Bradley A.  Levinson Profile Image
Bradley A. Levinson
Professor of Education, Department of Educational Leadership and Policy Studies; Adjunct Professor of Anthropology and Latino Studies
Faculty
W.W. Wright Education Building Room EDU4250
Phone : (812) 856-8359
Fax: (812) 856-8394
Send me an e-mail
Department:  Educational Leadership and Policy Studies
Affiliations:  Education Policy Studies, History, Philosophy & Comparative Education , Inquiry Methodology , Center for International Education, Development and Research
My website:  http://education.indiana.edu/brlevins/index.php
 
 

ABOUT ME

My interests include student culture and identity formation at the secondary level, in Mexico and the United States; civic and citizenship education for democracy, especially in Latin America; the sociocultural practice of policy formation and implementation; critical social theories in education; transnational migration and education; and ethnographic research methods. See the "background" and "research" tabs to the left for more details.

 

 

 



DEGREES

  • Ph.D. Anthropology, June 1993, University of North Carolina, Chapel Hill, NC
  • M.A. Anthropology, June 1989, University of North Carolina, Chapel Hill, NC
  • B.A. Anthropology, June 1984, University of California, Santa Cruz, CA

AWARDS

  • Visiting Professor, Department of Education, Aarhus University (formerly Danish Pedagogical University)
  • February 1-June 1

PUBLICATIONS

  • Levinson, B. Gonzlez, N. (2008). Anthropology of education in a global age. Translated into French for A.V. Zanten (Ed.), Dictionnaire de Pedagogie (pp. 12-16). Paris: Presses Universitaires de Francais.
  • Levinson, B., J.Blackwood, V. Cross. 2012. Recipients, agents, or partners": Contradictions of teacher participation in Mexican secondary education reform. Journal of Educational Change, 14(3)
  • Levinson, B. (2010). The State and the citizen in Mexican civic education: An evolving story. In Globalization, the Nation-State, and the Citizen: Dilemmas and Directions for Civic and Citizenship Education. Ed. by A. Reid, J. Gill, and A. Sears. Pp. 175-190. London: Routledge
  • Levinson, B. (2011). Toward an anthropology of (democratic) citizenship education. In A Blackwell Companion to the Anthropology of Education. B. Levinson and M. Pollock, eds. Pp. 279-298. Malden, MA: Wiley Blackwell.
  • Levinson, B., N. Gonzalez, and K. Anderson-Levitt (2015). Anthropological Approaches to the Study of Education: The United States and Beyond. In James D. Wright, Ed. International Encyclopedia of Social and Behavioral Sciences, 2nd Ed., Vol. 1. Pp. 728-733. Oxford: Elsevier.
  • Levinson, B. and M.E. Luna (Forthcoming). Stealth diversity and the indigenous question: The challenges of citizenship in Mexican civic education. In James Banks, Ed. Global Migration, Structural Inclusion, and Citizenship Education. Washington, D.C.: AERA Publications.
  • Stevick, E. Doyle and Bradley A.U. Levinson (Eds.) (2008). Advancing Democracy through Education": U.S. Influence Abroad and Domestic Practice. Charlotte, NC: Information Age Publishing.
  • Levinson, B. and C. Casas (2009). From curriculum to practice: Removing structural and cultural obstacles to effective secondary education reform in the Americas. Organization of American States Working Papers for the Sixth Meeting of Ministers of Education.
  • Levinson, B., J.Blackwood, V. Cross. 2013. Recipients, agents, or partners": Contradictions of teacher participation in Mexican secondary education reform. Journal of Educational Change, 14(1): 1-27.
  • Levinson, B. 2014. La antropologa de la educacin estadunidense: Temas y tensiones en el conocimiento de un campo social. (The U.S. anthropology of education: Topics and tensions in a social fields knowledge). In A. Daz de Rada, Ed. Etnografas de la educacin y conceptos de educacin. Madrid: Universidad Nacional de Educacin a Distancia. Pp. 63-70. E-book: http://e-spacio.uned.es/fez/eserv.php"pid=bibliuned:500383-IIICongresoEtnografia-1025dsID=Documento.pdf
  • Levinson, B. (2012). Commentary to Between faith and science: World culture theory and comparative education. CIES Perspectives (Newsletter of the Comparative and International Education Society), No. 159 (September), 4-6.
  • Convertino, C.M., B. Levinson, and N. Gonzalez. (2013). Culture, teaching, and learning. In James A. and Cherry A. McGee Banks, Eds. Multicultural education: Issues and perspectives. 8th edition. Pp. 25-41. New York: Wiley
  • Levinson, B. and L. Cerletti. (2012). Antropologa y educacin: Enfoques, aportes y trayectoria de investigacin. (Anthropology and education: Approach, contributions, and research trajectory.) Boletn de Antropologa y Educacin (Buenos Aires) 2(3), 47-51.
  • Levinson, B. Pollock, M. (Eds.) (2011). A Blackwell Companion to the Anthropology of Education. Malden, MA: Wiley-Blackwell.
  • Levinson, B. (2012). Reduciendo brechas entre cultura juvenil y cultura docente escolar: El desafo institucional para crear una secundaria con sentido. In Emilio Tenti, Ed. La escolarizacin de los adolescentes. Pp. 79-112. Buenos Aires and Paris: IIPE-UNESCO. (Reducing the gap between youth culture and teachers school culture: The institutional challenge to create a meaningful secondary school.) (The Schooling of Adolescents)
  • Levinson, B., with P.J. Gross, J. Heimer Dadds, C. Hanks, K. Kumasi, D. Metro-Roland, and J. Link. (2011). Beyond Critique: Exploring Critical Social Theories and Education. Boulder, CO: Paradigm Publishers.
  • Inauguration and welcoming remarks. Proceedings of the First Symposium on Teaching Indigenous Languages of Latin America. S. Coronel-Molina and J. McDowell, Eds. Pp. xvi-xviii. Indiana University, at http://www.indiana.edu/~clacs/academics/STILLA%202008%20Proceedings-MLCP-CLACS-ATLILLA.pdf
  • Everitt, Judson and Bradley Levinson. Inhabited Institutions in New Destinations: Local Sense-Making and Institutional Work in Community Response to New Immigration
  • Levinson, B.A.U., M. Sutton, and T. Winstead. (2009) Education Policy as a Practice of Power: Theoretical Tools, Ethnographic Methods, Democratic Options. Educational Policy 23(6): 767-795.
  • Levinson, B. Education reform sparks teacher protest in Mexico. Kappan Magazine 95(8): 48-51.
  • Convertino, C.M., B. Levinson, and N. Gonzalez. (2013). Culture, teaching, and learning. In James A. and Cherry A. McGee Banks, Eds. Multicultural education: Issues and perspectives. 8th edition. Pp. 25-41. New York: Wiley
  • Everitt, J. and B. Levinson. (In press). Inhabited institutions in new destinations: Local sense-making and institutional work in community response to new immigration. Journal of Contemporary Ethnography. 44(5): Published online Sep. 30, 2014 at: http://jce.sagepub.com/content/early/2014/09/29/0891241614550757

