Relevant bibliographies by topics / Educational applied anthropology

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  2. Dissertations / Theses
  3. Books
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  5. Conference papers

Academic literature on the topic 'Educational applied anthropology'

Author: Grafiati
Published: 4 June 2021
Last updated: 1 February 2022

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Journal articles on the topic "Educational applied anthropology"

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Mullooly, James, and Keith Sturges. "What is Applied Educational Anthropology?: Introducing a New TIG." Practicing Anthropology 30, no. 2 (2008): 29–31. http://dx.doi.org/10.17730/praa.30.2.j35q7ht780l5145x.

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Very few published materials adequately address what happens at the nexus of applied anthropology and education. The anthropology of education is a well established sub-field of anthropology to the extent that it has a distinct history and is securely housed in a number of highly rated academic institutions. Conversely, a more recent trend of "doing" rather than "teaching" the anthropology of education has become the professional mainstay of many applied anthropologists. In this brief introduction to the novel concept of "Applied Educational Anthropology," we provide a rough sketch of the well
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Loewe, Ron, and Jayne Howell. "Introduction: Practical Uses of Applied Anthropology." Practicing Anthropology 32, no. 4 (2010): 2–3. http://dx.doi.org/10.17730/praa.32.4.d86u7j358uhxu08g.

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This issue of Practicing Anthropology is an editors' choice issue that combines a number of articles on advocacy, law, health, program evaluation and community-based research, so there is surely something for everyone. At the same time, we would like to take this opportunity to put out a call for papers on anthropology and the environment. Possible topics include, but are not limited to the following: the impact of global warming on a community, region or nation-state and indigenous responses to this danger, the formation or activities of environmental justice organizations and networks, probl
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Cohn, Ravit Talmi. "Anthropology, Education, and Multicultural Absorption Migration from Ethiopia to Israel." Human Organization 79, no. 3 (2020): 226–36. http://dx.doi.org/10.17730/1938-3525-79.3.226.

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This paper presents a case study, which demonstrates the power of applied anthropology in combining theory with practice in the effort to change reality. Drawing on a multi-site ethnographic study conducted between the years 2005 and 2012, in each of the immigration journey’s stations—in Ethiopia (origin country) and Israel (destination country), this paper highlights the importance of applied anthropology insights in educational projects of immigration absorption. This paper is based on the transnational paradigm, presenting immigration as a complex process, which is created via an ongoing di
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Schensul, Jean J., and Elizabeth M. Eddy. "Integrating Theory, Research, and Practice in Applied Educational Anthropology: An Introduction to the Special Issue." Anthropology & Education Quarterly 16, no. 2 (1985): 82. http://dx.doi.org/10.1525/aeq.1985.16.2.04x0629e.

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VÁVROVÁ, DANIELA. "Visual interventions. Applied visual anthropology edited by Pink, Sarah." Social Anthropology 17, no. 3 (2009): 364–65. http://dx.doi.org/10.1111/j.1469-8676.2009.00075_11.x.

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Green, Jonathan. "Who's Watching the Children? Anthropology in Child Care." Practicing Anthropology 18, no. 4 (1996): 33–36. http://dx.doi.org/10.17730/praa.18.4.n21m05u2m54t110u.

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For the past several years I have been engaged in graduate study in anthropology, with special focus on applied and especially educational anthropology. During this time economics have necessitated my employment outside academia, primarily in the field of child care and early childhood education. Since June 1994, I have worked with one child-care provider in particular: a large, public, for-profit, preschool and day-care company. I began in the Special Needs Program, but recently moved into the position of Training Coordinator. Rather than working directly with the children, I now work with th
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Taylor, Jerome, Sekai Tlrner, Carrie Underwood, Agnes Franklin, Elsie Jackson, and Vaughan Stagg. "Values for Life: Preliminary Evaluation of the Educational Component." Journal of Black Psychology 20, no. 2 (1994): 210–33. http://dx.doi.org/10.1177/00957984940202008.

