policy to its democratization and transformation. Here we provide an updated synopsis of our approach.
  • Thumbnail Image
    Item
    Theoretical Foundations for a Critical Anthropology of Education Policy
    (Routledge/Taylor Francis, 2018) Levinson, Bradley A.; Winstead, Teresa; Sutton, Margaret
    In this chapter we revisit and update the foundational postulates of our previous work, articulating a critical practice approach to the study of education policy. We provide what we hope is a more succinct and accessible statement of our approach, placing emphasis on three particular elements: 1) the historical, holistic, and cross-cultural insights that an anthropological lens brings to our understanding of policy as a practice of power; 2) the centrality of a non-dualistic and agentic conception of appropriation in social practice, and 3), an emphasis on social scientific knowledge produced democratically as much for various civic publics as for the scholarly or authorized “policymaking” communities. Along the way we highlight how our particular contribution to the anthropology of education policy, as theoretically informed by practice theory and committed to democratic praxis, has been both challenged and enriched over the last decade and a half.