Significance: U.S. Blind Spots in Judging Research

Authors

  • Kathryn M. Anderson-Levitt UCLA

DOI:

https://doi.org/10.14507/epaa.v22n27.2014

Keywords:

Academic Discourse Communities, Educational Research, English for Academic Purposes

Abstract

Opening U.S. educational publishing to the rest of the world promises fresh perspectives and new solutions—but not if U.S.-based editors, reviewers and readers fail to recognize the significance of research conducted outside the United States. This essay explores why U.S.-based reviewers easily miss the social importance and the intellectual interest of research conducted elsewhere, and points to several steps they can take to improve their appreciation of the full global range of educational scholarship.

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Author Biography

Kathryn M. Anderson-Levitt, UCLA

Kathryn Anderson-Levitt is professor emerita of anthropology at the University of Michigan–Dearborn and teaches at UCLA. She has conducted ethnographic research on teachers, reading instruction, and the flow of educational reform in France, the Republic of Guinea, and the United States. She is the author of Teaching Cultures: Knowledge for Teaching First Grade in France and the United States (Hampton 2002) and the editor of Local Meanings, Global Schooling: Anthropology and World Culture Theory (Palgrave Macmillan 2003) and Anthropologies of Education: A Global Guide to Ethnographic Studies of Learning and Schooling (Berghahn 2011). She has served as an editor of Anthropology and Education Quarterly and is currently one of the co-editors of Comparative Education Review.

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Published

2014-05-05

How to Cite

Anderson-Levitt, K. M. (2014). Significance: U.S. Blind Spots in Judging Research. Education Policy Analysis Archives, 22, 27. https://doi.org/10.14507/epaa.v22n27.2014

Issue

Vol. 22 (2014)

Section

The Future of Educational Research Journals