Wiley: Anthropology & Education Quarterly: Table of Contents

Disaster Schooling Experiences and Emergent Crises: Lessons From Puerto Rico

Melissa Colón, Rosalyn Negrón, Lisa Jahn — Tue, 02 Jun 2026 20:40:33 -0700

ABSTRACT

This paper examines the disaster schooling experiences of Puerto Rican educators, families, and students across multiple crises following Hurricane Maria. Drawing on 11 months of ethnographic research, we analyze how schooling unfolded across disasters and how long-standing vulnerabilities and structural inequalities shaped responses. Findings reveal the significant role of schools and educators in supporting children and underscore the need for equity-driven, disaster-resilient education systems capable of supporting just and sustainable futures.

RESUMEN

Este estudio examina las experiencias de escolarización en contextos de desastre vividas por educadores, familias y estudiantes puertorriqueños tras el huracán María. Basándonos en once meses de investigación etnográfica, analizamos cómo se desarrolló la escolarización durante una serie de desastres (huracán María, terremotos, y COVID-19) y cómo las vulnerabilidades e inequidades estructurales arraigadas influyeron en las respuestas. Los resultados revelan el papel central de las escuelas y los educadores en el apoyo a les niñes y jóvenes, y subrayan la necesidad de sistemas educativos equitativos y resilientes ante desastres, capaces de promover un futuro justo y sostenible.

Uncovering Edtech's Embedded Values: Making the Case for Socio‐Technical Audits in Ethnographic Inquiry

Louise Couceiro, Rebecca Eynon, Laura Hakimi — Mon, 01 Jun 2026 23:45:53 -0700

ABSTRACT

Drawing on three ethnographic studies of secondary schools in England, this article makes a case for “socio-technical audits”—a method combining technological walkthroughs with observations, workshops, and interviews—as part of ethnographic inquiry. A case example is presented to illustrate how the integration of socio-technical audits enables articulation of the underlying logics of technologies, while producing empirically grounded, contextually situated accounts of how technologies are interpreted, negotiated, and embedded within everyday educational practice.

Body Factory: Exploiting University Athletes' Healthcare for Profit in the Training Room. By Kaitlin Pericak, Philadelphia, PA: Temple University Press, 2025. 158 pp. $21.95 (paperback). ISBN: 978‐1‐43‐992494‐5

Jose Maldonado — Thu, 21 May 2026 21:16:59 -0700

Anthropology &Education Quarterly, Volume 57, Issue 3, September 2026.

Student Wellbeing as a Relational and Collective Process: Exploring Voices, Experiences, and Enactments Through Educational Ethnography

Camilla Maria Lindskov — Wed, 20 May 2026 22:28:05 -0700

ABSTRACT

Based on educational ethnography and co-creative methods conducted in a Danish school context, I center student voices to examine how wellbeing is experienced and negotiated in everyday school life. The article takes a relational and collective perspective as its point of departure yet adopts an exploratory stance that also considers the underlying assumptions embedded in individualistic approaches to wellbeing. The findings argue that wellbeing is a shared, context-sensitive endeavor, calling for inclusive approaches rooted in relationships, community and the lived realities of students.

Researcher Emotions and Positionality in Ethnographic Research: Reflections From Research in Primary Schools

Joanna Malone — Wed, 20 May 2026 22:02:51 -0700

ABSTRACT

This article explores mundane emotion-work in ethnographic research and its impact on researcher positionality. I show how the strained institutional context of a school can have emotional impacts on the researcher, leading to strains in positionality and emotional labour and management. I consider how school staff can facilitate research or create barriers in several ways. Whilst ethnographic research can be rewarding, it is not always enjoyable and can be emotionally draining.

Translanguaging to Learn and Play: Young Children's Bilingual Communicative Competence in a Chinese Rural Preschool

Xiao Yin — Sun, 17 May 2026 21:15:33 -0700

ABSTRACT

This year-long ethnography of a rural Chinese preschool examines how Longlinghua-speaking children develop bilingual communicative competence as they learn Putonghua. Integrating language socialization and translanguaging, the analysis of classroom and playground interactions reveals that children creatively mobilize repertoires—shifting footing, adjusting pitch contours, and revoicing roles—to secure uptake, regulate peers, and belong. Findings challenge deficit narratives, reframing bilingualism as an interactional achievement and advocating recognition-based, inclusive pedagogy that values local dialects alongside the national standard.

Issue Information

Sun, 17 May 2026 21:13:34 -0700

Anthropology &Education Quarterly, Volume 57, Issue 3, September 2026.

Subaltern Strategies and Agency: How South Asian American Youth Rework the Model Minority Stereotype

Joan J. Hong — Sun, 17 May 2026 00:00:00 -0700

ABSTRACT

This study examines how South Asian American youth, as epistemically marginalized or “subaltern” actors, navigate racialized school experiences. It focuses on how South Asian American boys employ the model minority stereotype through finessing, a strategy of agency that counters exclusionary labels like perpetual foreigner and nerd while securing academic and social recognition. This practice illustrates how marginalized youth tactically leverage and negotiate dominant racial scripts to maneuver the educational system and assert control over their positionalities.