This introduction will give students a general overview of the concept of learning and how it’s been discussed at different times and for different reasons.

Holdnr.

Modul 1:

Educational Anthropology 1

MA in Anthropology of Education and Globalisation

Tutors:

Sue Wright, Sally Anderson, Cathrine Hasse, Lisanne Wilken Sue Wright is coordinator and contact person: suwr@dpu.dk

Course description:

Educational Anthropology 1 introduces students to key concepts and central questions intrinsic to the field of Anthropology of Education and Globalisation. It combines the disciplines of anthropology and education and explores how central questions – of socialisation and

education, and the authority by which certain content, skills and forms of learning are upheld – have been treated through shifting styles of inquiry (e.g. culture and personality, critical

cultural studies, cultural production and social reproduction) and conceptualised in different ways (e.g. as cultural acquisition/transmission, upbringing, institutionalisation, Bildung, formal and non-formal learning, competence development).

Aims

On completion of this module, and based on an academic (i.e. a critical, systematic and theoretical) foundation, students can demonstrate:

- knowledge of historical development and key concepts for the interdisciplinary field of anthropology and education.

- knowledge of different theoretical and methodological approaches to the study of the production of the educated person in formal and non-formal learning environments.

- skills and abilities to analyse and critically evaluate key questions, concepts and methodologies concerning issues of education and learning in a cross-cultural and international perspective.

- skills and abilities to concisely communicate and present research-based knowledge in English and discuss professional and scientific issues with peers from various cultural, linguistic and national backgrounds.

- competences to work independently, alone and in groups of diverse nationalities and academic background.

Teaching methods:

A combination of lectures, tutorials, student presentations and method exercises.

Language of instruction:

English Examination

A written essay of 8-10 pages. One page is defined to consist of 2400 characters.

Assessment takes place through internal examination with a co-examiner and as passed/failed.

Deadline for handing in the essay is Thursday 24 October at 12.00 o’clock

WEEK 1: Introduction week Introduction Week: See separate programme!

Session 1

Title: Anthropology of Education and Globalisation: Classic questions Tutor(s): Sally Anderson

Time and location: the exact time will be announced the week before course start (the session will take place either 5 or 6 September)

WEEK 2

Educational anthropology in a historical perspective

Session 2

Title: Culture and Education: Enduring questions Tutor(s): Sally Anderson

Time and location: Tuesday, 10 Sep. 9-12.00, room A210

Aims: This session will introduce students to early anthropological studies of education, focusing on key persons, as well as key terms and questions issuing from these studies.

Themes/content:

We will look at pioneering work in the anthropological study of education: cultural

transmission and acquisition, socialization, enculturation and culture and personality/emotion.

Literature

Darnell, Regna (2006) “Franz Boas: Scientist and Public Intellectual”, in Visionary Observers, ed.

Jill B. R. Cherneff and Eva Hochwald, Lincoln NB: University of Nebraska, pp. 1-24.

Young, Virginia Heyer (2006) “Ruth Benedict: Relativist and Universalist,” in Visionary

Observers, ed. Jill B. R. Cherneff and Eva Hochwald, Lincoln NB: University of Nebraska, pp. 25- 54.

McDermott, Ray (2006) “A Century of Margaret Mead” in Visionary Observers, ed. Jill B. R.

Cherneff and Eva Hochwald, Lincoln NB: University of Nebraska, pp. 55-86.

Preparation:

Find one reading by Boas, Benedict or Mead (library or online) and prepare a short (5 minute) presentation for Friday’s tutorial. Address the following questions:

Which empirical site does the author draw on?

Which research question does the author address?

What concept of culture does the author draw on?

How does the author perceive the relationship between culture and education?

Session 3

Title: Culture and Education: Classic Studies Tutor(s): Sally Anderson

Time and location: Thursday, 12 Sep. 9-12.00, room D166

Aims: The aim of this session is to look more closely at classic studies of indigenous education that discuss how novices acquire cultural knowledge of emotion, status, language, peer interaction, and a trade.

