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The Rise of Class Culture Theory in Educational Anthropology
Author(s) -
Foley Douglas
Publication year - 2010
Publication title -
anthropology and education quarterly
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.531
H-Index - 46
eISSN - 1548-1492
pISSN - 0161-7761
DOI - 10.1111/j.1548-1492.2010.01084.x
Subject(s) - sociology , modernization theory , demise , ethnography , culture theory , cultural studies , critical theory , class (philosophy) , gender studies , field (mathematics) , cultural identity , identity (music) , cultural homogenization , critical race theory , class analysis , educational anthropology , social class , critical ethnography , race (biology) , epistemology , anthropology , social science , aesthetics , globalization , political science , law , politics , negotiation , philosophy , mathematics , pure mathematics
This article chronicles how the ideas of neo‐Weberians, Marxists, feminists, and critical race thinkers have merged to create a new cultural production or class culture paradigm of schooling. Reviews of recent ethnographic work illustrates how the articulations among class, race, gender, and sexual identity practices in schools are studied without privileging one standpoint over another. This paradigm shift signals the demise of earlier cultural transmissions and modernization paradigms in the field. [class culture theory, cultural production, articulations, cultural transmission]