Educational Anthropology

Se indaga el sentido de la conferencia de Sloterdijk
“Normas para el Parque humano” así como las
polémicas por ella suscitada. Se realiza un diagnóstico
de la capacidad crítica del humanismo tradicional. En el
marco del naufragio del humanismo como escuela y
utopía domesticadora humana -marco en el que
Sloterdijk reclama una revisión genético-técnica de la
humanidad- se indaga ¿qué criterios pueden
establecerse para normar las inevitables luchas por los
derechos de la crianza humana? ¿Quiénes y sobre qué
bases debieran hoy detentar el derecho a la crianza?
¿Cómo determinar quiénes son los que educan y los que
son educados? Se proponen nuevos caminos que
tienen en la mediación de la técnica su formulación
discursiva y sus orígenes en las disidencias que, desde
la propia tradición filosófica, reducían la estancia del
hombre en el mundo a su expresión leída y escrita.

'what literacy does.'' First, the article reviews in-depth the ways in which development discourses define literacy, and the claims made in development discourses about the ''consequences'' of literacy for economic and political development. I then draw on 24 months of ethnographic research in Brazil with 41 highly impoverished literacy students from four literacy programs in two cities in order to demonstrate that there is no predictable ''impact'' of literacy on development. Instead, I show that the opportunities afforded by literacy depend greatly on the types of literacy and the types of literacy programs made available to students, as well as students' cultural understandings of literacy and the social, political, and economic contexts within which they attempt to assert new literacy practices. The article concludes that we should not consider literacy as an actor with some ''impact''; instead, we should examine how people use literacy in ways that are conditioned by social and cultural forces. r

Qualitative research provides opportunities to study bullying and peer harassment as social processes, interactions and meaning-making in the everyday context of particular settings. It offers the possibility of developing a deep understanding of the culture and group processes of bullying and the participants’ perspectives on peer harassment as well. It gives participants opportunities to discuss their own understanding and experiences of bullying in their own words. This article reviews qualitative studies on bullying or peer harassment in school (including some studies in which qualitative and quantitative methods — so-called mixed methods — have been used).

This article argues that the neoliberal renaissance of the 1980s marketized education, with distinctly negative social consequences. We examine the emergence and promotion of a national-level discourse that positioned schools in the service of the economy. Based on ethnographic research conducted in North Carolina, we then show how local growth elite utilized this discourse to further their own race and class interests to the exclusion and detriment of poorer, African American parents and students. We suggest that ethnographic studies of policy formation help to socially and historically contextualize contemporary debates and denaturalize unwarranted assumptions about the public good.

For the last 50 years, researchers have explored differential STEM major declaration and persistence rates among groups in college. Little is known about the specific mechanisms through which social networks affect persistence in STEM majors. Based on surveys with 2,000+ engineering and nearly 500 LGBTQIA+ STEM undergraduates, as well as 80+ interviews, we found that students' social networks were key in their declaration and persistence in STEM by helping students feel they fit in STEM. Specifically, parents provided emotional support wherein their children felt encouraged that they would be able to succeed in their difficult majors. Parents and teachers provided advice to women and underrepresented students in which they warned students that they would experience discrimination in their programs, and when they did experience this, the advice students received helped them cope. Underrepresented students who participated in race/ethnicity-focused professional engineering organizations (e.g. National Society of Black Engineers) saw engineers like themselves and were more likely to persist in their engineering degree programs than underrepresented students who did not participate in these organizations. Looking across their undergraduate career, the effects of social networks were most profound on the persistence of Black students in engineering. In addition, LGBTQIA+ students actively carved out social networks that would be affirming of their identities, particularly their gender minority identities (i.e. transgender), which helped them persist. In sum, this research highlights how the advice from individuals in their social networks helps students persist, specifically by improving their feelings of belonging in STEM. Implications for research and structural practice at K-16 are shared.

Agnieszka Cybal-Michalska (pedagogika młodzieży i kultury) Jarema Drozdowicz (antropologia edukacji, antropologia kultury) Małgorzata Grzywacz (nauki o kulturze) Daria Hejwosz-Gromkowska (pedagogika ogólna, pedagogika zdrowia) Witold Jakubowski (pedagogika kultury i mediów, andragogika) Barbara Jankowiak (pedagogika zdrowia, psychologia społeczna) Ewa Karmolińska-Jagodzik (pedagogika ogólna, pedagogika młodzieży) Karolina Kuryś (pedagogika opiekuńczo-wychowawcza) Zbyszko Melosik (socjologia edukacji, pedagogika porównawcza) Pavel Mühlpachr (pedagogika specjalna, pedagogika społeczna) Janice Myck-Wayne (pedagogika specjalna) Magdalena Piorunek (pedagogika pracy, pedagogika społeczna) Winfried Schubarth (teoria wychowania i socjalizacji) Andreas Seidel (teoria wychowania i socjalizacji) Dorota Smetanová (pedagogika resocjalizacyjna) Kristin K. Stang (pedeutologia) Lidia Suchanek (edukacja artystyczna) Eva Zamojska (pedagogika ogólna, edukacja międzykulturowa) REDAKTORZY JĘZYKOWI Katarzyna Kabacińska-Łuczak (język polski) Marianna Waters (język angielski) REDAKTOR STATYSTYCZNY Mirosław Krzyśko © Uniwersytet im. Adama Mickiewicza w Poznaniu, Wydawnictwo Naukowe UAM, Poznań 2013 Publikacja dofinansowana przez Wydział Studiów Edukacyjnych Uniwersytetu im. Adama Mickiewicza w Poznaniu

"Elinizdeki bu kitap, sosyal psikolojinin konularını en geniş kapsamıyla ele almakta, klasikleşmiş deneysel ve saha araştırmalarını en güncel bilimsel çalışmalarla harmanlamaktadır. Bu bakımdan, akademisyen ve öğrencilerin yararlanabileceği eşsiz bir kaynaktır. Kitapta, sosyal psikoloji konuları bölüm bölüm ele alınmıştır; ilgili kavram, terim, kuram ve araştırmalar aktarılırken her bölüm kendi içinde bir bütünlük arz edecek şekilde akıcı bir öyküsel kurguyla ve dille yazılmıştır ayrıca bu kitap; tarihsel olaylarla, edebî ve felsefi metaforlarla zenginleştirilmiştir.
Ayrıca bu kapsamlı çalışma, sadece bilimsel bir disiplinin temel konularını okuyucuya aktarmakla kalmamakta, aynı zamanda savaş, açlık, çevre gibi gerçek dünya sorunlarının sosyal psikolojik boyutlarıyla ilgili çözüm önerileri de getirmektedir. Bu bakımdan elinizdeki kitap yalnızca bir ders kitabı değil, aynı zamanda sosyal psikolojiye ilgi duyan herkesin merakla okuyabileceği bir kitaptır."