Themes/content

I have chosen a small sample of texts that exemplify how anthropologists have worked on understanding how novices acquire cultural knowledge and understanding. Focus is on the ways in which particular ideas about the world and particular ways of being in the world are made meaningful to novices.

Literature:

Briggs, Jean (1992) ‘Mazes of Meaning: How a Child and Culture Create Each Other’, New Directions for Child and Adolescent Development, 58: 25-49.

Ochs, Elinor and Bambi Schieffelin (1984) ‘Language acquisition and socialization: three developmental stories and their implications,’ Culture theory: Mind, self, and emotion, ed. by R Shweder & R. LeVine. Cambridge: Cambridge University Press, p. 276-320.

Raum, Otto (1970) Some Aspects of Indigenous Education Among the Chaga, in From Child to Adult. Studies in the Anthropology of Education, ed. By John Middleton, Garden City, NY, The Natural History Press, p. 91-108.

Evans-Pritchard, E. E. (1976) ‘Training of a Novice in the Art of a Witch-Doctor,’ Chapter VI in Witchcraft, Oracles, and Magic among the Azande, Oxford: Clarendon Press, pp. 90-110.

Preparation:

Read the texts and prepare for a critical and comparative discussion.

Which concepts of culture are drawn on, if any?

What questions are raised by the texts?

What relevance do these texts have for studies of education in today’s world?

For Friday’s tutorial find one newspaper or magazine article that addresses issues similar to the issues raised by these texts. Prepare a brief discussion (5 min.) that compares and contrasts earlier and contemporary questions of cultural learning and indigenous education.

Session 4

Title: Tutorial: Culture and Education - Ongoing problems Tutor(s):

Time and location: Friday, 13 Sep., 9-12.00, room D 166

Aim: The aim of this tutorial is to discuss questions raised by the week’s texts in light of contemporary problems.

Teaching: Student presentations Presentation #1 – first hour

Briefly present a reading by Boas, Benedict or Mead (found in library or online) highlighting the empirical site the author draws on, the analytical focus of the study, and the questions

addressed by the author.

Presentation #2 – second hour

Briefly present a newspaper or magazine article that addresses issues similar to those raised by the classic texts. Compare and contrast earlier and contemporary questions of cultural learning and indigenous education.

Preparation: See session 1 and 2.Aims:

WEEK 3

Session 5

Title: Culture and Education: Pressing issues in a changing world Tutor(s): Sally Anderson

Time and location: Tuesday, 17 Sep. 9-12.00, room A210

Aim: The session will acquaint the student with controversial figures, societal problems, and educational questions leading up to the institutionalization of Anthropology and Education, as a subfield under the auspices of the American Anthropological Association.

Themes/content: We will look at problems of education emerging in a rapidly changing world (1940-1970) and the ways in which anthropologists chose to address these issues.

Literature:

Moore, Alexander (2006) ‘Human Activity and a Theory of Schooling: An Assessment of Solon Kimball’s Anthropology of Education,’ in Visionary Observers, ed. Jill B. R. Cherneff and Eva Hochwald,Lincoln NB: University of Nebraska, pp. 167-193.

Handler (2006) ‘Culture and Race in the Classroom: Jules Henry and Ruth Landes on American Education,’ in Visionary Observers, ed. Jill B. R. Cherneff and Eva Hochwald, Lincoln NB:

University of Nebraska, pp. 167-193.

Niehaus, Juliet (2006) ‘Education and Democracy in the Anthropology of Gene Weltfish’ in Visionary Observers, ed. Jill B. R. Cherneff and Eva Hochwald,Lincoln NB: University of Nebraska, pp. 87-117.

