Oral Presentation Session
Reviewed by: Council on Anthropology and Education
Of interest to: Students, Those Involved in Mentoring Activities
Primary Theme: Ethics
Secondary Theme: Identity and Equity
From the issue of anti-blackness within bilingual education to the question of ethics within STEM (science, technology, engineering, and math) education, there are topics within the field of education research that are often not discussed or overlooked due to the discomfort caused by their taboo nature. However, leaving these topics unexamined does not mean that they are not worthy of investigation or discussion. In fact, leaving topics unexplored can contribute to their erasure in the field, leaving in place hegemonic ideologies about what is substantive and appealing to merit examination.
As anthropologists of education , our work has led us to reflexive examinations of our research practice as well as the larger fields and contexts in which we operate (Foley, 2004; Kleinsasser, 2000). In this symposium turn the lens inward, engaging in a critical examination of critical questions in the field of educational anthropology that have remained taboo, or potentially “unsafe” to unearth or discuss openly. Following Villenas (1996), we move to examine our own possible engagement in theories, methods, and ideologies that signal complicity with the position of “researcher-as-colonizer”, in order to move to new ideas, identities, and positions in the field of educational anthropology.
Foley, D. E. (2004). Critical ethnography: The reflexive turn. International Journal of Qualitative
Studies in Education, 15(5), 469-490.
Kleinsasser, A. M. (2000). Researchers, reflexivity, and good data: Writing to unlearn. Theory
into Practice, 39, 155-162.
Villenas, S. A. (1996). The colonizer/colonized Chicana ethnographer: Identity, marginalization,
and co-optation in the field. Harvard Educational Review, 66(4), 711-731.