Education is both an indicator and an instrument of development, and its attainment is a major factor behind the accumulation of human capital. Literacy is a useful indicator of the relative development of a society. The Constitution is unequivocally committed to bring about social justice and equality of all citizens as well as to the responsibility of the state to preserve, protect and assure the rights of the marginalised groups and minorities. The importance of non-government actors lately has assumed center stage in realising the educational rights of vulnerable groups like the tribals. The paper analyses the role, pattern and impact of Kalinga Institute of Social Sciences (KISS) in imparting elementary, secondary, higher and professional education free of cost. The aspects of vocational training, professional education, multilingual education, language barrier and culture components are also dealt with while analysing the model of education the organisation provides. The paper also delves into the innovation in education for imparting holistic education to the tribal children and youth.

The results of the research Dominant and Demotic School Culture: Analysis of Tension Fields (2014-2015) are presented in the paper. Qualitative data analysis using interviews, observation, etc. was chosen for this ethnographically sensitive study. Discourses on the space, time, symbols, rituals, artefacts were analysed and interpreted. An anthropological approach viewing the topic from an emic perspective allowed the author to reveal the function of symbols, the concept of school culture, to identify the main tension fields among dominat and demotic school culture. The empirical research revealed that warnings, instructions, prohibition signs, national symbols, logos, school names, uniforms, etc. are used to represent the school. The administrative, teaching staff and students were asked not only to indicate their school symbols but also what they mean for the school community and whether they are recognised outside the school.
C. Geertz’s idea that the majority of symbols are used spontaneously, without thinking was confirmed. A number of the informants, students in particular, were unable indicate the meaning of their school symbols. The analysed symbols were mostly used to represent the school and little to create its image. The national symbols were not part of school image, some students would not even notice them probably because they were presented as modern artefacts in the majority of school classrooms. The administrative and teaching staff emphasised that, on the one hand, the abundance of school symbols, encourages one to find his “own” symbol, to identify himself with it, on the other hand, if a symbol is not acknowledged by others it loses its function to unite and bind the community.

In che modo colui/colei che apprende può essere considerato/a un agente attivo durante una lezione frontale, partecipata o un lavoro di gruppo? A tal proposito, si cercherà di capire fin dove si può spingere la libertà e la responsabilità dello studente ai fini dell'apprendimento in classe. Dunque, ci si soffermerà sul valore del feedback quale strumento utile al docente per l'orientamento alla didattica e, al contempo, prezioso per l'apprendimento consapevole dello studente. Successivamente, si analizzerà il ruolo dello studente all'interno del lavoro di gruppo e la sua interrelazione con gli ambienti di apprendimento. Inoltre, si darà spazio al fattore umano e intellettivo degli studenti, a partire dall'esperienza partecipata e dai vissuti scolastici emersi durante le interviste nel corso di Antropologia.
How can one who is learning something be considered an active agent in frontal or interactive lessons and teamwork? This essay considers how freedom and responsibility of students are possible during learning activities in class. For this reason, it will underline the importance of feedback as a tool useful for teachers to plan lessons' topics and a tool useful for students to learn knowingly. Lastly, the essay will focus on the role of the individual student in a teamwork and his/her interrelations with learning environment. Besides, in this research, human and intellective factors of students are taken into great consideration, including also their active participation during the Educational Anthropology course and their educational background, as they resulted from interviews.
L' intera miscellanea è disponibile come e-book OPEN ACCESS sul sito di Antropologia dell'Alma Mater di Bologna: https://buponline.com/prodotto/far-volare-i-banchi/

Title of my PhD-dissertation:
"Unregulated spaces: a study of self-organized ways to use the city·"
The dissertation examines how people make use of the city, with a focus on the practices people use to organize themselves in unregulated spaces. Based on a two-year, anthropological, multi-sited fieldwork in the two Danish cities, Horsens and Aarhus, I have examined 38 peoples’ ways of thinking about, using and experiencing the city. Their different stories, actions, photographs, and ways of using different urban spaces provides insight into what gives the city potential for self-organized practices. The dissertation does not analyze one embodied practice, such as street football or urban phenomenon like parkour and roofing, but develops an analytical approach that makes it possible to analyze multiple places and informants in order to explore various degrees of being self-organized and hereby conceptualize self-organization as an urban phenomenon.
Not all of the informants that where studied know each other and the places they made use of where all different. Their perspectives on the city are selected because they provide important insight into the ways in which some urban spaces can be heavily predetermined while others are less regulated and, therefore create opportunities for reinterpretation and alternative use. The informants all searched for places that were not fixed and established in advance, but where instead characterized by unpredictability, fewer social obligations and less responsibility. These spaces are defined in the dissertation as unregulated space / matrikelløse rum and they are characteristic by the fact that people can organize time, space, body and the social relations themselves. Self-organization is the analytical research optic applied to explore how the city is used.
The informants’ self-organized use of the city is not based on criminal, political, reactive or countercultural intentions, but is rooted in a curiosity and desire to redefine established meanings and the trivial rhythms that shape everyday life in the city. Their use of the city, moreover, is not radically different from other urban users, but they search far more explicitly for playful ways to use the city and push the boundaries of how the city can be conceptualized. They consciously maintain a balance between what is legal and illegal.
The dissertation is based on an interdisciplinary theoretical framework and its primarily theoretical approach is an integrated reading of the French philosopher Michel de Certeau's (1984) concept of practice and the French neomarxist Henri Lefebvre's (1991) theory of the dialectic of space and everyday life. A central argument of the dissertation is that informants `play ball against´ everyday spaces that are structured and create self-organizing tactics by negotiating the interplay between: the organized and informal, the predictable and unpredictable, and pre-established and unregulated spaces.
The self-organized use of the city is analyzed through four separate chapters that can be divided into four analytical themes: place and materiality, body and rhythms, social mobile relations and the organization of time and space. The first chapter, Characteristics and the potentials of place, examines place as form and materiality, as well as place in relation to the urban surroundings. The narratives of the informants illustrate how the value of a place is not just material, but that the social dimensions of the place influence the potential and limitations of the place (Gibson 1977). The chapter also discusses how the informants create a playful framing of the city, insofar as they play with the logics of the planned environmental and implement them in new structures of meaning (Bateson 1972).
The second chapter, Doing city, describes the physical ways in which places are used. Henri Lefebvre’s (2004) rhythmanalysis is used as a theoretical framework because it provides a nuanced way of examining how the embodied use of the city is about a sensory experience of the city as well as its temporal structures, practices, everyday routines, sounds, lights, etc. In order to grasp the unpredictable nature of the city, the informants improvise as a part of their self-organized practices. By combining observations of a musical jamsession with the city's unpredictable spatiality I argue that informants improvise and jam with rhythms of the city. They create new representations of the city by letting the rhythms of the city and its materiality play together in new formations.
The third chapter, Mobile social relations, examines the type of relations that are formed when people do not meet because of an institution, an age group or a one specific leisure activity. The Danish anthropologist Henrik Vigh’s (2006) concept of social navigation is used in order to understand how people navigate socially in everyday spaces that are constantly moving and mobile. In these types of mobile social relationships, likeminded individuals have in common that, in their everyday life, they have similar social orientations and seek similar social spaces in the city - particular spaces - where they define their own social connections and boundaries. Likeminded individuals therefore actively search for unpredictability, which marks a contrast to the social categorizations that a large part of everyday life and the institutionalized spaces that typically forms its basis.
The theoretical framework of the fourth chapter, The city - a space for self-organization?, is the dialectic of everyday life rooted in Henri Lefebvre’s critique of modernization as well as in Danish and German pedagogical discussions of the segregation of everyday life. The aim of the chapter is to explore what dimensions of the city and everyday life the informants experience as supportive or limiting for their self-organized use of the city.
The informants experiences unregulated spaces / matrikelløse rum in different ways to negotiate norms, values, temporal structures and social framings. The practice stands in contrast to regulated and institutionalized spaces, such as the youth club, school, the formalized city and the established music scene.  The contrast between spaces can be found in the degree to which people can take ownership and define: when, where and with whom. Not all people are able to manage the unpredictable nature of the city and therefore some people seek spaces that are more regulated. The dissertation stresses the importance of having social spaces with varying degrees of self-organized and formalized framework phrases, in everyday life.
The dissertation is about self-organized use of the city. The dissertation contributes to knowledge about how self-organized practices are a form of organization that arises with and in the city. In unregulated spaces/matrikelløse rum people can question the formalized framing of the city and negotiate dimensions of everyday life that, in principle, are not negotiable. The dissertation develops and presents concepts of gray oases, unregulated spaces/matrikelløse rum, likeminded individuals and spatial jamsession. The concepts provide insight into creative forces that may be more widespread than we know of and helps to raise a question of what good urban spaces are and who defines when a space is good. The dissertation contributes to a discussion on how society and pedagogical institutions create concepts of leisure, social space, social relations and participation.