Spindler, George (1955/2000) Anthropology and Education: An Overview. The 1954 Conference on Education and Anthropology,’ in Fifty Years of Anthropology and Education 1950-2000: A Spindler Anthology ed. by George Spindler, Mahwah, NJ: Lawrence Erlbaum, pp. 53-73.

Preparation:

Most of these anthropologists worked within a national educational framework. Note the issues they address and suggest how their work is relevant to other national educational contexts and to present educational issues.

Session 6

Title: Anthropology and Education: State of the art, contemporary frameworks Tutor(s): Sally Anderson

Time and location: Thursday, 19 Sep. 9-12.00, room 200

Aim: The aim of this session is become familiar with how leading educational anthropologists view the state of the art today.

Themes/content: Drawing on overview articles from the anthology: A Companion to the Anthropology of Education (2011), we will look at educational anthropology as an inherently interdisciplinary field, and consider various frameworks for future study as presented by leading anthropologists working in the field of education.

Teaching: Lecture and discussion of readings Literature

Levinson, Bradley, (1999) Resituating the Place of Educational Discourse in Anthropology, American Anthropologist, 101(3): 594-604.

Anderson-Levitt, Kathryn (2011) ‘World Anthropologies of Education,’ in A Companion to the Anthropology of Education, ed. by Bradley A.U. Levinson and Mica Pollock, Wiley-Blackwell, pp.

11-24.

Frameworks:

Verenne, Hervé, with Jill Koyama (2011) Education, Cultural Production and Figuring Out What to Do Next’ in A Companion to the Anthropology of Education, ed. by Bradley A.U. Levinson and Mica Pollock, Wiley-Blackwell, pp. 50-64.

Stambach, Amy and Zolani Ngwane (2011) ‘Development, Post-Colonialism, and Global Networks as Frameworks for the Study of Education in Africa and Beyond,’ in A Companion to the Anthropology of Education, ed. by Bradley A.U. Levinson and Mica Pollock, Wiley-Blackwell, pp.299-315.

Rockwell, Elsie Recovering History in the Anthropology of Education,’ in A Companion to the Anthropology of Education, ed. by Bradley A.U. Levinson and Mica Pollock, Wiley-Blackwell, pp.

65-80.

Preparation:

Read the texts and be prepared to discuss productive ways of combining these frameworks to study global issues of education.

Session 7

Title: Tutorial on ethnography: Educational ethnography Tutor(s): Sally Anderson

Time and location: Friday, 20 Sep., 9-12.00, room A303

Aim: This tutorial will familiarize students with ethnography as a genre and with a variety of ethnographies focusing on educational issues writ large.

Themes/content: We will discuss how anthropologists frame their research and ethnographical writing on educational issues.

Teaching: Student presentations of ethnographies of school and education writ large.

Literature

We will compile an annotated reading list in class.

Preparation:

Search online or in the library for two ethnographies of education in English or other languages (cf. Anderson-Levitt), one from before 1970 – and one after.

Search online for reviews of these ethnographies to help you prepare a brief presentation (max 1-1.5 pages) of the two ethnographies.

What questions do they address?

Which fieldsites do they chose?

Which theoretical paradigms do they draw on?

What arguments do they present?’

Each student will present (5 minutes) and we will compile an annotated reading list for future reference.

WEEK 4 Session 8

Title: Introduction to an anthropology of learning Tutor(s): Cathrine Hasse

Time and location: Tuesday, 24 Sep. 9-12.00, room A210 Aims:

This introduction will give students a general overview of the concept of learning and how it’s been discussed at different times and for different reasons.

Themes/content:

The first lecture will present an overview of anthropological conceptualizations of learning and introduce perspectives on why the notion of learning is important in an anthropological

perspective. The introduction will bring the diverse concepts of learning in relation to other relevant anthropological conceptualizations of e.g. ‘culture’ and ‘fieldwork’. The introduction will also touch upon ways of studying learning, using learning theory in analysis and writing about anthropological learning theory.

