Anthropology & Education Quarterly
Edited by:
Nancy Hornberger
ISI Journal Citation Reports® Ranking: 2008: 46/61 Anthropology; 94/112 Education & Educational Research
Impact Factor: 0.326
Anthropology & Education Quarterly is a peer-reviewed journal that publishes scholarship on schooling in social and cultural context and on human learning both inside and outside of schools. Articles rely primarily on ethnographic research to address immediate problems of practice as well as broad theoretical questions. AEQ also publishes on the teaching of anthropology.
TopNews and Announcements
Book reviews now available online!
Beginning in 2009, book reviews from Anthropology & Education Quarterly will be available online.
Click here to access the reviews on Wiley InterScience.
Anthropology & Education Quarterly is one of more than 20 publications featured in AnthroSource, the American Anthropological Association's online portal serving the research, teaching, and professional needs of anthropologists. Click here to learn more about AnthroSource!
Anthropology & Education Quarterly is included in the INASP, HINARI and OARE programs. As a part of these initiatives, the journal is available (for free or at very low cost) in more than 100 developing world countries.
NIH Public Access Mandate
For those interested in the Wiley-Blackwell policy on the NIH Public Access Mandate, please visit our policy statement.
TopHighlights
Read the most downloaded articles in 2009 from Anthropology & Education Quarterly:
Culture, Education, Anthropology
Hervé Varenne
From Shallow to Deep: Toward a Thorough Cultural Analysis of School Achievement Patterns
Mica Pollock
Imagining Postnationalism: Arts, Citizenship Education, and Arab American Youth
Thea Renda Abu El-Haj
Passing for English Fluent: Latino Immigrant Children Masking Language Proficiency
Lilia D. Monzio, Robert Rueda
Voluntary and Involuntary Minorities: A Cultural-Ecological Theory of School Performance with Some Implications for Education
John U. Ogbu, Herbert D. Simons
Becoming a Hurdler: How Learning Settings Afford Identities
Na'ilah Suad Nasir, Jamal Cooks
Introduction to the Special Issue: No Child Left Behind (NCLB) and Minority Youth: What the Qualitative Evidence Suggests
Angela Valenzuela, Linda Prieto, Madlene P. Hamilton
It's Not the Culture of Poverty, It's the Poverty of Culture: The Problem with Teacher Education
Gloria Ladson-Billings
Teachers' Expectations and Sense of Responsibility for Student Learning: The Importance of Race, Class, and Organizational Habitus
John B. Diamon, Antonia Randolph, James P. Spillane
