ANTHROPOLOGY OF EDUCATION
ADMPS 2352 / EDUC 2109
Semester 2181 (Fall, 2017)
Time: Mondays, 4:30-7:10 Setting: 5200 Wesley W. Posvar Hall
Professor: Maureen Porter, Ph.D. Office: 5709 Posvar Hall
CONTACTS:
Office Hours are to be determined, usually Monday and Wednesday daytimes. Walk-ins are welcome, but pre-scheduled sessions have priority. I will also have separate ones for my Lehrstuhl members (i.e. my advisees), especially those who are finishing theses and dissertations or meeting milestones. Additional office hours at mutually convenient times and locations may also be offered by appointment. Please note the office guidelines that will be posted.
First Priority: sessions pre-scheduled in person
Second: office hours and drop in
Third: Phone: (412) 648-7041
Fourth: Email:
I am very glad to work with you to make this a generative learning experience that is mutually respectful and energizing. I am on campus several days each week. I am not available on the phone or email on evenings or weekends. I typically check email once moston campus workdays as my meeting and drop-in schedule allows. Unique questions may be addressed as they arise. Please note that it is often most responsive to cluster answers to general interest queries and to address shared needs in the next class and/or through the Announcements function in Courseweb.
I am usually in the room setting up if it is free. Therefore, I am not available the half hour before class begins for substantive consultations, although I welcome casual conversations. While I can meet after class with students, it should not become a common occurance, since other students who need to go to their next class would miss out on these clarifications and conversations. If you have a question, please ask during the main seminar time.
You are welcome to join me as I ensure that the technology is working well and the board is prepped. If you have a presentation, I highly recommend that you have all printouts, presentations, and media links ready before the course session starts; this will usually mean coming in early to test technology and to use the free printer. Make sure that you have all necessary cables and web access.
COURSE OBJECTIVES:
This course is designed to provide an introduction to the intersection of education and anthropology. We will read short works by many major figures in the field as well as enjoy movies that illustrate the core concepts of the course in diverse settings and time periods. Students will gain an appreciation of where the field has been and the exciting directions that engaged scholarship is taking. Examples of work in anthropology of education from all over the world help to place educational policy research in a global context. We will combine applied and theoretical study in order to situate the discipline’s contribution to policy and practice.
We draw on the anthropological tradition of understanding “education” holistically, that is in schools and in non-formal apprenticeship and community settings. We will look at many concrete examples of how anthropologists and educators have worked together to address such enduring issues as equity, accommodation, school success, marginalization, local control, ecological issues, a sense of place, rituals and festivals, local funds of knowledge, and culturally responsive pedagogy. Students will gain an appreciation of the major terms and concepts used in these intersecting fields, and will synthesize these in their project. Students will gain insight into the challenges and rewards of using anthropological concepts in order to purposefully and creatively shape school culture in their roles as social scientists, teachers, educational leaders, policy analysts, and researchers.
To these ends, students should feel free to contribute materials for our cumulative resource base. The Courseweb functions have proven to be a wonderful space through which to accumulate resources of shared interest, to share exemplary work, and to cluster supplemental links, articles, and other items. New functions make it even easier to post web links, videos, and digital resources.
Many participants have found topics that fascinate and challenge them through this course. Students will have the opportunity to identify problems that they might like to pursue through future individualized study, comp exam questions, theses, and supervised research. This is a hands-on class; participants will contribute through joint projects, oral presentations, and constructive critique of published research. An overarching goal of the course is to lay the foundation for a sustainable community of practice among students fascinated by the field of anthropology of education.
FACULTY PROFILE:
While this course offers an overview of topics central to the field of anthropology and education, students have the added advantage of my personal spin on topics of professional interest. This list reflects my own scholarship and the years of study, fieldwork, policy analysis, and writing in Wisconsin, Minnesota, Washington DC, Appalachia, California, Germany, Bolivia and Peru, and most recently, Uganda and Ethiopia. It also incorporates insights gained at the University of Wisconsin-Madison, the Universität Freiburg imBreisgau, Stanford, the Universität Augsburg, and the University of Pittsburgh. Here I am affiliated with the Anthropology department and the Gender, Sexuality, and Women’s Studies programs(where I have held a joint appointments since 1996). I regularly participate with and am affiliated with Global Studies, Western European Studies, the Center for Latin American Studies, African Studies, and the European Union Center of Excellence. As a result of this background I emphasize
Nurturing a sense of place that is tied to the natural environment and a sense of place
Exploring metaphorical and linguistic elements of education policy discourse and sociolinguistics and education
Integrating multiple generations into celebrations, rituals, holidays, and festivals
Honoring indigenous contributions and struggles, especially those in the greater Americas
Implementing culturally responsive pedagogy
Sharing my Spindler lineage as an educational anthropologist
Celebrating the role of the arts, both in inquiry methods and cultural expression
Examining the role of gender in education and development and international encounters
CERTIFICATE CREDIT:
This course is regularly used by students across the university to enrich their certificate programs. If you are earning a certificate in an interdisciplinary program such as Latin American Studies, African Studies, Women’s Studies, Global Studies, etc. please notify me. By carefully selecting and focusing your final project you will likely be able to earn credit toward your certificate through this course. You should confirm your intentions to count the course toward a certificate with the relevant office early in the term. Since the individual project at the end of the term can encompass many formats, overlapping credit is quite possible.