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Guenther, John, Melodie Bat, and Sam Osborne. "Red Dirt Thinking on Educational Disadvantage." Australian Journal of Indigenous Education 42, no. 2 (2013): 100–110. http://dx.doi.org/10.1017/jie.2013.18.

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When people talk about education of remote Aboriginal and Torres Strait Islander students, the language used is often replete with messages of failure and deficit, of disparity and problems. This language is reflected in statistics that on the surface seem unambiguous in their demonstration of poor outcomes for remote Aboriginal and Torres Strait Islander students. A range of data support this view, including the National Action Plan—Literacy and Numeracy (NAPLAN) achievement data, school attendance data, Australian Bureau of Statistics Census data and other compilations such as the Productivi
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English, Michael. "Urban Consulting Practice." Practicing Anthropology 15, no. 1 (1993): 12–15. http://dx.doi.org/10.17730/praa.15.1.pn3h2457236v4097.

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In 1974 I enrolled in the inaugural class of the University of South Florida's (USF) M.A. program in applied anthropology. My undergraduate degree had been in finance and prelaw, and my experience with anthropology very limited. My interest in the program had been spurred by a St. Petersburg Times interview with Ailon Shiloh, then the graduate program director. The article told an exciting story about a new idea for anthropology—that the powerful analytical tools and perceptual abilities of the discipline could be taught to master's students, who could then be turned loose on modern American s
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Jenakovich, Marsha, and R. Murdoch. "A Space of Our Own: The Case for Masters-Level Professional Anthropology." Practicing Anthropology 19, no. 2 (1997): 17–21. http://dx.doi.org/10.17730/praa.19.2.j74w5278t9854758.

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For the past three years, both of the authors have been participants in the creation of a network of anthropologists practicing with masters' degrees. The observations in this article have slowly grown out of the experiences of members of this network, as well as the professional experience of the authors. Murdoch, on the one hand, has been consistently engaged in work on the fringes of applied research, with a focus on policy development and NGOs. Jenakovich, on the other, has worked primarily with grassroots, educational, nonprofit organizations, with a 2-year stint as assistant graduate dir
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Dissertations / Theses on the topic "Educational applied anthropology"

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Vora, Disha. "Emerging Ed-tech and Accessibility." Thesis, University of North Texas, 2013. https://digital.library.unt.edu/ark:/67531/metadc407857/.

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Recent developments in the field of education have led to a proliferation of educational technologies (or “ed-tech”), yet access to educational content for students with special needs remains a challenge. This research study aims to assess the current state of accessibility in emerging ed-tech and to identify barriers in enabling educational content to be born accessible. Detailed discussions with various ed-tech platforms revealed less of a need for technical tools, but a more prevailing need for knowledge and education around accessibility – what it means and how best to incorporate accessib
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Campbell, Rebecca Ann. "Reification, Resistance, and Transformation? The Impact of Migration and Demographics on Linguistic, Racial, and Ethnic Identity and Equity in Educational Systems: An Applied Approach." Scholar Commons, 2016. http://scholarcommons.usf.edu/etd/6474.

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Using an applied anthropological approach focused on language, this study investigates the relationship between linguistic, racial, and ethnic identities and school resource access in the context of migration. This project examines how these identities are established, experienced, reified, and resisted by various school actors. Exposing power at its roots through a multi-level analysis, this research informs on how people negotiate socialization into particular identities, propelling them toward positions in school and society of varying opportunity. Focused on two elementary schools in a cen
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Haag, Allyson Regina. "Comprehensive school reform in the wake of No Child Left Behind : teacher perceptions in Dodgeland." [Tampa, Fla.] : University of South Florida, 2007. http://purl.fcla.edu/usf/dc/et/SFE0002127.

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Cintrón-Moscoso, Federico. "Articulating Social Change in Puerto Rico: Environmental Education as a Model for Youth Socio-Political Development and Community-Led School Reform." Scholar Commons, 2010. https://scholarcommons.usf.edu/etd/1600.