Corporal punishment of children by teachers and coaches is a widespread practice known in many countries, but especially in Japan in spite of its legal prohibition there, where it has become a front-page issue involving Olympic athletes. Miller explores this issue historically as well as in contemporary practices.  He also analyzes the ways in which various discourses regarding disciplinary actions have shaped Japanese understandings of their “educational reality.” To understand this phenomenon, Miller rejects Ruth Benedict’s culturalist theory and instead, places it in the context of Michel Foucault’s theory of violence and power. It is an incisive analysis of a complex issue.

- Harumi Befu, Professor emeritus, Stanford University

An intriguing and well-written analysis on molding character in Japanese schools and sports through the widespread use of corporal punishment.  Miller frames his discussions in contexts of Japanese cultural ideals about discipline, toughness, and self-improvement, as well as in Japanese perceptions of such forms of discipline as something uniquely Japanese.  This book is an important contribution to understanding the social and cultural dynamics of core institutions in contemporary Japan.

- Theodore C. Bestor, Harvard University


Corporal punishment as a discipline of pain and an abuse of adult authority is a troubling presence in Japanese classrooms and sports fields. This is an insightful and wide-ranging analysis that overturns simple judgments with a nuanced exploration of the historical development, sociocultural locations, and heated national discourse on corporal punishment in modern Japan. It is a significant contribution to our understanding of Japanese education and sports, and it is an original anthropological perspective on how we might theorize power in Japanese society.

- William W. Kelly, Yale University


DISCOURSES OF DISCIPLINE: An Anthropology of Corporal Punishment in Japan’s Schools and Sports. Japan Research Monograph, 17. By Aaron L. Miller. Berkeley: Institute of East Asian Studies, University of California, 2013. xiii, 245 pp. (Figures, tables.) US$25.00, paper. ISBN 978-1-55729-105-9.
At the beginning of 2013 two separate stories regarding corporal punishment (taibatsu) in sport led the Japanese media headlines. The first involved the suicide of a high school student and captain of the basketball team, allegedly in response to being subjected to relentless and excessive physical punishment at the hands of the team’s 47-year-old coach, who was also a teacher at the school. The second involved 15 female judoka or judo athletes, including competitors from the London Olympics, who filed a collective letter of complaint to the Japanese Olympic committee against two coaches for using excessive physical violence and power harassment. The minister for Education, Culture, Sport, Science and Technology, Shimomura Hakubun, described the situation around these scandals as the “biggest crisis in Japan’s sport history,” stating that it was “necessary for Japan to clearly demonstrate it has eliminated violence from the sports world with its own self-cleansing functions” (Yomiuri, Feb 6, 2013).
The case of corporal punishment in Japanese sport is rendered even more unusual by the fact that it has been banned from educational settings first in 1879, and continuously since 1941. So how and why does corporal punishment persist in schools and sports clubs across Japan? This is the question Aaron Miller sets out to answer in his excellent book Discourses of Discipline. Based on long-term participant observation fieldwork in a university basketball club, grounded further in his experiences of teaching in Japanese schools and working in higher education, and drawing on extensive historical data, Miller has produced a rich and informative analysis of the practices and meanings of corporal punishment in the Japanese context. With a good degree of critical reflexivity, and adopting an anthropological approach to the question, Miller offers an interpretation, rather than an explanation, of corporal punishment, and in so doing avoids the traps of essentialism and cultural comparison.
As the book develops it is clear that the more one tries to understand and define taibatsu the more ambiguous and slippery it becomes. Indeed its origins appear to be a Japanese response to the modernization and engagement with foreign education systems rather than an indigenous concept. Prior to the Meiji Restoration taibatsu was not part of the educational vocabulary and, whilst there were forms of physical punishments in both temple and samurai schools during the Edo period, it is argued that the preference in these settings was for non-violent forms of sanction. Considering the central role of the samurai class in Meiji educational reform, and especially in the establishment of sports clubs in education, it seems likely that corporal punishment would have been absent from educational practice.
From this point onwards Miller provides an extensive historical and ethical contextualization of the practice of corporal punishment in education. He positions corporal punishment within a broader language of disciplining techniques and in doing so highlights the diversity of pedagogical styles at work in Japanese sports, from authoritarian (“bushido”) to liberal (“scientific”) coaches. It is here that the real strength of this book comes through as Miller considers the various cultural explanations for the use of corporal punishment. He addresses the scope of “uniquely” Japanese (samurai ethos, groupism, ascetic practice, character building, etc.) reasons for the continuing practice of corporal punishment and then proceeds to expose such approaches as limited in empirical evidence, being generalizations, and indeed characteristics of sports in many other cultural contexts.
In countering the various nihonjinron explanations of corporal punishment Miller utilizes the work of Michel Foucault to pose an alternative point of view. Corporal punishment is a discourse: linguistic, legal, symbolic and physical. As such it is a power relation that works through the subjectification of the individual bodies it interacts with. Understanding corporal punishment as a form of “bio-power” is effective in explaining, for example, why those who are victims of corporal punishment often do not recognize that they are victims (and may even come to be grateful for their beatings), or how others come to internalize the demands of coaches and adapt their behaviour accordingly.
As promised in the beginning, this book does not pose a solution for the corporal punishment problem. What it does is present a thorough contextualization and rethinking of the issue and in doing so paves the way for others to find the answers. In this sense the book offers policy makers, educators and coaches a way to reconsider corporal punishment and perhaps, as the minister suggests, facilitate Japanese sports’ “self-cleansing functions.” It would be essential reading for anyone interested in Japanese sport and, considering other issues and problems (bullying, school refusal, and drop-out) faced in Japanese education, a way of examining various problematic relationships of power. Finally this book exposes the culturalist shortcomings in explaining violence in a given society. One would contend that this approach could be adapted to other settings and situations where violence becomes institutionalized.
Brent McDonald, Victoria University, Melbourne, Australia

