Premium
Basing Educational Anthropology on the Education of Anthropologists: Can Bilingualism and Biculturalism Promote the Fundamental Goals of Anthropology Better than Multiculturalism?
Author(s) -
Thompson Richard H.
Publication year - 2003
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 - 10.1525/aeq.2003.34.1.96
Subject(s) - biculturalism , sociology , multiculturalism , educational anthropology , applied anthropology , anthropology , sociocultural anthropology , immigration , multicultural education , ethnography , cultural assimilation , transculturation , field (mathematics) , anthropological linguistics , cultural pluralism , neuroscience of multilingualism , pedagogy , gender studies , ethnic group , linguistics , applied linguistics , political science , philosophy , mathematics , pure mathematics , law , clinical linguistics
Editor's Note: This article is the third contribution to AEQ's new feature section, Reflections on the Field, which offers concise, scholarly, reflective articles on key moments, developments, ideas, and individuals in the field of educational anthropology. Here, Richard H. Thompson draws upon ethnographic research, the history of anthropology, and the literatures on multiculturalism and bilingualism and biculturalism to argue that neither multiculturalism nor multicultural education can mitigate the assimilationist and racializing costs that Eurocentrism poses for immigrants and minoritized groups. He proposes instead a sweeping policy of bilingual and bicultural education for all students on the grounds that the education of anthropologists can serve as a model for an educational anthropology that effectively addresses our foundational disciplinary goals.