Elsie Rockwell is emeritus researcher and professor and past head of the Department of Educational Research of the Centre for Research and Advanced Studies in Mexico City (Cinvestav). Trained in history and social anthropology, she has conducted research on rural and indigenous schooling and literacy in Mexico during the past four decades. She has published widely in both anthropological and historical journals and collections in several languages. Her recent books include Hacer Escuela, Hacer Estado (2007), La Experiencia Etnográfica (2009) and Comparing Ethnographies (2017, with K. Anderson-Levitt, Eds.). She received the 2008 Clavijero award from the National Institute of Anthropology and History of Mexico and the 2013 Spindler Award from the Council of Anthropology and Education, American Anthropological Association. She has conducted research on literacy practices in rural schools and among indigenous adults in rural communities in Tlaxcala, and on language literacy instruction in elementary and secondary schools serving French African Children in Paris. She also engages in work with rural teachers in México, in workshops and the development of alternative pedagogical projects. Her current project explores the consequences of successive reforms on teaching in elementary and secondary schools in Mexico. Address: Cinvestav Tenorios 235 Tlalpan México DF 14330 Mexico
Rockwell reports on the diverse understandings of adapting metropolitan education to local cultur... more Rockwell reports on the diverse understandings of adapting metropolitan education to local cultures, a prospect that played a central role in the transnational construction of nineteenth-century education, particularly in colonial and post-colonial contexts. Debates peaked at the International Conference on Education in the Colonies held in Paris, during the Exposition Coloniale Internationale of 1931. Rockwell analyzes the case of French colonial schooling, strongly influenced by European ethnological conceptions of the cultural evolution of “other races.” Contradictory interpretations and implementations of adapted education are evident in the reports from Morocco and the AOF, where France set up separate school systems for the indigenes, yet strongly promoted French language instruction and the mainland pedagogy, which, ironically, had also adopted the principle of “adaptation” in 1924.
Rockwell reports on the diverse understandings of adapting metropolitan education to local cultur... more Rockwell reports on the diverse understandings of adapting metropolitan education to local cultures, a prospect that played a central role in the transnational construction of nineteenth-century education, particularly in colonial and post-colonial contexts. Debates peaked at the International Conference on Education in the Colonies held in Paris, during the Exposition Coloniale Internationale of 1931. Rockwell analyzes the case of French colonial schooling, strongly influenced by European ethnological conceptions of the cultural evolution of “other races.” Contradictory interpretations and implementations of adapted education are evident in the reports from Morocco and the AOF, where France set up separate school systems for the indigenes, yet strongly promoted French language instruction and the mainland pedagogy, which, ironically, had also adopted the principle of “adaptation” in 1924.
Adaptations of Adaptation: On How
an Educational Concept Travels from
the Heartlands to the Hinte... more Adaptations of Adaptation: On How an Educational Concept Travels from the Heartlands to the Hinterlands On the changes in the policy of educational "adaptation" in France and French African Colonies. 1930s.
En este número ponderamos la idea de territorialidad como sustantivo. Tal cuestión implica una vi... more En este número ponderamos la idea de territorialidad como sustantivo. Tal cuestión implica una visión del territorio como un espacio de encuentro dialógico de procesos dinámicos, lo que a su vez abarca las tensiones y contradicciones dentro del propio orden social. En los ensayos, el lectorado encontrará un entramado de memorias y lecturas del mundo; una ecología de saberes, espacios de coordinación, redes de solidaridad, estrategias creativas y pedagogías entre personas y grupos que entretejen territorialidad. Además, los textos ilustran la interrelación entre la posición de clase de los actores y las disputas que surgen en relación con el acceso a bienes, las perspectivas de futuro y las condiciones generales de vida. Hay una apuesta compartida en las contribuciones del número nueve de Educar en la diversidad: visibilizar las prácticas y los sentidos de personas y grupos que recrean territorialidades. Para ello, lxs autores se sumergen entre infancias, mujeres, sectores populares y redes sociales explorando sus relaciones con los efectos de las políticas estructurales en un contexto donde las territorialidades, a menudo subalternizadas, están ancladas entre prácticas y practicantes que tejen estrategias, historias y trayectorias que no resultan inmediatamente accesibles y comprensibles al etnógrafx.
Crossing borders to compare ethnographic research across the Americas is difficult but imperative... more Crossing borders to compare ethnographic research across the Americas is difficult but imperative. Comparing breaks the “bounds of thinkable thought” (Nader) and expands “the repertoire of the possible” (Tobin), not only by framing our own educational challenges within larger social and historical contexts, but also by revealing the distinct theoretical perspectives and fresh questions brought by colleagues from other countries. In this volume, cross-national comparisons, each co-authored by ethnographers from two nations, give readers a fresh look at familiar concepts. How does it matter, for example, to think in terms of “majorities” rather than “minorities,” “migrants” rather than “immigrants,” or “intercultural education” rather than “multicultural education”? How does indigenous education or the work of teachers look different to ethnographers from Mexico, Argentina, Peru, Brazil and the United States? The volume helps readers understand and learn from ethnography across the hemisphere, and also includes a practical guide to finding the literature in Spanish, Portuguese, and English.
Table of contents:
Comparing Ethnographies across the Americas: Queries and Lessons. Elsie Rockwell and Kathryn Anderson-Levitt --
Contrasting Approaches to Indigenous Peoples’ Education in Peru and Brazil: Mainstream Schooling and Differentiation. Patricia Ames and Ana Gomes --
Contrast and Critical Articulation: Parallel Ethnographic Traditions Regarding Indigenous Education in the U.S. and Argentina. Aurolyn Luykx and Ana Padawer --
Ethnographies of Migration and Education in the United States and Argentina: Disrupting Discourses of Assimilation and Inclusion. Gabriela Novaro and Lesley Bartlett --
Teachers’ Work: Comparing Ethnographies from Latin America and the United States. Kathryn Anderson-Levitt and Belmira Bueno --
Border Relations: Speaking Across Ethnographies and Across Borders. Marta Sánchez and George Noblit --
On Difficult Travels in Educational Research: What Can Be Learned from Speaking across Borders? Inés Dussel --
Appendix. Guide to Searching for World Literature on Ethnography of Education. Kathryn Anderson-Levitt
Uploads
Papers by Elsie Rockwell
an Educational Concept Travels from
the Heartlands to the Hinterlands
On the changes in the policy of educational "adaptation" in France and French African Colonies. 1930s.
Table of contents:
Comparing Ethnographies across the Americas: Queries and Lessons. Elsie Rockwell and Kathryn Anderson-Levitt --
Contrasting Approaches to Indigenous Peoples’ Education in Peru and Brazil: Mainstream Schooling and Differentiation. Patricia Ames and Ana Gomes --
Contrast and Critical Articulation: Parallel Ethnographic Traditions Regarding
Indigenous Education in the U.S. and Argentina. Aurolyn Luykx and Ana Padawer --
Ethnographies of Migration and Education in the United States and Argentina:
Disrupting Discourses of Assimilation and Inclusion. Gabriela Novaro and Lesley Bartlett --
Teachers’ Work: Comparing Ethnographies from Latin America and the United States. Kathryn Anderson-Levitt and Belmira Bueno --
Border Relations: Speaking Across Ethnographies and Across Borders. Marta Sánchez and George Noblit --
On Difficult Travels in Educational Research: What Can Be Learned from Speaking across Borders? Inés Dussel --
Appendix. Guide to Searching for World Literature on Ethnography of Education. Kathryn Anderson-Levitt