Compared to the few public higher education institutions in the prewar era, postwar Somalia boasts a large number of academic institutions at the tertiary level, mainly as privately owned universities. Although these community-initiated academic establishments are making tremendous contributions to the higher education sector, particularly in the absence of an effective national government, one can argue that much still remains at stake in terms of evaluation and quality assurance, key elements necessary for institutional accreditation and acceptance of credentials by other educational establishments issuing the same level of certificates. In this essay we aim to provide an overview discussion of the trends of higher education in Somalia and the way forward for newly emerged institutions, which have taken the bold initiative of changing the landscape of Somalia’s higher education.

Sulla scia dell'umanesimo rinascimentale, San Francesco di Sales ha elaborato – non in modo teorico ma pratico e pastorale – un progetto di educazione e di formazione integrale della persona. Ogni essere umano è chiamato a perfezionare se stesso in tutte le sue dimensioni come individuo: i sensi del corpo, le passioni e gli affetti dell'anima, le facoltà spirituali della memoria, e in modo particolare il cuore, sede della volontà e della libertà.
Tutto il progetto di Francesco ruota intorno al tema centrale dell'amore: amore di sé, amore del prossimo, amore di Dio. Si potrebbe dire che il suo è un umanesimo integrale dell'amore.
La figura e il progetto del vescovo di Ginevra sono approfonditi nel nuovo volume del prof. Morand Wirth, San Francesco di Sales. Un progetto di formazione integrale, che verrà presentato giovedì 9 dicembre presso l'Aula Juan Vecchi dell'Università. Intervengono:
- Michal Vojtáš: Pedagogia salesiana tra affetti, passioni, volontà e azione
- Wim Maria Etienne Collin: Il divino e l’umano nella spiritualità di San Francesco di Sales
- Morand Wirth: La figura di San Francesco di Sales

La scuola italiana inizia a rapportarsi con i figli della migrazione a partire dai primi anni ’90 con l’incremento costante dell’immigrazione fino alla crisi economica del 2008 per poi riprendere con altre modalità di ingresso dopo la cosiddetta ‘crisi migratoria’ del 2015. Se nella prima fase la scuola alle prese con i nuovi alunni stranieri adotta prevalentemente un approccio differenzialista che tende a leggere le diversità linguistiche e culturali come ostacoli da affrontare per inserire i corpi estranei nella communitas scolastica, con il passare degli anni le direttive politiche e i processi di governance scolastica scivolano verso altre modalità che in teoria dovrebbero aprire “la via italiana verso la scuola interculturale” (MPI 2007), ma in pratica la rendono ulteriormente meno accogliente e inclusiva. In questo articolo sostengo che la situazione dei migranti nelle scuole sia frutto di due azioni sinergiche e parallele: da un lato il confinamento che enfatizza la visibilità e la separazione degli stranieri a scuola, dall’altro la dispersione scolastica, che espelle i ‘corpi’ estranei nel percorso scolastico, facendone perdere le tracce. L’approccio adottato è quello antropologico, con riflessioni e dati che provengono dall’osservazione sul campo come responsabile scientifica del Centro Interdipartimentale sulle Migrazioni e Cooperazione allo Sviluppo Sostenibile dell’Università di Trieste incaricato nell’ultimo biennio di condurre una ricerca nei contesti scolastici per progettare azioni di contrasto alla dispersione scolastica di alunni/e con background migratorio all’interno di un progetto FAMI-Impact (2018-20) coordinato dalla Regione Friuli Venezia Giulia.

The aim of this paper is to investigate and describe the content in school rules by developing a category system of school rules, and thus making the logic behind different types of rules in school explicit. Data were derived from an ethnographic study conducted in two primary schools in Sweden. In order to analyse the data, grounded theory methodology was adapted. The analysis resulted in a category system of school rules, containing the following main categories: (a) relational rules, (b) structuring rules, (c), protecting rules, (d), personal rules and (e) etiquette rules. In the light of this categorisation, more consciously pedagogical and professional work with rules can be conducted. The category system can counteract vagueness and unreasonableness, as well as highlighting the content, logic and functions of different school rules.

The present article reviews and relates the transformations and transitional phases of schooling in an institutional ways to draw an outline in Indian Context from anthropological perspectives. The study further tries to explore different approaches and national policies in school education in a constructive and critical ways. The authors' experiences with the contemporary school culture and rigorous study of earlier and recent literature may instigates the limitations of applied polices to revise and at the same time expands the scope of future microscopic ethnographic research in the related issues.

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В книге на основе широкого круга источников проведен этнологический анализ взаимодействия религии и школы в Республике Башкортостан в условиях введения нового курса «Основы религиозных культур и светской этики». В монографии исследовано место школы и религиозного образования в этнографии, этнологии и антропологии, проанализированы факторы, влияющие на выбор родителями модулей курса ОРКСЭ, рассмотрено отношение учителей, школьников, СМИ к новому предмету и влияние предмета на учащихся.
Монография рассчитана на этнографов, историков, учителей предметов гуманитарного цикла, методистов образования, директоров школ.

