Educational Anthropology

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Denzin, N. K., Lincoln, Y. S. & Smith, L. T. (Eds.). (2008).   Handbook of critical and indigenous methodologies.   Los Angeles : Sage.  

     GN 345 H355 2008

Summary:     "The Handbook of Critical Methodologies" covers everything from the history of critical and indigenous theory and how it came to inform and impact qualitative research and indigenous peoples to the critical constructs themselves, including race/diversity, gender representation (queer theory, feminism), culture, and politics to the meaning of "critical" concepts within specific disciplines (critical psychology, critical communication/mass communication, media studies, cultural studies, political economy, education, sociology, anthropology, history, etc. - all in an effort to define emancipatory research and explore what critical qualitative research can do for social change and social justice.”

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     Kintanar, T. B. (Ed.).   (2009). The University of the Philippines cultural dictionary for Filipinos. (2nd ed.) Quezon City : University of the Philippines Press ; Kalayaan College ; Anvil, c2009

       LB 45 U53 2009

Summary:       “The University of the Philippines Cultural Dictionary for Filipinos is the only dictionary of its kind in the Philippines. As such, it is a useful reference and guide for students, teachers, parents, supervisors, executives and leaders in different fields. We therefore believe it belongs in every home and organization, just like good dictionaries in Filipino and English”.

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     Levinson, B. A. U. & Pollock, M. (Eds.). (2011).   A Companion to the anthropology of education.   Chichester, West Sussex, U.K. : Wiley-Blackwell.

       LB 45 C66 2011

Summary:     “A Companion to the Anthropology of Education presents a comprehensive and state-of-the-art overview of the field, exploring the social and cultural dimension of educational processes in both formal and nonformal settings. Explores theoretical and applied approaches to cultural practice in a diverse range of educational settings around the world, in both formal and non-formal contexts Includes contributions byleading educational anthropologists Integrates work from and on many different national systems of scholarship, including China, the United States, Africa, the Middle East, Colombia, Mexico, India, the United Kingdom, and Denmark Examines the consequences of history, cultural diversity, language policies, governmental mandates, inequality, and literacy for everyday educational processes.”

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    Suzuki, L.A., Ponterotto, J. G., & Meller, P. J. (Eds.) (2001).     Handbook of multicultural assessment: Clinical, psychological, and educational applications. (2nd ed.) San Francisco, Calif. : Jossey-Bass.

       BF 176 H36 2001

Summary:   “This thorough analysis of multicultural assessment covers significant issues, including the major instruments and procedures, cognitive and educational assessment, and cross-cultural sensitivity and ethics. Offering the most current empirical research, theory, and specific recommendations, the volume includes case studies that illustrate culturally sensitive procedures and tables that highlight comparisons between particular measures, competencies, and assessment practices. Including updated articles from the original contributors as well as entirely new contributions, the revised version offers compelling ideas for conducting assessments with minority populations”.

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