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Recent attempts at developing an environmental education agenda in public schools emphasize the need to foster greater public awareness about environmental rights, issues, and solutions, while producing citizens with the knowledge and skills needed to address the ecological challenges of contemporary society. However, some scholars have argued that the attempt to integrate environmental principles into the school curricula has created a conflict between the politically-oriented goals of environmental education and the more passive practices of uncritical assimilation and reproduction found in
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Giesecke, Sara-Lafosse Mercedes. "New School and Applied Anthropology: Rural Education in Peru in the 20s and 30s." Pontificia Universidad Católica del Perú, 2016. http://repositorio.pucp.edu.pe/index/handle/123456789/79500.

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Se examina la conexión entre la escuela nueva y la antropología aplicada a través del pragmatismo clásico estadounidense, así como sus efectos en las reflexiones sobre el problema del indio, la difusión de métodos de la escuela nueva y las propuestas para la educación rural en el Perú. La nueva educación, o escuela nueva, es una tendencia que fue entendida como una propuesta para implementar la educación popular —e incluso la educación universitaria—, inculando la educación con la comunidad, su historia y geografía.La bibliografía revisada pone énfasis en el desarrollo de la ciudadanía a travé
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Naqvi, Saira Z. "Around the world in 15 bites| Applied perspectives on learning about food." Thesis, California State University, Long Beach, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10254007.

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<p> The war on obesity is a compelling topic in the United States&mdash;especially when as of 2012 17 percent, approximately 12.7 million, of children between the ages of 2-19 years are obese. This topic matters to anthropologists for two reasons&mdash;first, childhood socialization has been a focal point in the study of anthropology, and secondly, food is culture. This project report reflects my collaboration with a school in Southern California to implement a different approach to teaching children healthy eating habits. It focuses on ways that introducing new foods in a positive and fun env
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Sheehan, Norman. "Indigenous knowledge and higher education : instigating relational education in a neocolonial context /." [St. Lucia, Qld.], 2004. http://www.library.uq.edu.au/pdfserve.php?image=thesisabs/absthe17681.pdf.

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Barth, Donna Jeanne. "Exploring Explicit Fanfiction as a Vehicle for Sex Education among Adolescents and Young Adults." Scholar Commons, 2018. https://scholarcommons.usf.edu/etd/7472.

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Fanfiction consists of works written by amateurs using pre-existing characters and plots, often shared online for free. Although fanfiction began long before the advent of the internet, the worldwide web has created a platform wherein fanfiction is allowed and encouraged to spread almost unconditionally, reaching new populations and rising slowly but surely into the public eye. As the internet has made fanfiction more accessible and public, it has also increased the number of children and young adults involved in the process. And in the unsupervised wilderness of the internet, sexual content i
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Owens, Dorothea Jody. "Nature's Classroom: An Ethnographic Case Study of Environmental Education." Scholar Commons, 2012. http://scholarcommons.usf.edu/etd/4192.

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NATURE'S CLASSROOM: AN ETHNOGRAPHIC CASE STUDY OF ENVIRONMENTAL EDUCATION DOROTHEA JODY OWENS ABSTRACT This ethnographic case study examines the dynamic relationship between culture and environmental education within the context of a specific Florida-based public education program. The School District of Hillsborough County (SDHC) offers the program through a three-day field trip to the study site, Nature's Classroom, and accompanying classroom curriculum. The site is located in Thonotosassa on the Hillsborough River, and serves approximately 13,500 to 15,000 sixth grade students annually.
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O'Connor, Danielle R. "Comida Sin Frijoles No es Comida: Evaluation of a Type 2 Diabetes Education Program for Latinos." [Tampa, Fla.] : University of South Florida, 2003. http://purl.fcla.edu/fcla/etd/SFE0000204.

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Books on the topic "Educational applied anthropology"

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Tracce di inclusione: Antropologia nello sviluppo e cooperazione decentrata in Bosnia-Erzegovina. Guaraldi, 2008.

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Regional Workshop on Integration of Indigenous Knowledge into Nigerian Education Curriculum (1995 Ibadan, Nigeria). Indigenous knowledge in education: Proceedings of a Regional Workshop on Integration of Indigenous Knowledge into Nigerian Education Curriculum. Indigenous Knowledge Study Group, Centre for Urban and Regional Planning, University of Ibadan, 1996.