This short opinion piece, published in the Fall/Winter 2015 issue of SEM Student News on the trajectories of Music Education and Ethnomusicology, provides some reflections on my integrative research in these two areas. As suggested by the editor of SEM Student News, combining strategies of music education and ethnomusicology seems a logical approach to creating more inclusive environments for musical studies and, likewise, more diverse experience for students and educators in K-12 to postsecondary and beyond. Here, I am briefly reflecting on some of the issues and possibilities in combining the pedagogies of these traditionally separate fields in music departments and schools that have arisen during my research into the anthropology of (intercultural) music education.

ABSTRAKT Në Shqipëri sapo ka nisur zbatimi i Kurrikulës së re Bërthamë për klasën përgatitore dhe arsimin fillor, e cila është e mbështetur mbi Kompetencat Kyçe të përcaktuara nga Bashkimi Evropian, sipas së cilave çdo shkollë duhet të ofrojë një program që është i ekuilibruar dhe që nxit zhvillimin shpirtëror, kulturor, mendor dhe fizik të nxënësve dhe të shoqërisë dhe i përgatit ata për mundësitë, përgjegjësitë dhe përvojat e jetës së mëvonshme. Një ndër problematikat e identifikuara në udhën e ndryshimeve të vazhdueshme të programeve të edukimit në Shqipëri është dhe mungesa e edukimit të brezave me respektin ndaj trashëgimisë kulturore për të cilën mbështes mendimin se vjen nga mënyra me të cilën kjo trashëgimi trajtohet në kulturën e edukimit (familjar dhe arsimor). Socializmi kulturor konsiderohet transmetimi i vlerave dhe normave kulturore për fëmijët. Ky punim do të përpiqet të paraqesë një pasqyrë të zhvillimit të elementëve të trashëgimisë kulturore në arsimin e ciklit të ulët dhe mënyrën si ka ardhur ajo në kohë. Nevojat aktuale të nxënësve thërrasin për një zhvillim të qëndrueshëm në një hapësirë shkollore që nuk i shërben vetëm riprodhimit masiv, por zhvillon kryesisht krijimtarinë dhe mendimin kritik dhe e ka nxënësin në qendër të procesit. Nga përvoja konkrete në shkolla që nga viti 2012 mendoj se dy metodologji të dëshmuara si të fuqishme dhe që përdorin mjetet artistike në funksion edukativ janë Drama dhe Teatri në Edukim, të cilat mund të jenë një burim mjaft i mirë për shkollat në këtë moment ndryshimesh. Që nga njësitë më të vogla të trashëgimisë kulturore shpirtërore apo objekte të thjeshta të trashëgimisë materiale mund të shërbejnë si bërthamë për të krijuar orë mësimi të integruar që nxisin mendimin kritik dhe mundësojnë mësim bashkëveprues në të cilin nxënësit marrin njohuritë " duke bërë ". Hyrje Nxitja për të shqyrtuar si objekt kërkimi trashëgiminë kulturore në arsimin fillor si pjesë e rrjedhës së historisë njerëzore botërore, ka ardhur nga puna konkrete në shkolla me metodologjinë Teatri në Edukim, e cila ka mundësuar vrojtimin e terrenit gjatë kohës që shkollat prezantoheshin me një metodologji të re, si dhe shprehja e shqetësimit në mediume të ndryshme në këto vite mbi edukimin e brezave me respekt dhe përgjegjësi ndaj trashëgimisë kulturore, e cila është vlerësuar jo pak herë si e keqtrajtuar apo zbehur dhe tjetërsuar. Shumë teori janë mbështetur mbi mënyrën se si njerëzit i zhvillojnë njohuritë dhe është dëshmuar se ky zhvillim vjen më së miri përmes ndërveprimit social, familjes, shkollës, ndërgjegjes, traditave dhe vlerave shoqërore të ambientit ku fëmija jeton. Lev Vigotsky ka ofruar një pamje të mprehtë e të thellë për të gjithë ata edukatorë që synojnë të angazhojnë fëmijët në një proces të nxënit bashkëveprues që të krijojnë mbarë mendje afatgjatë të koncepteve të ndërtuara duke e bërë mësimin të asimilueshëm, jo vetëm të mësuar përmendësh. " Çdo funksion në zhvillimin kulturor të fëmijës shfaqet dy herë: së pari në nivelin social, ndërsa më vonë në nivelin individual; së pari midis njerëzve (ndër psikologjik) dhe më pastaj përbrenda fëmijës (brenda-psikologjik).

There is a widespread idea that in grounded theory (GT) research, the researcher has to delay the literature review until the end of the analysis to avoid contamination – a dictum that might turn educational researchers away from GT. Nevertheless, in this article the author (a) problematizes the dictum of delaying a literature review in classic grounded theory, (b) presents arguments for using extant literature in the substantive field within a constructivist grounded theory, and (c) suggests data sensitizing principles in using literature, which are: theoretical agnosticism, theoretical pluralism, theoretical sampling of literature, staying grounded, theoretical playfulness, memoing extant knowledge associations, and constant reflexivity.

i SUMMARY Using ethnographic research-and attendant methods of participant-observation and informal interviewing-at twelve universities in the UK and Germany, Experiencing Ethnomusicology studies the transmission of ethnomusicology, while exploring the ways in which students experience and make sense of their (world) musical encounters. Discussions begin with the contexts and broader organisational structure of higher education in which ethnomusicology is transmitted. Drawing on the voices of ethnomusicologists, the first chapter illustrates the ideological and social practices that inform the disciplining of ethnomusicology and its transmission to students at universities. Subsequent chapters focus on student experiences of the transmission of ethnomusicology and world musics. Specific emphasis is placed on how students make music meaningful and useful in their academic and personal lives, and what and how they learn when ethnomusicology is transmitted in the university classroom. This starts with discussions about students' listening to world musics and ethnomusicologists in order to shed light into their constructing and articulating of sociocultural identity, ideas of authenticity and a heightened sense of democracy. The following part explains student experiences of performing ethnomusicology, and assesses students' change of attitude and perspective, while drawing conclusions on the politics of representation and appropriation of world musics in the performing of ethnomusicology. Focusing subsequently on activities involving the composing of ethnomusicology, the final part discusses students' recreation of world musics in the form of transcriptions and creation of ethnography, whilst reflecting on the ways in which composing ethnomusicology transforms students' senses of self and others.

