More than Playgrounds: Locating the Lingering Traces of Educational Anthropology

When anthropologists of education, who embrace an activist or action‐focused orientation, locate their work within community‐based settings, they bear a responsibility to act in ways that not only produce new knowledge but that are also responsive to the immediate circumstances. K atherine S chultz's P residential A ddress evokes two related tensions: one is a tension of temporality wherein the contexts of our research may seek and demand greater urgency in how we enact ourselves than may be typical of anthropological work. A second tension involves how knowledge is produced in and about these contexts. Both of these tensions are explored through a discussion of K athy's research and a long‐term, community‐based project located in an alternative to detention program where I have been engaged in participatory ethnographic research for close to a decade.