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Indigenous knowledge in education: Proceedings of a Regional Workshop on Integration of Indigenous Knowledge into Nigerian Education Curriculum. Indigenous Knowledge Study Group, Centre for Urban and Regional Planning, University of Ibadan, 1996.

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Martin-Fiorino, Víctor, Carlos Arturo Ospina Hernández, María Victoria Cadavid-Claussen, et al. Persona y felicidad: aportes desde la educación, la filosofía, la historia, la ética, la política, el derecho y la bioética. Edited by Dalia Jaqueline Santa Cruz-Vera. Editorial Universidad Católica de Colombia, 2021. http://dx.doi.org/10.14718/9789585133679.2021.

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The book includes a collection of articles resulting from research carried out by teachers of the Department of Humanities and whose thematic center is the relationship between people and happiness. Each chapter provides answers from a specific disciplinary field, through a qualitative methodology, the anthropological and ethical problem of achievement of happiness or personal human fulfillment. From education and ethics, the transition from some informative humanities to other performative ones is proposed, which integrate moral formation and values that advocate empathy and solidarity as a h
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von Boemcken, Marc, Nina Bagdasarova, Aksana Ismailbekova, and Conrad Schetter, eds. Surviving Everyday Life. Policy Press, 2020. http://dx.doi.org/10.1332/policypress/9781529211955.001.0001.

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The volume explores the everyday security practices of various people in Kyrgyzstan that feel threatened on the grounds of their ethnic belonging, gender or sexual orientation. In doing so, it provides a bottom-up perspective of security and insecurity in Kyrgyzstan, which differs from more state-centric and elitist accounts on this subject. Case studies include the Uzbek and the Lyuli minorities in the city of Osh in southern Kyrgyzstan, young women in the capital city of Bishkek, ethnically mixed couples and the lesbian, gay, bisexual and transgender (LGBT) community. Each case applies ethno
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M, Hardy Leslie, and Institute of Medicine (U.S.). Committee on Prenatal and Newborn Screening for HIV Infection., eds. HIV screening of pregnant women and newborns. National Academy Press, 1991.

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HIV Screening of Pregnant Women And Newborns. Natl Academy Pr, 1990.

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Book chapters on the topic "Educational applied anthropology"

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Schensul, Jean J. "Building an Applied Educational Anthropology beyond the Academy." In A Companion to the Anthropology of Education. Wiley-Blackwell, 2011. http://dx.doi.org/10.1002/9781444396713.ch8.

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"Faculty Development as Applied Educational Anthropology." In Applied Anthropology. Routledge, 2015. http://dx.doi.org/10.4324/9781315690742-14.

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"Navigating the Boundaries of an Anthropological Education in a Nonprofit World." In Applied Anthropology. Routledge, 2015. http://dx.doi.org/10.4324/9781315690742-11.

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Grossmann, Matt. "Opportunities and Constraints of the Disciplines." In How Social Science Got Better. Oxford University Press, 2021. http://dx.doi.org/10.1093/oso/9780197518977.003.0006.

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Our disciplinary structure places constraints on research, but interdisciplinarity also creates challenges. The basic social science disciplines—political science, economics, sociology, psychology, and anthropology—each tend toward a particular view of human nature and have disciplinary prejudices regarding topics and methods. Interdisciplinary work has identified these differences and worked toward integration, especially in common applied fields, such as education and public policy. Each discipline’s historical inheritance shapes contemporary practice. Rather than dismantling or reformulation of disciplines, strong and self-aware disciplines with scholarly exchange among them have advanced theory and empirical analysis.
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Beckmann, Elizabeth A., and Patrick Kilby. "Transnational Postgraduate Study for Development Workers." In Cases on Technological Adaptability and Transnational Learning. IGI Global, 2010. http://dx.doi.org/10.4018/978-1-61520-779-4.ch006.