From an anthropological perspective, (educational) ethnography is much more than just a method in terms of a set of techniques but a way of taking a place in and grasping the world that ethnographers aim to represent and comprehend. With an imperative of "being there," the ethnographer travels to specific locations to establish some form of physical presence in the field site. The idea of "location," therefore, is central to educational ethnography in several ways. Research on education among different categories of people in Nepal, and a vast body of ethnographic literature on education around the world, demonstrates the centrality of "location" in anthropological knowledge production. This article discusses "location" as a conceptual category in order to explore the different analytical levels at which it operates in anthropological knowledge production on education. It does so in three different ways. First, ethnographers' locations in the field-their biographical trajectories, academic backgrounds, and social positions-lay the ground for the ways in which ethnographers 'see' education in the field. Second, the historical context and socio-political developments of specific geographic locations, in this case Nepal, draw attention to ways in which existing societal concerns foster particular research interests on education and consequently shape knowledge about a given geographical location. Third, conducting ethnographic fieldwork in a variety of spatial sites within and beyond institutions of schooling allows ethnographers to explore the multiple and often conflicting meanings of education. This awareness on the multiplicity of ethnographic locations in educational ethnography promises to deepen our understanding of education, broadly defined, through a rigorous and highly contextualized inquiry that highlights multiple and contested voices and presents subjective modes of perceiving reality.
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In this chapter, I take up nexus analysis, an ethnographic sociolinguistic  approach to the study of discursive flows across scales, and its applicability to educational linguistics research.  I begin with a brief discussion that situates multidimensional inquiry in educational linguistics, highlighting the conceptual relevance of scales.  Then, turning to nexus analysis, I provide an exposition of some of its fundamental principles and how they facilitate scalar research.  Next, I discuss how these principles allow nexus analysis to be used as a meta-methodology to guide the selection and integration of multiple methods for data collection and analysis, since multi-method research is often called for in educational linguistics.  Finally, I reflect on how the principled yet flexible nature of nexus analysis makes it useful as a guide to research design in educational linguistics.

Pensar la relación filosofía, política y pedagogía en la obra de Paulo Freire es adentrase en el complejo campo de una filosofía crítica de la educación desde América Latina. Lo anterior consigue evidenciarse en las propuestas del autor en torno a temas como: la centralidad de la pregunta por el ser humano en cualquier acción humana, de mayor importancia en acciones orientadas a la humanización, como las derivadas de la educación y de la formación. Para el autor, la teoría crítica en sus potencias filosóficas y políticas requiere de expresiones pedagógicas que permitan la generación de procesos de concienciación tendientes a la transformación social, a esto es a lo que se ha denominado en este texto como giro pedagógico de la teoría crítica. Por último, las bases de este pensar filosófico, político y pedagógico se encuentran en la propuesta epistémica del autor, una suerte de defensa de la curiosidad epistemológica como dinamizadora de la experiencia humana de abrir sentidos y crear historia.

Abstract
Thinking philosophy, politics and pedagogy relationship in the work of Paulo Freire is penetrate in the complex field of critical philosophy of education from Latin America. This gets evident in the author’s proposals on issues such as the centrality of the question of human being in any human action, oriented more important in humanizing actions, as those derived from education and training. For the author, the critic in his philosophical and political powers, theory requires pedagogical expressions to the generation process awareness aimed at social transformation, this is what has been referred to in this text as a teaching rotation theory review. Finally, the basis of this philosophical, political and pedagogical thinking are in the epistemic proposal of the author, a sort of defense of epistemological curiosity as a dynamic of human experience of senses open and create history.

Grounded in scholarly analysis and personal reflection, and drawing on a multi-sited and multi-method research design, Momentous Mobilities disentangles the meanings attached to temporary travels and stays abroad and offers empirical evidence as well as novel theoretical arguments to develop an anthropology of mobility. Both focusing specifically on how various societies and cultures imagine and value boundary-crossing mobilities “elsewhere” and drawing heavily on his own European lifeworld, the author examines momentous travels abroad in the context of education, work, and spiritual quests and the search for a better quality of life.

Eine Genealogie des schulischen Berufsintegrationsprozesses jugendlicher MigrantInnen in der Schweiz © Beltz Juventa -Korrekturabzug 195 Möglichkeitsbedingungen von Konvertibilität des sprachlichen in soziales und ökonomisches Kapital (Bourdieu 1977). Schliesslich erlaubt die Analyse von Bildungskontexten ein Verständnis derjenigen institutionellen und strukturellen Zwänge und Logiken -welche aus gegebenen politisch-ökonomischen Bedingungen resultieren -, die dazu führen, dass Sprachpraktiken und Sprechenden ein gewisser Wert zugeschrieben wird und nicht ein anderer ). Zeitgenössische Studien zu Sprache und Bildung (Martin-Rojo 2010, 2014; Urciuoli 2008, 2010; Urciuoli/LaDousa 2013) zeigen beispielsweise, dass unter spätkapitalistischen Bedingungen die Kapitalisierungspraktiken von Sprache und Sprechenden in Bildungs-und Arbeitskontexten stark durch staatliche Bedürfnisse strukturiert sind, um aus Individuen produktive Arbeitskräfte zu machen, welche in einer transnationalisierten, multilingualen Wirtschaft einsetzbar sind und somit zur Schaffung von wohlhabenden Nationen beitragen können (Duchêne/Heller 2012; Duchêne/ Moyer/Roberts 2013; Duchêne 2011). Sich auf diese Forschungsliteratur stützend ist es das Ziel dieses Beitrages, zu diskutieren, wie diese Wertzuschreibungspraktiken, bzw. Kapitalisierungs-und Dekapitalisierungsprozesse (Martin-Rojo 2010) sich in den alltäglichen Praktiken einer postobligatorischen Schule materialisieren, welche in einer der wichtigsten frankophonen Städte der Schweiz zu verorten ist 1 . Der staatliche Auftrag dieser Bildungsinstitution, welche wir Service A.M.E. [Bildungsangebot A.M.E.] nennen werden, besteht darin, neuankommende jugendliche Migranten aufzunehmen und diese in ihrem schulischen und beruflichen Integrationsprozess zu begleiten. Unsere Analyse wird auf diskursivem Datenmaterial 2 basieren, welches zwischen 2012 und 2013 im Rahmen einer ethnographischen Studie gesammelt wurde, in der wir die Schulleitung, Lehrkräfte sowie zwei Schulklassen in ihren alltäglichen Praktiken begleitet haben 3 . Auf der Basis einer Analyse des schulischen und professionellen ‚Integrationsparcours' dreier Schüler des Service A.M.E. ist das Ziel dieses Beitrages, die Logiken aufzuzeigen, welche diesen Parcours strukturieren, und zu 1 Alle in diesem Text genannten Namen von Personen und Institutionen wurden anonymisiert. 2 Dieses Datenmaterial besteht hauptsächlich aus Feldnotizen, semidirektiven Interviews mit SchülerInnen, Lehrkräften, SozialarbeiterInnen und administrativem Personal, institutionellen Dokumenten und Gesprächstranskripten. 3 Dabei haben wir uns hauptsächlich mit folgenden Aspekten des schulischen Alltags des Service A.M.E. beschäftigt: Schulunterricht, Lehrerkonferenzen, Notenkonferenzen; Beitritts-und Übertrittgespräche, Elterngespräche; aber auch Berufspraktikumsbesuche, Berufscoachinggespräche, und Praktikumsevaluationsgespräche.