CORE TEXTS:
The course texts have been chosen for their variety of chapters and effective combination of theory, examples, pedagogies, and policy cases. They will inspire you because of their content as well as their range of writing styles. The current list has been generated with students’ feedback from previous courses as to their favorite and most inspiring resources.
Benson, P, Galbraith, J & Espeland, P. (2012). What kids need to succeed. Proven, practical ways to raise good kids. Third Edition. Minneapolis, MN: Free Spirit Publishing. Item #27-23975, 1(800) 735-7323 or Mary Shrader (612) 692-5526, or What teens need to succeed: Proven, practical ways to shape your own future. Item #27-471 Available in print and in e-book format (teens). I recommend trying to get this text early.
Bigelow, B & Peterson, B. Rethinking Columbus: The next 500 years. (2nd Ed.). Milwaukee, WI: Rethinking Schools. ISBN: 094-296-120x
Deal, T. & Peterson, K. (2009). Shaping school culture: Pitfalls, paradoxes and promises. Second Edition. San Francisco: Jossey-Bass. ISBN: 978-0-7879-9679-6
OPTIONAL: Peterson, K. & Deal, T. (2009). The shaping school culture fieldbook. Second Edition. San Francisco: Jossey-Bass. ISBN: 978-0-7879-9680-2 (pbk)
Louv, R. (2006). Last child in the woods: Saving our children from nature-deficit disorder. Chapel Hill; Algonquin Books. ISBN: 978-1-56512-522-3 Or Second Edition. (2008) ISBN: 978-1-56512-605-3
Sims, M. & Stephens, M. (2005). Living folklore: An introduction to the study of people and their traditions. Logan, Utah: Utah State University Press. ISBN: 0-87421-611-7. Or Second Edition. (2011) ISBN: 978-0-87421-844-2 in cloth or 978-0-87421-845-9 for the e-book.
Spindler, G. (Ed.). (1997). Education and cultural process: Anthropological approaches. Third Edition. Prospect Heights, IL: Waveland Press. ISBN: 0-88133-958-X
If there is enough student interest, we may also bring in additional readings from Geneva Gay, Shabana Mir, and Sherman Alexie ( the latter is coming to Pittsburgh in October for a lectur)!!
I recommend that you view/review movies for the course communally. Some may be shown in part or in full during class. They may also be available through the Stark Media Center in G20 Hillman. Feel free to contact Katie or Mihnea at (412) 648-7232 or (412) 648-5930 with any questions. If English is not your native language, or you would benefit from another viewing, feel free to do so.
The Book Center hasreopened in grand style on Fifth. Their new website is:
COURSEWEB:
An accompanying Courseweb site will be continually developed in conjunction with the course. It includes core vocabulary and both required and supplemental resources for each unit. Students should check this resource frequently for updates. Units will likely change as content becomes available. Students should feel free to contribute materials for this cumulative resource. Students with exemplary work may be asked to contribute to the model projects folders.
Assignments will reflect the particular emphases, sessions, and strengths of each cohort; they change annually in detail but not in overall intent. The Assignments tab reflects previous courses’ assignments and archives helpful resources that can deepen your understanding of the purpose and significance of the anthropological exercises. Look at this as a resource, not firm set of criteria, until this year's actual assignments are posted. Be sure that you are looking at the confirmed 2181 assignment.
Courseweb is currently piloting a Blackboard app that students can get for free at the beginning of this term. It will facilitate mobile access to some of the features of the full course site. Stay tuned to Pitt resources to find out the status of this app.
CORE COMPETENCIES:
You are responsible for gaining the core technological skills in Powerpoint, Prezi, library searching, word processing and bibliographic programs (e.g. EndNote, Zotero, Mendeley, etc.) needed to complete the course. Most forms of technology have new iterations and capacities, so ongoing professional development is essential to being an engaged adult learner. Students can acquire free or greatly reduced cost software through the university.
Students should make full use of the training sessions on searching the vast library system holdings in the University Library system. After they have made a good effort on their own, they should feel free to consult with Laurie Cohen, the education specialist at Hillman Library. She is available at and (412) 648-7731. There are also specialist librarians who work with each of the Area Studies programs. Learning to navigate the physical and virtual realms of our great libraries is a Basic Areas of Education skill that should be continually refreshed. A new education portal to Hillman has just been developed and we hope to make good use of it. We may also have a chance to contribute to a relevant LibGuide.