Literature

Hasse, C. (2012) The Anthropology of Learning and Cognition. In The Cognitive Encyclopedia of the Sciences of Learning, Hamburg: Springer Verlag. pp . 255-261

Hasse, C. (2013) The Anthropological Paradigm of Practice-Based Learning. In the International Handbook of Research in Professional and Practice-based learning. Stephen Billett, Christian Harteis (eds). Hamburg: Springer Verlag (accepted - in progress)

Pelissier, C. (1991). The anthropology of teaching and learning. In Annual Review of Anthropology, Vol. 20. P.p. 75-95.

Preparation

Read the texts and prepare a question you would like discussed in class.

Session 9

Title: Theorising Learning Tutor(s): Cathrine Hasse

Time and location: Thursday, 26 Sep. 9-12.00, room A212 Aims:

To make students capable of identifying anthropologists who have had an impact in the general field of learning and why the anthropological approach has made a difference for the general field of learning.

Themes/content:

The theme of this class is theories of learning and their impacts or lack of impact.

The students are presented with the work of anthropologists who have had an impact in the general field of learning (e.g. Gregory Bateson, Jean Lave, Ed Hutchins). Each are presented in their own right and put into a cultural and historical perspective. Next the learning theories are presented and discussed in relation to each other. Finally their unique contributions are

discussed in relation to anthropological theory.

Literature

Lave, Jean ‘Teaching, as learning, in practice’, Mind, Culture, and Activity (3)3: 149-164

Bateson, Gregory (1972/2000) .The Logical Categories of Learning and Communication In Steps to an Ecology of Mind. San Francisco, Calif.: Chandler.pp 279-308

Hutchins, Ed (1993) ‘Learning to navigate’, in S. Chaiklin og J. Lave (eds.) Understanding practice. Perspectives on activity and context, Cambridge: Cambridge University Press.

Preparation

Read the texts and prepare a question you would like discussed in class.

Session 10

Title: Studying learning Tutor(s): Cathrine Hasse

Time and location: Friday, 27 Sep., 9-12.00, room A212 Aims:

To discuss different ways of studying learning in an anthropological perspective and some of the questions it raises.

Themes/content:

The theme of this tutorial session is methods and methodologies of studying learning in relation to global perspectives and local materialities, exemplified with cases from US and Liberia. In groups, students will be engaged in presenting, discussing and opposing particular texts and fieldwork methodologies/methods.

Literature

Lancy, D. F. (1980) Becoming a Blacksmith in Gbarngasuakwelle. Anthropology and Education Quarterly 11(4):266-274.

Holland, D. and Cole, M. (1995) ‘Between Discourse and Schema: reformulating a cultural- historical approach to culture and mind’. In Anthropology and Education Quarterly, Vol 26 (4). Pp.

475-490.

Holland, Dorothy (1992) 'How Cultural Systems Become Desire: a Case Study of American Romance', in R. D’Andrade and C. Strauss (eds.) Human Motives and Cultural Models, Cambridge: Cambridge University Press.

Preparation

approximately one week before the class the students will be divided into groups and assigned their tasks for the tutorial.

WEEK 5

Session 11

Title:

Social transformation, keywords and contestation

Time and location: Tuesday, 1 Oct., 9-12.00, room A210 Aims:

The aim of this session is to gain insights cultural studies’ ways of conceptualizing how people engage in large-scale processes of transformation and explore their relevance for contemporary anthropology of education and globalisation

Themes/content:

In the 1970s, anthropology was entering one of its periodic internal debates, this time about how to study people’s everyday lives in the context of major post-colonial changes to the world.