Agnieszka Cybal-Michalska (pedagogika młodzieży i kultury) Jarema Drozdowicz (antropologia edukacji, antropologia kultury) Magdalena Grzywacz (nauki o kulturze) Daria Hejwosz-Gromkowska (pedagogika ogólna, pedagogika zdrowia) Witold Jakubowski (pedagogika kultury i mediów, andragogika) Barbara Jankowiak (pedagogika zdrowia, psychologia społeczna) Ewa Karmolińska-Jagodzik (pedagogika ogólna, pedagogika młodzieży) Karolina Kuryś-Szyncel (pedagogika opiekuńczo-wychowawcza) Zbyszko Melosik (socjologia edukacji, pedagogika porównawcza) Pavel Mühlpachr (pedagogika specjalna, pedagogika społeczna) Janice Myck-Wayne (pedagogika specjalna) Magdalena Piorunek (pedagogika pracy, pedagogika społeczna) Winfried Schubarth (teoria wychowania i socjalizacji) Andreas Seidel (teoria wychowania i socjalizacji) Dorota Smetanová (pedagogika resocjalizacyjna) Kristin K. Stang (pedeutologia) Lidia Suchanek (edukacja artystyczna) Eva Zamojska (pedagogika ogólna, edukacja międzykulturowa) REDAKTORZY JĘZYKOWI Katarzyna Kabacińska-Łuczak (język polski) Marianna Waters (język angielski) REDAKTOR STATYSTYCZNY Mirosław Krzyśko © Uniwersytet im. Adama Mickiewicza w Poznaniu, Wydawnictwo Naukowe UAM, Poznań 2013 Publikacja dofinansowana przez Wydział Studiów Edukacyjnych Uniwersytetu im. Adama Mickiewicza w Poznaniu

The aim of this field study was to investigate the hidden curriculum of school rules delimited to the moral construction of ‘the good pupil’ embedded in the system of school rules in two primary schools. According to the findings, the rule system mediates a moral construction of the good pupil to the children, and this actually includes two constructions: the benevolent fellow buddy and the well-behaved pupil. Furthermore, a picture of a final learning outcome of this hidden or implicit citizenship education of school rules emerges: the good citizen who (1) does good to others and does not harm others, (2) functions well in the society and lives by its laws and norms, and (3) takes responsibility and does her or his very best. Critical thinking and the possibility of questioning, critically discussing and abolishing explicit rules are not parts of this picture.

along axes of race, class and gender, and current education reform efforts that seek to counteract these imbalances, with a key emphasis on privatized public education reform. While public schooling in the U.S. has marginalized people of color, and continues to reproduce class and racial stratification, historical and current movements also attempt to make schools into more open, democratic institutions. Thus, my analysis explores the possibilities and constraints of current education reform efforts to improve the quality and accessibility of public education for all students.

La presentación resume el concepto de razón, religión y "amorevolezza" (amabilidad) y asistencia en el pensamiento de Don Bosco. Se sintetiza la actualización de la asistencia salesiana elaborada por Herbert Franta desde un punto de vista psicológico: En la interacción pedagógica, el educador salesiano no es, simplemente, un espectador; está presente activamente, facilitando con sus aportaciones el logro de la autoeducación de los jóvenes. La pedagogía salesiana describe la presencia activa del educador, presencia que tiene una función preservadora y constructiva, de acuerdo con la categoría de la asistencia. Lecturas de referencia: Pietro Braido, Prevenir no reprimir; Herbert Franta, La asistencia como presencia activa del educador.
La presentación en prezi: https://prezi.com/7z28gi_mk_k-/?token=ab6a7f77c9a79e9aff93f23f658c98996b89fde0649d3b7bcc596c0985e9bf20&utm_campaign=share&utm_medium=copy

Viršeliui panaudota Brolių Černiauskų nuotrauka ISBN 978-609-459-272-0 © Irena Stonkuvienė, 2013 © Jovita Bagdonavičiūtė, vertimas, 2013 © Vilniaus universitetas, 2013 V I L N I U S 2013 VILNIUS UNIVERSITY PUBLISHING HOUSE 3.3. Transmission of culture and school • 237 3.3.1. Pursuit of education as a pretext of generational conflict (the end of the 19th century -the beginning of the 20th century) • 237 3.3.2. Component of culture in strategic provisions of education • 250 3.3.3. Features of ethno-cultural expression in schools of general education • 267 GENERAL CONCLUSIONS • 279 SUMMARY • 285 RESOURCES AND LITERATURE • 307 INDEX OF PROPER NAMES • 330 ANNEXES • 336 14 AUGTI LIETUVOJE: UGDYMO KAIP INKULTŪRACIJOS ESKIZAI Ko nors pasiekti nebūtų buvę lengva ir be institucinės paramos. Esu dėkinga "Versmės" leidyklai, organizuojančiai kompleksines lokalinių tyrimų ekspedicijas, Lietuvos mokslo tarybai, parėmusiai projektą "Ugdymas kaip inkultūracija", Lietuvos nacionalinio muziejaus Etninės kultūros skyriui, atvėrusiam savo fotografijų archyvus. Dėkui ir Vilniaus universiteto leidyklai, Vilniaus universiteto Filosofijos fakultetui, o ypač Edukologijos katedrai -cechui, kuriame skatinama mąstyti, ieškoti ir kurti. Kiekvienoje paminėtoje institucijoje dirba žmonės, neapsiribojantys darbo aprašais ir pareiginiais nuostatais. Nuoširdžiausiai dėkoju Jolitai Klimavičiūtei, išsamiai atsakiusiai į visus projekto metu iškilusius klausimus, Janinai Markevičienei, padėjusiai susidoroti su administraciniais sunkumais, Jolantai Storpirštienei ir Nijolei Bukantienei, rankraščio lapus pavertusioms knyga, vertėjai Jovitai Bagdonavičiūtei. Už dalykinius pokalbius, patarimus, kritiką ir padrąsinimus širdingai ačiū Vandai Aramavičiūtei, Tatjanai Bulajevai, Lilijai Duoblienei, Vilijai Targamadzei ir kitiems kolegoms. Net tik už mokslinę pagalbą, bet ir už palaikymą, tikėjimą bei pasitikėjimą ypač dėkoju Giedrei Purvaneckienei. Nuoširdžiausius padėkos žodžius tariu ir monografijos recenzentams Vidimantui Raudžiui ir Anelei Vosyliūtei.

