Despite international congresses and international journals, anthropologies of education differ significantly around the world. Linguistic barriers constrain the flow of ideas, which results in a vast amount of research on educational anthropology that is not published in English or is difficult for international readers to find. This volume responds to the call to attend to educational research outside the United States and to break out of “metropolitan provincialism.” A guide to the anthropologies and ethnographies of learning and schooling published in German, French, Spanish, Portuguese, Italian, Slavic languages, Japanese, and English as a second language, show how scholars in Latin America, Japan, and elsewhere adapt European, American, and other approaches to create new traditions. As the contributors show, educators draw on different foundational research and different theoretical discussions. Thus, this global survey raises new questions and casts a new light on what has become a too-familiar discipline in the United States.

This open access handbook brings together the latest research from a wide range of internationally influential scholars to analyze educational policy research from international, historical and interdisciplinary perspectives. By effectively breaking through the boundaries between countries and disciplines, it presents new theories, techniques and methods for contemporary education policy, and illustrates the educational policies and educational reform practices that various countries have introduced to meet the challenges of continuous change. Based on an analysis of the nature of education policy and education reform, this volume focuses on education reform and the concept of education quality. Adopting a historical and comparative perspective, it examines the dialectical relationship between education policy and education reform in various countries, assesses theoretical and practical issues in the process of moving from regulation to multiple governance in contemporary education administration, and explores the impact of globalization on national education reform and the interdependence between countries. In addition, it presents studies addressing educational policy research methodology from multiple perspectives. Highlighting the changes in national education macro policies, this volume comprehensively reveals the complex relationship between contemporary education reform and social change, and explores the links between contemporary social, political and economic systems and educational policy research and practice, offering a holistic portrait of macro trends in contemporary education reform.

There is more to education than teaching and learning, and more to anthropology than making studies of other people’s lives. Here Tim Ingold argues that both anthropology and education are ways of studying, and of leading life, with others. In this provocative book, he goes beyond an exploration of the interface between the disciplines of anthropology and education to claim their fundamental equivalence. Taking inspiration from the writings of John Dewey, Ingold presents his argument in four close-knit chapters. Education, he contends, is not the transmission of authorised knowledge from one generation to the next but a way of attending to things, opening up paths of growth and discovery. What does this mean for the ways we think about study and the school, teaching and learning, and the freedoms they exemplify? And how does it bear on the practices of participation and observation, on ways of study in the field and in the school, on art and science, research and teaching, and the university? Written in an engaging and accessible style, this book is intended as much for educationalists as for anthropologists. It will appeal to all who are seeking alternatives to mainstream agendas in social and educational policy, including educators and students in philosophy, the social sciences, educational psychology, environmentalism and arts practice.

Educational anthropology constitutes a new and important field of education. It deals with central educational concepts from an anthropological perspective. As historical and cultural anthropology, it takes into account the historicity and culturality of education. The book focuses on major issues of education: The Problem of Human Perfectibility and the Difficulty of Human Change, Mimesis in Education, Culture and Anthropology, Global and Intercultural Education, and Educational Anthropology: A New Perspective on Education. Christoph Wulf is professor of educational anthropology and member of the Interdisciplinary Center for Historical Anthropology at the Freie Universitt, Berlin.

Abuhav brings a firsthand perspective to the crises and the highs, lows, and upheavals of the discipline in Israeli anthropology, which will be of interest to anthropologists, historians of the discipline, and scholars of Israeli studies.