Anthropology was criticized for treating fieldwork localities as isolated worlds (not entirely true – Gluckman and the Manchester school had focused on understanding people’s engagements with mining and urban migration in Africa, for example). Cultural Studies arrived on the scene as a new interdisciplinary field (English literature, popular culture, social history) trying to grasp how people participated in large-scale processes of political and social transformation. They combined ethnography of people’s everyday lives with studies of media and political discourses and changing economic conditions and political formations. Inspired by Marx’s adage that men (sic) make history but under conditions that are not of their own making, the Birmingham Centre of Contemporary Cultural Studies (CCCS) systematically explored contemporary European social theory to develop ways of analyzing how people engage in large-scale processes of transformation. This session explores particularly how they drew on Gramsci’s ideas and combined them with a focus on the shifting meaning of

‘keywords’. The readings include an introduction to CCCS, an extract from an early working paper on the relevance of Gramsci’s ideas to contemporary Britain, a paper by Hall in the 1980s on changing spaces of nationalism and citizenship, and a recent piece by Clarke et al. on how people respond when they are hailed as consumers by public services. Both Hall and Clarke et al. trace shifts and contestations over the meanings of keywords – citizen, consumer – as providing ways into studying contemporary processes of transformation

As supplementary reading are two books where CCCS focused especially on schooling, class and gender and an anthropological text responding to cultural studies.

Literature

Hall, Stuart 1980 ‘Cultural studies and the Centre: some problematics and problems’ in S. Hall.

D. Hobson, A. Lowe and P. Willis (eds) Culture, Media, Language. London: Unwin Hyman.

Williams, Raymond 1975 Keywords: a Vocabulary of Culture and Society. London: Fontana.

(Introduction, extract)

Hall, Stuart 1996 [1986] ‘ Gramsci’s relevance for the study of race and ethnicity’ in Morley, David and Chen, Kuan-Hsing (eds) Stuart Hall. Critical Dailogues. London: Routledge.

(especially pages 422 to 440)

Hall, Stuart 1993 ‘Culture, community, nation’ Cultural Studies 7 (3) 349-63.

Clarke, John, Newman, Janet, Smith, Nick, Vidler, Elizabeth, and Westmarland, Louise 2007 Creating Citizen-Consumers. London: Sage. (Introduction, chapters 7 and 8).

Supplementary reading

Willis, Paul 1977 Learning to Labour. Aldershot: Gower. (Chapters 1, 2 and 4)

Epstein, Debbie and Johnson 1988 Richard Schooling Sexualities. Buckingham: Open University Press.

Nugent, Stephen and Shore, Cris (eds) 1997 Anthropology and Cultural Studies. London: Pluto Press.

Preparation

Look for signs of the characteristic features of these approaches, e.g.:

1. Don’t expect discourses/ideologies to be coherent or the meanings of keywords to be fixed or closed – they are in a constant state of contestation, and people find the gaps and incongruities.

2. How do people maintain dominant interests and ideologies? Ideologies do not simply represent class interests, but become dominant through the mobilization of people with a range of interests across classes in political alliance or ‘bloc’. Asserting and then sustaining a dominant ideology demands continual activity, and it is always possible for new alliances of economic and political interests to try and mobilise support for

alternative ways of conceptualising and organizing the world.

3. Key question: who is defining what for whom, with what material effects?

Preparation for Friday’s seminar

Consider how such approaches are (or are not) useful for studies you might have in mind.

Session 12

Title:

Social transformation, discourse and the subject

Time and location: Thursday, 3 Oct. , 9-12.00, roomA303 Aims:

This session aims to introduce you to relevant aspects of Foucault’s approach to social transformation and questions of discourse and subject positions

Themes/content:

The work of Michel Foucault, a French social theorist (1926-1984), has been another major source of inspiration for anthropologists who have tried to analyse processes of social transformation, from the 1980s neo-liberalism to globalization in the present. He used historical sources to trace the transformation of French institutions – the prison, hospitals and public health – through shifts in the ways of conceptualising and categorizing a population in terms of criminality, sexuality, health and madness. In doing so, he highlighted major changes in the subject positions available to people, and how they were classified and ranked in terms of their fulfillment of norms. In short, he identified the workings of contemporary forms of governance and power. One of the key debates concerns Foucault’s conceptualization of the subject.

