Suchergebnisse

This article focuses on conditions of prolonged uncertainty for people residing in a squatter settlement, a sukumbasi basti, in Kathmandu and the role assigned to the state in this. Inspired by theoretical debates on urban governmentality and based on longitudinal ethnographic fieldwork, the article shows how the threat of eviction has resulted in a permanent state of uncertainty, but also a pragmatic acceptance of the state of affairs which, over the years, has contributed to fostering a strong sense of belonging to the area.

Based on ethnographic fieldwork among young people in Hanoi, the article explores the role of Ho Chi Minh Communist Youth Union, the youth branch of the Communist Party of Vietnam, in the formal organization of youth in contemporary, urban Vietnam. The aim of the article is to examine the institutional paradox of the organization and the way in which inherent processes of social in– and exclusion are related to the nation–building project in which the youth is attributed a key role. I argue that while the practices and logics of the Youth Union imply a sorting out of young people at the individual level, youth as a social and generational category is a significant object of symbolic investment for political leaders.

What is education, and who counts as an 'educated person' amidst competing religious, political, and pedagogical ideologies, which have shaped contemporary educational practices and institutions in Nepal? How have social and political changes, an increasing commodification of education, a continued reliance on foreign aid, and expanded geographical horizons contributed to a reshaping of the educational landscape of Nepal and thereby altered, opened up, and closed avenues of learning available to the Nepali people? Grounded in the intersection between anthropology, sociology, and development studies, and based on rich ethnographic evidence, the essays in this edited volume illuminate educational transformations and avenues of learning in the context of wider social and political changes in Nepal.

Community-based school governance has been promoted as a popular policy for decentralisation of education around the world. Within this policy, schools are expected to create institutional spaces such as School Management Committees with an assumption of reciprocal relation between school and community. This article questions the simplistic assumption through an ethnographic study of community-school relationship in Nepal. While these relationships may conflict with the kind of reciprocity assumed in school governance policies, we argue that this disjunctured reciprocity, firstly, reflects the gap between policy blueprints and action, and, secondly, reveals the competing logics of community-school relations which remain unacknowledged.

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