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Each year a new generation of high school students leave the Danish provinces. They migrate to urban areas to begin higher education. In this process, many of them eventually come to identify with urban lifestyles and many establish themselves in cities with new social networks, families and jobs far away from the geographical spaces of their childhood family and friends. This is an indication of the power and importance of education in contemporary society; today education stands out as the main route to a safe future and the prime means to social mobility. The article explores this role of education. Not only do schools and further education have a significant influence on the trajectory of individual children; in a social-geographic perspective, politics of education also have a huge impact on the social composition and vitality of local communities. Based on an ethnographic fieldwork conducted in a rural area in the South Western part of Denmark, we will present an analysis of this impact or more precisely of the process that convinces the majority of children and youngsters that they need to leave their home region. ; Young people in rural areas are gradually convinced that they have to leave their homes for education. They move, and hereby amplify the problem of local economic and demographic decline. The article explores the role of education as well as the social dynamics behind this process in a minor community in Denmark. Drawing on children and young people's perspectives, the article examines how children gradually come to doubt the local opportunities and become alienated to local lifeforms. Based on an anthropological fieldwork, the authors show how day-care-institutions, schools and youth education play an important role in this process.

The pursuit and practice of discipline have become near ubiquitous elements of contemporary social life and parlance, as discipline has become a commonplace and ever sought-after social technology. From the celebrated "discipline of the market" proclaimed by neo-liberal politicians, to self-actualizing experiences of embodied discipline proffered by martial arts instructors, this volume showcases highly varied and complex disciplinary practices and relationships in a set of ethnographic studies. Interrogating the respective fields of work, religion, governance, leisure, education and child rearing, together the essays in this volume explore and offer new ways of thinking about discipline in everyday life

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