Rabinow identifies a difference between ‘subjection’ (where a school, prison or hospital offers a particular subject position to each individual and makes clear the behaviour expected of them, e.g. as a pupil, criminal, or patient), as against ‘subjectification’ (where the person takes on that subject position and its associated norms as their own identity and fulfills that role willingly or with pleasure). Some followers of Foucault have collapsed that distinction, making it look as if people are almost determined by the institutional discourse and have no room for manouvre.

Even where that separation is maintained, does Foucault’s approach allow for people to think outside the dominant discourse – and if not, how can social transformations ever take place?

Literature

Foucault, Michel 1975 Discipline and Punish: the Birth of the Prison, New York: Random House.

(Chapter 3 Panopticism)

Foucault, Michel 1994 ‘The politics of health in the 18^th century’ in James Faubion (ed.) Power.

Essential Works of Michel Foucault, London: Penguin, pp. 90-105.

Rose, Nikolas 1999 Powers of Freedom Cambridge: Cambridge University Press. (chapters 1 and 2).

Foucault, Michel 1982 ‘The Subject and Power’ in H. L. Dreyfus & P. Rabinow (eds) Michel Foucault: Beyond Structuralism and hermeneutics. With an Afterword by Michel Foucault (pp. 208- 226). New York, London, Toronto, Sydney, Tokyo: Harvester Wheatsheaf.

Rabinow, Paul 1984 The Foucault Reader. Harmondsworth: Penguin (Introduction, extract).

Preparation

1. Look for how Foucault analyses changes in ways of conceptualizing and classifying a population. How do such changes provide ‘fingerprints’ of wider processes of social and political change?

2. How comprehensive is Foucault’s analysis of social transformation? Look, for example, for connections between changes in a system of classification, the emergence of new professions and their knowledge, shifts in the purpose of institutions, their architecture and daily routines.

3. Is the distinction between ‘subjection’ and ‘subjectification’ useful? Do people have as much ‘room for manoeuvre’ in Foucault’s approach to analyzing social transformation as they do in the cultural studies’ approaches discussed in the last session?

4. How does Foucault use the concept of ‘power’ in these texts?

Session 13

Title: Studying social transformation Tutor(s): Sue Wright

Time and location: Friday, 4 Oct., 9-12.00, room A303 Aims:

The aims are to compare, and maybe combine, the Gramscian and Foulcuatian approaches to analysing processes of transformation and to explore how they can be applied to contemporary research contexts.

Themes/content:

We will recap the discussions from the two previous sessions and focus on discourse, institution, subject and power as three key terms around which to frame comparisons between the two approaches. Then we will try applying these approaches to a context you know well from your previous work or education, or a context where you wish to do fieldwork. Below is an example of how I and my co-author have combined these approaches to analyse an aspect of social transformation we lived through in Thatcher’s Britain.

Literature

Wright, Susan and Reinhold, Susan 2011 ‘“Studying through”: a Strategy for Studying Political Transformations. Or Sex, Lies and British Politics’ in Cris Shore, Susan Wright and Davide Peró (eds) Policy Worlds: Anthropology and the Anatomy of Contemporary Power, EASA Series. Oxford:

Berghahn, pp. 86-104.

Re-read literature from the previous two sessions, especially anything you have just skimmed.

Preparation

Think about a context you know (a school, your family, a previous workplace or university, DPU…). Can you work out the categories and systems of classification that order that context?

Are there particular symbols (words, objects, spatial separations) that mark the boundaries between categories and reveal processes of classifying? Can you see any changes underway at present, and might they relate to changes in forms of ordering and governing society? Are there any keywords or symbols whose meaning is shifting – how can you tell? Are there contests over its meaning? Can you identify interests and alliances forming around this contestation? How is your own (or other people’s) subject position constructed by the various meanings of a contested key word? How can you conceptualise your agency or ‘room for manoeuvre’ in such a process of social change?

