Chair/Organizer: Samantha Grace (University of Arizona)
Discussant: Caroline Bledsoe (Northwestern)
Youth and families around the world face a dilemma when school is simultaneously experienced as a site for establishing youth as “full citizens” and as a site of social differentiation, exclusion, inequality, and danger. Responses to this dilemma are shaped by imagined futures of familial social mobility as well as histories of familial exclusion; these responses are both constrained and made possible by the intersections of local, national, global, and transnational age-based rights and responsibilities (Bledsoe and Sow 2011). Just as the AAA 2017 theme highlights the diversity of anthropological engagements with contemporary crises of inequality, this panel seeks to diagnose the barriers to social justice where they intersect with schooling (arguably the most important hybrid global and local institution for remedying national inequality). In line with that goal, this panel’s discussion revolves around the theme of school-based citizenships, as informed by a life course approach. Questions on that theme include (but are not limited to):
- How do concerns about students’ futures guide family’s engagements with schooling in the present?
- How are transnational citizenships shaped by familial constellations of age?
- How do physical/bodily changes in youth and childhood impact expectations of students’ rights and responsibilities? And how do school structures and policies impact the physical bodies of students?
- What can school-based language ideologies tell us about ageand belonging? And how do discourses about civic responsibilities differentiate students?
- How do concepts of “risk” shape student roles in their schools, homes, and communities?
- How do school structures produce and constrain dangers to students?
- How do (cultural and national) ageidentities limit and produce possible solutions to racial, gender, and class inequalities?
This panel seeks papers that intersect with the anthropologies of the life course, youth, and/or education that concern the differentiation of belonging and citizenship (broadly interpreted). The anthropology of youth has improved the interdisciplinary study of youth citizenship by highlighting the importance of youth cultural practices, and thus centering variation and differentiation over a search for a generically acceptable boundary between youth and adult rights and responsibilities (Bucholtz 2002). The anthropology of education has grounded interrogations of school-based citizenship through ethnographic analyses of how global and national directives are locally implemented and contested (Coe 2005, Koyama 2011). Life course anthropology has highlighted the importance of situating these questions within their temporal, intergenerational, and changing biocultural contexts (e.g., Johnson-Hanks 2006, Danely and Lynch 2013). This panel builds on the methodological strength of anthropological approaches in examining the contested belonging that youth and their families must confront while engaged with schooling.
ABSTRACT SUBMISSION INFORMATION:
**This panel has room for one additional paper**
If interested, please submit e-mail proposed paper titles and abstracts (approximately 250 words) to Samantha Grace (email@example.com) by April 9. Please use the subject heading, “AAA 2017” in your e-mail. I will let you know if your abstract will be included in this panel by April 10.