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This case describes social, technological, economic and political factors impacting on transnational learning in the Master of Applied Anthropology and Participatory Development program at the Australian National University. Using the experiences of students working in areas of conflict, poverty and injustice across the world, this case shows how flexible delivery of postgraduate education not only allows development workers to continue their career progression while remaining fully active in the field, but also enables them to engage in stimulating high-level discourse with their development practitioner peers as they apply theory to practice. Giving development workers the opportunity to engage in advanced study in a stimulating and peer-supported learning environment without leaving home both enriches their career functionality and long-term prospects, and enhances their day-to-day work activities. As a bonus, host communities benefit from a development worker with greater access to expertise, experience and support, and a reduced sense of professional and/or cultural isolation.
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Conference papers on the topic "Educational applied anthropology"

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Chistiakov, Valerii Vladimirovich, and Kseniia Evgenevna Bezukh. "Homo totus – a Phenomenon of Modern Social and Educational Anthropology." In International applied research conference. TSNS Interaktiv Plus, 2020. http://dx.doi.org/10.21661/r-530766.

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Skyllstad, Kjell. "Giving People a Voice." In GLOCAL Conference on Asian Linguistic Anthropology 2019. The GLOCAL Unit, SOAS University of London, 2019. http://dx.doi.org/10.47298/cala2019.6-5.

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Scandinavian countries, in particular northern Scandinavia, have developed unique sociolinguistic frameworks which aim to preserve local indigenous languages. These models have acted to protect the cultural heritages of these ethnicities. As such, these models of preservation have offered a framework to be applied to other contexts, and hence in regions where language and cultural preservation and revitalization have become a salient factor. This current study presents an evaluation of the Norwegian State Action Plan for the preservation of indigenous languages in the region of tribal northern
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Jackson, Jane, Cherry Chan Sin Yu, and Tongle Sun. "Language and (Inter)cultural Socialization in Study Abroad (SA) Contexts." In GLOCAL Conference on Asian Linguistic Anthropology 2019. The GLOCAL Unit, SOAS University of London, 2019. http://dx.doi.org/10.47298/cala2019.17-4.

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Students who participate in a study abroad (SA) program are naturally exposed to new ‘ways of being’ (e.g., unfamiliar linguistic and cultural practices) and as they adjust to the host environment, they may experience acculturative stress and identity confusion (Jackson 2018, 2020). To better understand the challenges facing second language (L2) SA participants, applied linguists in various parts of the world are conducting introspective studies that seek to identify and make sense of factors that can influence L2 socialization and sojourn outcomes (e.g., language proficiency gains, intercultu
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Sahar, Rafidah, and Nur Nabilah Abdullah. "Conceptualising Doctoral Supervision in Malaysia as a Small Culture." In GLOCAL Conference on Asian Linguistic Anthropology 2020. The GLOCAL Unit, SOAS University of London, 2020. http://dx.doi.org/10.47298/cala2020.2-2.

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Research on doctoral supervision in the field of Intercultural Communication has traditionally been applied to cross-cultural comparison, particularly across national systems and cultural boundaries. However, recent years have witnessed that such comparison is being challenged and re-analysed in light of potential risk of over generalisation and stereotyping in its observation. In this research, we consider the relevance of small cultures (Holliday 1994, 1999) as an alternative approach to conceptualise doctoral supervisory practice as a dynamic on-going group process through which its members
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Reid, James. "The Change Laboratory in CLIL settings: Foregrounding the Voices of East Asian Students." In GLOCAL Conference on Asian Linguistic Anthropology 2019. The GLOCAL Unit, SOAS University of London, 2019. http://dx.doi.org/10.47298/cala2019.3-7.

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I propose that the Change Laboratory is an underutilized intervention research methodology that can be used to foreground the voices, needs and rights of East Asian students taking English Medium Instruction classes predicated on the Western Socratic learning habitus. In particular, I relate the Change Laboratory methodology to a specific type of EMI pedagogy known as CLIL, Content Language Integrated Learning. What separates CLIL courses from content-based language learning and other forms of EMI, is the planned integration of the ‘4Cs’ of content, cognition, communication and culture into te
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