WEEK 6

Session 14

Title: Reproduction in education, culture and society Tutor(s): Lisanne Wilken

Time and location: Tuesday, 8 Oct., 9-12.00, room A210

Aims: The aim of this session is to give a broad introduction to theories of social reproduction through education systems and to discuss some of their theoretical and analytical implications Themes/content: The theme of this class is theories of social reproduction through education systems. Students will be introduced to the work of anthropologists and sociologists who have contributed to the development and discussion of social reproduction theory (e.g. Emile Durkheim, Pierre Bourdieu, Basil Bernstein and Shirley Brice Heath). The main goal of the lesson is to provide students with an understanding of theoretical and analytical implications of these theories and to discuss this perspective in relation to anthropological approaches to education.

Literature

Durkheim, Emile (1972): The social bases of education. In A. Giddens (ed) Emile Durkheim.

Selected Writings. Cambridge University Press

Bourdieu, Pierre (1973): Cultural and social reproduction. In

R. Brown (ed.), Knowledge, Education and

Change, London. Tavistock

Heath, S. B. (1982): What no bedtime story means: Narrative skills at home and school. Language in Society, 11, 49-76.

Context reading:

Collins, James (2009): Social reproduction in Classrooms and Schools. Annual Review of Anthropology vol 38: 33-48

Preparation

Read the texts and prepare a summary of their main points (a reading guide will be provided).

Session 15

Title: Bourdieu’s approach to the study of education Tutor(s): Lisanne Wilken

Time and location: Thursday, 10 Oct., 9-12.00, room A303

Aims: to give students an in-depth understanding of Pierre Bourdieu’s theory of social and cultural reproduction and his contribution to the studies of education.

Themes/content: The theme of this class is Bourdieu’s theory of social and cultural reproduction in education. With reference to the texts and to a number of examples which will be presented

in class students will be engaged in discussions of Bourdieu’s approaches and their implication for anthropological analyses of education

Literature

Bourdieu, Pierre (1986) "Forms of capital". In J. Richardson (Ed.) Handbook of Theory and Research for the Sociology of Education (New York, Greenwood), 241-258.

Bourdieu, Pierre (1991) The new capital: Introduction to a Japanese reading of State Nobility. Poetics today. 12:4.

Reay, Diane (2004) It’s all becoming a habitus: beyond the habitual use of habitus in educational research.

British Journal of the Sociology of Education Volume 25, Number 4, 2004 Context reading

Defrance, Jacques (1995) The anthropological sociology of Pierre Bourdieu: genesis, concepts, relevance. In Sociology of Sports Journal. June 1995. Vol. 2, issue 2.

Preparation

Read the texts and prepare summaries of main points. A reading guide will be provided.

Session 16

Title: Implications of social reproduction theories Tutor(s): Lisanne Wilken

Time and location: Friday, 11 Oct., 9-12.00, room A303

Aims: to enable students to discuss and apply (or argue against the application of) theories of social and cultural reproduction

Themes/content: In this tutorial we will discuss theories of social reproduction in relation to contemporary educational anthropology. In groups, students will be engaged in presenting, discussing and defending or opposing particular texts, concepts and examples introduced in the two previous lessons and to

Preparation With reference to readings done this week, students are asked to prepare a short presentation for this tutorial individually or in groups. Guidelines for the presentations will be given in lesson 11.

WEEK 7

Session 17

Title: Recapitulation of the course; evaluating the course, Tutor(s): Sally Anderson

Time and location: Tuesday, 15 Oct., 9-12.00, room A210

Session 18

Title: Introduction to essay writing Tutor(s): Sally Anderson

Time and location: Thursday, 17 Oct., 9-12.00, room A210

Thursday 24 October at 12.00 o’clock: Deadline for submitting essay