The Schoolyard Gate: Schooling and Childhood in Global Perspective

Anderson‐Levitt, Kathryn M.

doi:10.1353/jsh.2005.0042

Cited by 36 publications

(16 citation statements)

References 50 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Teaching per se is scarce, while corporal punishment and verbal abuse are common (Lancy ). In Guinea, the teachers’ motto is “Il faut suffrir pour apprendre [to learn, one must suffer]” (Anderson‐Levitt :988). Classrooms and the inherent pedagogy – well into the modern era – may have more closely resembled the iron working, ceramic, and textile workshops where apprentices toil to learn than the informal domestic settings in the village where children “pick up” many crafts.…”

Section: Implications For Future Studymentioning

confidence: 99%

“First You Must Master Pain”: The Nature and Purpose of Apprenticeship

Lancy

2012

Anthropology of Work Review

View full text Add to dashboard Cite

The goal of this study was to distill from a large body of literature on children learning crafts, such as pottery and weaving, the characteristics of apprenticeship as a distinct phenomenon. Currently, apprenticeship is considered indistinguishable from other, more informal, means of skill transmission. From the literature survey, 11 attributes were identified as belonging to the archetypal apprenticeship. The analysis then advances to consider the genesis or raison d'être for the apprenticeship. The argument is advanced that the apprenticeship is designed to simultaneously train novices in specific craft or trade skills while socializing them to join the social and cultural elite represented by master craftsmen. The article concludes by considering the role of apprenticeship in the evolution of schooling.

show abstract

Section: Implications For Future Studymentioning

confidence: 99%

“First You Must Master Pain”: The Nature and Purpose of Apprenticeship

Lancy

2012

Anthropology of Work Review

View full text Add to dashboard Cite

show abstract

“…As elsewhere, in the Philippines there was an expansion of schooling as part of a postcolonial state-building project (Anderson 1988: 18-19;Anderson-Levitt 2005;Cortes 1980). However, many pupils did not complete their elementary schooling or proceed to secondary or higher education.…”

Section: T H E S T a K E S O F I N H E R I T A N C Ementioning

confidence: 99%

An Inheritance that Cannot Be Stolen: Schooling, Kinship, and Personhood in Post-1945 Central Philippines

Cruz

2019

Comp Stud Soc Hist

View full text Add to dashboard Cite

This article seeks a deeper understanding of inheritance by examining how kinship and personhood propel, and are altered by, schooling. It foregrounds kinship's and personhood's transformative and historical dimensions with an eye to their complexity and unevenness. The post-1945 generation in the central Philippines considers schooling (edukasyon) as their inheritance from their parents, who had few or no educational credentials themselves. This view reflects edukasyon’s increased value after the war, how people both judge and emulate the old landed elite, and the ongoing salience and elaboration of hierarchical parent-child ties. Alongside this view, children are recognized as completing, redeeming, and compensating for their parents. Attainment of edukasyon is seen to require not only personal striving but also solidarity and sacrifices among siblings. Yet, edukasyon also fosters autonomy and at times severs kinship ties. Finally, as an inheritance, edukasyon both depends upon and generates inequality, with long-term intergenerational implications.

show abstract

“…Additionally, formal education occupies a substantial and central amount of time in the lives of virtually everyone in the contemporary world, in the Global North or South. (Whether the structural similarities are sufficient to make school the same globally is a pressing research question [Anderson‐Levitt ].) According to the United Nations, 91 percent of children aged six to eleven worldwide are in school (UNICEF 2018) .…”

Section: Why Anthropologists Should Carementioning

confidence: 99%

Why Don't Anthropologists Care about Learning (or Education or School)? An Immodest Proposal for an Integrative Anthropology of Learning Whose Time Has Finally Come

Blum

2019

American Anthropologist

View full text Add to dashboard Cite

This article proposes a twenty-first-century anthropology of learning: comparative, integrating, powerful, speaking truth to power, and engaging in ethnographic, humanistic, and scientific investigation. Such an enterprise welcomes a wide variety of methods. An anthropology of learning includes-but distinguishes-education, socialization, enculturation, and schooling. It encompasses formal, informal, and nonformal learning. It grapples with definitions of learning and emphasizes that these are part of every human experience. Some learning happens in schools; only some of the learning matches what is explicitly intended. Sometimes learning is fostered by teaching, but pedagogy is not always required. Anthropology is an ideal discipline for investigating learning, education, and schooling-but these topics are not widely known in the field in general. The article proposes three centers of attention and provides an extended example, the "thirty-million-word gap." [learning, schooling, education, word gap] RESUMEN Este artículo propone una antropología del aprendizaje del siglo XXI: comparativa, integradora, y poderosa, que le habla la verdad al poder y comprometida con investigación etnográfica, humanística y científica.Tal iniciativa acoge una amplia variedad de métodos. Una antropología del aprendizaje incluye -pero distingueeducación, socialización, enculturación e instrucción. Abarca aprendizaje formal, informal y no formal. Confronta definiciones de aprendizaje y enfatiza queéstas son parte de cada experiencia humana. Algún aprendizaje ocurre en escuelas; sólo algún aprendizaje coincide con lo que está explícitamente diseñado. Algunas veces el aprendizaje se estimula con la enseñanza, pero la pedagogía no es siempre requerida. La antropología es una disciplina ideal para investigar sobre aprendizaje, educación e instrucción -pero estos tópicos no son ampliamente conocidos en el campo en general. Este artículo propone tres centros de atención y provee un ejemplo extendido, el "vacío de treinta millones de palabras." [aprendizaje, instrucción, educación, vacío de palabras] , ,

show abstract

The Schoolyard Gate: Schooling and Childhood in Global Perspective

Cited by 36 publications

References 50 publications

“First You Must Master Pain”: The Nature and Purpose of Apprenticeship

“First You Must Master Pain”: The Nature and Purpose of Apprenticeship

An Inheritance that Cannot Be Stolen: Schooling, Kinship, and Personhood in Post-1945 Central Philippines

Why Don't Anthropologists Care about Learning (or Education or School)? An Immodest Proposal for an Integrative Anthropology of Learning Whose Time Has Finally Come

Contact Info

Product

Resources

About