This response to Katherine Schultz's Presidential Address to the Council on Anthropology and Education explores the themes of temporality and reflexivity in activist scholarship, with Schultz's research as prime example. The need to take action to address a crisis, juxtaposed to the counter need to take time for scholarly reflection and…

This response focuses attention on three key issues raised by Brayboy's talk: training our analyses on the impact of neoliberal policies reshaping schools and societies, developing an engaged anthropology of education to build local capacity, and remembering the centrality of our relationships in the midst of this work. (Contains 3 notes.)

This commentary on Bryan Brayboy's 2011 Presidential address to the Council on Anthropology & Education focuses on the concepts and performance embedded in Dr. Brayboy's demonstration of "how his stories are his theories." Central concepts are academic life in a neoliberal world driven by the myth of disinterested markets, CAE's clear mission of…

In this address, I ask a number of questions including: What are the tidemarks of our time? In response, I make three points. First, we live in a neoliberal world driven by the myth of disinterested markets. Second, CAE and its leadership has always been interested in issues of social justice. Third, I argue that relationships are a vital part of…

In this paper we are explicitly in conversation with Doug Foley's recently published paper in "AEQ." Given our shared commitment to the linkages between intersectionality and broader social and economic arrangements, two noted ethnographers argue that the paradigmatic shift highlighted by Foley demands detailed attention to what…

Findings from a four-year action research project at a highly diverse, West Coast U.S. university reveal that a large percentage of white students cannot trace their identities to a particular nation in Europe and are, as a result, unable to name the shared meanings of a particular ethnic culture. Each time Latino, Asian American, and African…

This article illustrates how elements of praxis within George Spindler's cultural therapy and Paul Willis's cultural production are useful precedents for a praxis-based pedagogy. I argue that combining the praxis elements within cultural therapy and cultural production engenders a third mode of ethnographic praxis that I call "cultural…

In this article, I reflect on the strange career of the "burden of "acting White"" since it attracted widespread popular and academic attention over 20 years ago. I begin by noting that my original definition of "the burden of "acting White"" should not be confused with a prominent misconception of the problem as the "fear" of "acting White." I…

In a presidential address prepared for the 2006 Council on Anthropology and Education (CAE) meeting, I argue that the new mission statement for CAE represents not a new direction for the organization, but simply a shift in emphasis, albeit an important and timely shift.

In this article, I highlight the challenges, tensions, and affinities between Latino educational anthropology and diaspora studies. Some of the urgent questions include attention to new Latino destinations, transnationalism, and Latino diversity. It concludes by suggesting future pathways through Latina feminist thought.

In this article, I examine the possibility of a productive dialogue between diaspora studies and the anthropology of immigrant education in the United States. Arguing that their respective views on the nation-state is a key source for their different orientations toward migrant social and cultural worlds, I nevertheless argue that an engagement…

This article is a response to S. Elizabeth Bird and Jonathan P. Godwin's article "Film in the Undergraduate Anthropology Classroom: Applying Audience Response Research in Pedagogical Practice." The intention of my response is to expand the dialogue on film use to promote cultural understanding in university classes and campus-wide. Through…

Today Indigenous peoples worldwide are deconstructing Western paradigms, including the classic constructs of literacy connected to alphabet systems, and articulating and constructing their own distinct paradigms based on Indigenous epistemologies and rooted in self-determination and social justice. A vital aspect of these efforts is the…

In considering literacy, we take a step back to ask: literacy in which language? And what is the purpose and measure of achievement? Although not in disagreement with the Bialostok and Whitman article in this issue, we place English literacy as a part of the continuing drive to colonize and assimilate indigenous peoples. Local indigenous control…

Inspired by Delgado-Gaitan's work with Latina mothers' stories of transformation, this commentary engages scholarship on the communal "mujer-" or womanist-oriented spaces of teaching and learning. The author explores themes of "convivencia" (communalism) centered on faith, spirituality, and humor central to creating compassionate spaces of…