Theoretical Foundations for a Critical Anthropology of Education Policy
No Thumbnail Available
Can’t use the file because of accessibility barriers? Contact us with the title of the item, permanent link, and specifics of your accommodation need.
Date
2018
Journal Title
Journal ISSN
Volume Title
Publisher
Routledge/Taylor Francis
Permanent Link
Abstract
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.
Description
Accepted manuscript, post print version
Keywords
Citation
Levinson, B. T. Winstead, and M. Sutton. (2018). “Theoretical foundations for a critical anthropology of education policy.” In A. Castagno and T. McCarty, Eds. The Anthropology of Education Policy. Pp. 23-41. New York: Routledge/Taylor Francis.
Journal
DOI
Link(s) to data and video for this item
Relation
Rights
Type
Book chapter