I recommend getting a copy of the Sixth Edition of the APA Publication Manual and consulting it frequently. It can help you cite electronic as well as print resources. I like the spiral bound edition. There are also an increasing number of official on-line resources to help you master scholarly citation.
Creating cohesive and selective annotated bibliographies using EndNote, Zotero, Mendeley or RefWorks is also a Basic Areas of Education skill. Consult the home websites, e.g. , and stay tuned for a dedicated afternoon session in September as well as public Hillman Library training sessions. You may also contact Laurie Cohen (above) or Marnie Hampton ( and (412) 648-7770) for assistance as they concurrently explore the Mendeley capacities. Students will be expected to demonstrate facility with bibliographic software and will be required to append screen shots to their papers and projects.
Students using this course to complete comprehensive exams or MA theses should expect to turn in their final paper in ETD format. Free help in learning this template can be found via Hillman Library.
As guides that speak to users who have a wide range of expertise, I recommend and myself use:
Harris, R. (2005). Using sources effectively: Strengthening your writing and avoiding plagiarism. 3rd Edition. Glendale, CA: Pyrczak Publishing. ISBN: 1-884585-57-4
Galvan, J. (1999) Writing literature reviews: A guide for students of the social and behavioral sciences. Los Angeles, CA: Pyrczak Publishing. ISBN: 1-884585-93-0.
ENGAGEMENT:
Participants are expected to arrive on time, to attend all course meetings and to participate fully. If you must be absent from a scheduled meeting, I appreciate being informed in advance. However, if weather or an emergency precludes you from safely reaching campus, let prudence prevail. Students who are exhibiting signs of illness that is of contagion or concern should err on the side of recuperating and not unduly spread infections. Students remain responsible for contacting their colleagues to find out about assignments, changes in the syllabus and the discussions that they missed by not being present. Students are responsible for meeting with their presentation groups and for coordinating all work even if they are ill or absent from some meetings. Students should expect to meet and plan presentations as a team, not as a series of individuals.
I expect that all participants will contribute to a positive and open seminar atmosphere by actively listening, contributing to discussions, and demonstrating mutual respect for one another. The course deals head on with difficult and often personally passionate issues. Therefore we will strive to create a space for inquiry that is collaborative, respectful, and supportive.
Nearly all of the assignments will be incorporated into the class sessions.
Therefore, students should be prepared to hand in and/or share hard copies of all their assignments in class at the beginning of class.
This may require coming to campus in a timely manner to use the printers and computers and checking out all technological and media tools that they wish to use for presentations ahead of class time. It is up to you to work with the tech support staff to make sure that your presentation and projects are in order and ready well before 4:30. Be sure that you have all necessary cables and adapters for your kind of computer! Also know that you still have a generous, free allocation for printing here in the labs.
I strongly encourage you to work in small groups to build a collaborative study guide for the core concepts. You may select these groups yourself. If you wish, I can set up wiki, discussion board, or other group tools linked to Courseweb. While the competencies and knowledge will be tested in class, I will not monitor, mediate, or proactively facilitate groups’ collaborative study guides. If you are in a study team, you may have the opportunity to work together during quizzes. You may turn in the final format of such a study guide of core concepts for extra credit.
FINAL GRADES:
Final grades will be based equally on three elements:
1/3 from the team presentations, one from each section of the course
1/3 from the individual project, which is submitted in three components (check-ins and final project)
1/3 from class participation, which is comprised of: attendance, completion and sharing of assignments during class exercises, engagement and respect for one another, and collegiality
Quizes and open forums should be expected at any time. Feedback will be formative and will help assess student progress and performance.
INDIVIDUALIZED SEMESTER PROJECT:
Students have a choice of several options for the final project. Prompts may be provided via Courseweb during each subsection. Each option requires that students turn in a product-in-progress at the end of each main subdivision. The first two options allow for students to switch choices at each course juncture; the last requires an individual contract with the instructor that may or may not be suited to switching midway through the term.
First, students can complete three separate five page papers. These must be cohensive, compelling essays that have a strong argument that relates to each subdivision. Students must explicitly make use of course core concepts that are cumulative for each section. The same allocation of sources applies as below. This can be directly related to comprehensive exam questions, overviews, or theses/dissertations. It must both integrate the course resources and personal reflection. This option allows students to work within a framework that reflects best scholarly practice in order to synthesize a literature base and to frame a researchable question. Students can increase their score by studying well beyond the required readings and connecting the topic to articles in major anthropology of education journals (via AnthroSource), or by sharing a draft with a classmate or any Teaching Assistant and receiving and using substantial feedback well before the due date and providing evidence of revision.