Introduction: Taking Up Space in Anthropology and Education
Chapter 1: "I Am Their Teacher": How a Latina Paraeducator ‘Remakes the Rules’ of School by Being There
Chapter 2: Teacher Identity in Heritage Language Spaces: Explorations of Embodied Sociospatial Understandings in Teacher-Student Relationships
Chapter 3: I’m Here Anyway: School Choice in Indian Country
Chapter 4: Enacting Identity in the Constrained Academic Space of a Boarding School for Indigenous Students
Chapter 5: A Collaborative Exploration of Power, Access, and Resource Distribution in Higher Education
Chapter 6: I wanna Get Out of Here and Never Come Back’: Lines of Flight in a Remedial Reading Classroom
Chapter 7: The Impact of Community within Teacher Professional Development Webinars
Aprille Phillips is assistant professor of education at Southern Oregon University
Tricia Gray is assistant professor at the University of Nebraska-Lincoln.
With its original and compelling theorization of space, this volume
is on the leading edge of current work in educational anthropology.
Agency in Constrained Academic Contexts shows how students,
teachers, parents, and other stakeholders are able to draw on their
own ‘spatial agency’ to develop and employ specific local tactics
to overcome the constraints of educational institutions. With
contributions from a stellar lineup of anthropologists of education
who examine these processes in a variety of global locations, and
written to appeal to a wide audience, this book shows how new
theory and research from educational anthropology can point the way
to more liberating and humane educational practice and policy.
*Peter Demerath, University of Minnesota, University of Minnesota;
former president, Council on Anthropology and Education*
Agency in Constrained Academic Contexts is a must-read for anyone
who is interested in the power and paradoxes inherent within all
education spaces. This edited volume scrutinizes debates regarding
the theorization of space, power, inequality, exclusion, and agency
in relation to their sociohistorical and socio-political contexts.
The contributors bring to life these debates via an anthropological
spotlight on the power education has to conserve and constrain, but
also, perhaps more importantly, on its ability to challenge
hegemonic practices and transform the world we live in.
*Lisa Russell, University of Huddersfield*
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