On the basis of conducting ethnographic fieldwork from September to November 2015 at The Drum School of Cabildo in Cartagena de Indias, Colombia, this thesis seeks to examine how bodily practices are used for acquiring and transmitting knowledge and cultural content, related to the processes of identity formation in an Afro-Colombian community. We argue that the members of the Drum School of Cabildo employ pedagogical, musical, and embodied practices, as means for conveying specific knowledge related to their perceptions of the African heritage e.g. rhythms, dances, songs, etc. The aforementioned practices involve methods, which we link to concepts such as ‘learning by the body’ and ‘embodied communication’. Wealsoargue,that theprocessesofacquisitionofknowledgeattheDrumSchoolof Cabildo include both ‘conscious’ and ‘unconscious’ learning among the children. The notion of ‘habitus’ is also relevant for our analysis, and is understood as certain ways of group behaviour, determined by the educational and the socialization processes.
The concept of ‘identity’ we use in the thesis is described as dynamic and relational, and includes two dimensions: collective and individual. The term ‘Afro-Colombian’ is a relatively new word in the Colombian ethnic identity terminology, as the federal government introduced a new conceptualization for the Afro-Colombian population with the constitutional reform in 1991, as a way of distinguishing them from other ethnic groups, e.g. the indigenous people. We argue that the processes of identity formation at the school were intertwined with internal and external factors, such as music, people and values. Our analysis regarding the ‘Afro-Colombian identity’ is presented in relation to the ‘multicultural’ and ‘pluri-ethnic’ context of the Colombian Caribbean, and is studied by using the concept of ‘mestizaje’. At the end of this section, we state that self-recognition is not only being purely natural/biological, but rather a socio-cultural construction, by which we argue the perception of a non-essentialized character of the identity within our site of enquiry.
In the end of this thesis, we will present our observations and findings regarding the preservation of this so-called African heritage, and how that is expressed in the context of the Drum School of Cabildo. We mentioned that there have been variations in the people’s ideas about the Afro-Colombian cultural expressions in the Caribbean region. During our fieldwork in Cartagena, we have observed other issues related to the African legacy, which made us reflect on what the idea of ‘change’ might mean in the context of La Boquilla and the DSC. We will analyze the latter in relation to three significant subjects related to the African legacy: the notion of ‘cabildo’, the freetown of San Basilio de Palenque, and the musical style ‘champeta’. Finally, we elaborate on the phenomenon of ‘invisibility’ and the policies of ‘positive discrimination’ implemented by the Colombian government in the community of La Boquilla.
In order to support our analytical points we will elaborate the following problem statement:  How are the members of the Drum School of Cabildo constructing their identity through embodied practices, music and pedagogy and which elements are involved within this process.

Animals and Society is an exploration of the connection between human socio-cultural development and our attitudes about, behaviors towards, and relationships with the animal world. As a seminar series meeting once a week, we will use class time to dive deeply into informative case studies, engage in group work, and participate in simulations that connect humanity to the realm of global biodiversity and the natural world.

A primary goal of the course is to provide students with the opportunity to explore how our views on animals and the environment have influenced human choices, guided social change, and shaped cultural development. Through these investigations we will additionally examine current global environmental challenges, some potential solutions, and consider possible alternative courses of action.

To support these aims we will use class time and projects to look at human-animal relationships through a variety of lenses: urban and rural, historic and modern / futurist, ethical and ecological, local and global, political and economic, spiritual and industrial, agricultural, cross-cultural, literary, and through the discussion and development of our own personal experiences, views, and values.

As a Civic Engagement course requiring 20-hours of community service, students aim to: 1. Gain insight into the state of the global environment, and explore humanity's relationships with it from the perspective of the animal world. 2. Cultivate a sense of ecological consciousness and cultural curiosity built on newly informed perspectives and experiences. 3. Learn how to take positive action for and within the natural world, and begin to formulate a personal definition of one's role as an ecological citizen.

Drawing on ethnographic data from fourteen in-depth interviews with individuals who have either taught or plan to teach English abroad, this study uses the English as a foreign language teacher (EFLT) as a departure point with which to examine and challenge the traditional dichotomies of work-leisure, host-guest, and home-away that are found in migration and tourism studies. A broad range of literature, including studies of backpackers; expatriates; study abroad students; working and volunteer tourists; and migrants is woven together to demonstrate that figures of mobility such as the EFLT are not separate, but rather overlap and merge in a multitude of ways. Many aspects of the lived experience of teaching English as a foreign language (TEFL) are explored, including travel motivation; recruitment; relationship to time and space; identity formation; and the return home.

The aim of this paper is to investigate children's views and experiences of democracy and pupil participation in relation to everyday school life, and to let their voices be heard on these issues. The data for this paper was derived from two ethnographic research projects conducted in three elementary schools in Sweden. In the classes investigated at two of the three schools, the adults are those who make decisions about school and classroom rules. Pupils are seldom given any opportunity to create, modify or repeal formal rules through open negotiations. In contrast, at the third school, children's influence and their ability to have a say are an important explicit goal for the teachers. Nevertheless, as well as in the two other schools, even in this school with the declared goal of working with democracy in this way, we found obstacles and limitations that counteracted school democracy: (a) discontinuity, (b) the long-term interaction pattern of teacher power and pupil subordination in the school organisation, which in turned encouraged and educated compliance with authority rather than deliberative democratic participation, (c) naive trust in teachers, (d) the school process of suppressing children's voices, and (e) unfair inconsistencies constructed by teachers.

Por meio de entrevistas e de depoimentos obtidos em processos de avaliação de  componentes da Formação Geral (FG), propomos analisar a experiência de ingresso na Universidade Federal do Sul da Bahia (UFSB) a partir das ideias de Paulo Freire e Anísio Teixeira – autores centrais no Plano orientador da universidade, tomados como ponto de partida no  processo da FG. Essa análise nos serve também para pensar o debate político  interno na UFSB, enquanto expressão de um debate mais amplo sobre modelos  de ensino superior no país, e como ele pode ser visto à luz de críticas clássicas à  universidade, tomando como referência a obra de Maurício Tragtenberg (2004) e o que escreve sobre a “delinquência acadêmica”.
Este texto alterna as vozes do docente Spensy K. Pimentel e as dos alunos-autores, que têm seus trechos sinalizados em itálico. Utilizando uma metáfora musical, o texto se aproxima de uma performance de jazz, não de uma peça executada por orquestra.