Artigo Revisado por pares

The Cultural Production of Educational Utility in Pere Village, Papua New Guinea

1999; University of Chicago Press; Volume: 43; Issue: 2 Linguagem: Inglês

10.1086/447553

ISSN

1545-701X

Autores

Peter Demerath,

Tópico(s)

Educator Training and Historical Pedagogy

Resumo

Previous articleNext article No AccessThe Cultural Production of Educational Utility in Pere Village, Papua New GuineaPeter DemerathPeter DemerathPDFPDF PLUS Add to favoritesDownload CitationTrack CitationsPermissionsReprints Share onFacebookTwitterLinkedInRedditEmail SectionsMoreDetailsFiguresReferencesCited by Comparative Education Review Volume 43, Number 2May, 1999 Sponsored by the Comparative and International Education Society Article DOIhttps://doi.org/10.1086/447553 Views: 30Total views on this site Citations: 40Citations are reported from Crossref Copyright 1999 The Comparative and International Education SocietyPDF download Crossref reports the following articles citing this article:Matthew J. 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Bellino Youth aspirations in Kakuma Refugee Camp: education as a means for social, spatial, and economic (im)mobility, Globalisation, Societies and Education 16, no.44 (Aug 2018): 541–556.https://doi.org/10.1080/14767724.2018.1512049Garima Jaju The cultural production of an ‘employable person’: A case of madrasa students in West Bengal, India, Contemporary South Asia 26, no.33 (Jul 2018): 321–335.https://doi.org/10.1080/09584935.2018.1498451Matthew Schuelka The Cultural Production of the “Disabled” Person: Constructing Difference in Bhutanese Schools, Anthropology & Education Quarterly 49, no.22 (Mar 2018): 183–200.https://doi.org/10.1111/aeq.12244David Sancho Escaping India’s culture of education: Migration desires among aspiring middle-class young men, Ethnography 18, no.44 (Jan 2017): 515–534.https://doi.org/10.1177/1466138116687591Catherine E. Bolten “A Great Scholar is an Overeducated Person”, Journal of Anthropological Research 71, no.11 (Dec 2015): 23–47.https://doi.org/10.3998/jar.0521004.0071.102Karuna Morarji Subjects of Development: Teachers, Parents and Youth Negotiating Education in Rural North India, The European Journal of Development Research 26, no.22 (Jan 2014): 175–189.https://doi.org/10.1057/ejdr.2013.55Véronique Bénéï Craig Jeffrey, Timepass: Youth, Class, and the Politics of Waiting in India, South Asia Multidisciplinary Academic Journal (Nov 2013).https://doi.org/10.4000/samaj.3639Peggy Froerer, Anna Portisch Introduction to the Special Issue: Learning, Livelihoods, and Social Mobility, Anthropology & Education Quarterly 43, no.44 (Nov 2012): 332–343.https://doi.org/10.1111/j.1548-1492.2012.01188.xTom G. Griffiths, Lisa Knezevic Wallerstein’s world-systems analysis in comparative education: A case study, PROSPECTS 40, no.44 (Nov 2010): 447–463.https://doi.org/10.1007/s11125-010-9168-0CRAIG JEFFREY Timepass: Youth, class, and time among unemployed young men in India, American Ethnologist 37, no.33 (Jul 2010): 465–481.https://doi.org/10.1111/j.1548-1425.2010.01266.xJANE DYSON Friendship in practice: Girls’ work in the Indian Himalayas, American Ethnologist 37, no.33 (Jul 2010): 482–498.https://doi.org/10.1111/j.1548-1425.2010.01267.xCraig Jeffrey Geographies of children and youth I: eroding maps of life, Progress in Human Geography 34, no.44 (Aug 2010): 496–505.https://doi.org/10.1177/0309132509348533Monisha Bajaj Intergenerational Perspectives on Education and Employment in the Zambian Copperbelt Bajaj, Comparative Education Review 54, no.22 (Jul 2015): 175–197.https://doi.org/10.1086/651138Monisha Bajaj Intergenerational Perspectives on Education and Employment in the Zambian Copperbelt, SSRN Electronic Journal (Jan 2010).https://doi.org/10.2139/ssrn.2143401Robert F. 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Mel, Terry Palmer Family and Community Participation in Education, (Jan 2003): 1063–1077.https://doi.org/10.1007/978-94-017-3368-7_73Ronald A. Lukens-Bull Two Sides of the Same Coin: Modernity and Tradition in Islamic Education in Indonesia, Anthropology Education Quarterly 32, no.33 (Sep 2001): 350–372.https://doi.org/10.1525/aeq.2001.32.3.350 Introduction, (Jan 2001): 1–11.https://doi.org/10.1215/9780822381075-001 Historical Contexts, (Jan 2001): 13–35.https://doi.org/10.1215/9780822381075-002 Ethnographic Beginnings, (Jan 2001): 36–54.https://doi.org/10.1215/9780822381075-003 Institutional Contexts, (Jan 2001): 55–91.https://doi.org/10.1215/9780822381075-004 Somos Muy Unidos, (Jan 2001): 92–144.https://doi.org/10.1215/9780822381075-005 Sites of Social Difference and the Production of Schooled Identity, (Jan 2001): 145–189.https://doi.org/10.1215/9780822381075-006 Friendship Groups, Youth Culture, and the Limits of Solidarity, (Jan 2001): 190–235.https://doi.org/10.1215/9780822381075-007 Political Economic Change, Life Trajectories, and Identity Formation, 1988-1998, (Jan 2001): 236–301.https://doi.org/10.1215/9780822381075-008 Games Are Serious, (Jan 2001): 302–321.https://doi.org/10.1215/9780822381075-009 Notes, (Jan 2001): 363–390.https://doi.org/10.1215/9780822381075-010 Works Cited, (Jan 2001): 391–416.https://doi.org/10.1215/9780822381075-011

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