PRESENTATIONS

  • Final discussant and moderator for conference on Education, Citizenship, and Democratic Personhood. Organized by Department of Social Anthropology, Cambridge University and Department of Education, Aarhus University.
  • Levinson, B. (2015, April 17). Discussant for session on Policyscapes of education reform: Vertical case studies of educational policy appropriation across national settings. Annual Meeting of the American Educational Research Association, Chicago, IL
  • Levinson, B. (2011, June 20). La antropologa de la educacin como campo de conocimiento. Invited talk at the Universidad Autnoma Metropolitana (UAM)-Xochimilco, Mexico City.
  • Levinson, B. (2011, April 5). Invited panelist for session on Educacin y valores para la vida, part of the Encuentro Nacional de Educacin en Valores para la Convivencia del Siglo XXI, (National Forum on Education for Values of Coexistence), 90th anniversary celebrations of the National Ministry of Education of Mexico (SEP), National Auditorium, Mexico City.
  • The anthropology of education as a field of knowledge production: Current perspectives, enduring debates. Invited lecture for Department of Anthropology, Vytatus Magnus University, Kaunas, Lithuania.
  • Organized and chaired double-session for the annual meetings of the American Anthropological Association, The Anthropology of policy in formal education: Imagining, enforcing, and contesting new publics.
  • Levinson, B. (2011, May 2). The Inter-American Journal of Education for Democracy: Concepts and trends. Paper delivered in session, Citizenship across the Americas, Annual Meetings of the Comparative and International Education Society. Montreal.
  • Levinson, B. (2011, September 14). Reduciendo brechas entre cultura juvenil y cultura docente escolar: Un desafo institucional.Invited paper delivered at the Simposio Internacional, La Escolarizacin de los Adolescentes, organized by International Institute for Educational Planning of UNESCO, Buenos Aires, Argentina.
  • Ambiguous democracy, contradictory citizenship: A policy ethnography of Mexican secondary education reform. Lecture delivered at the Department of Education, Aarhus University, Copenhagen, Denmark.
  • Presented paper in symposium on Global Migration, Structural Inclusion, and Citizenship Education, a Spencer Foundation funded event hosted by James Banks
  • The rhetorics of participation in Mexican secondary education reform: Words, actions, things. Paper for annual meetings of the American Anthropological Association, San Francisco, CA.
  • Democratic citizenship, youth identity, and the disappointments of secondary education reform in Mexico. Paper delivered at Symposium on Education for Mexico in the 21st Century. Center for Mexican Studies and Teachers College, Columbia University.
  • Levinson, B. (2015, November 20). Discussant for session, The National as Global, the Global as National: Citizenship Education in the Context of Migration and Globalization. Annual meetings of the American Anthropological Association, Denver, CO.
  • La antropologa de la educacin norteamericana: Temas y tensiones en el conocimiento de un campo social (The North American anthropology of education: Tensions and themes in the knowledge of a social field). Paper presented at conference in Madrid, Spain, July 5.
  • Citizenship in the vernacular: An anthropology of education in/for democracy. Invited seminar for Research Consortium in Sociology. Aarhus University, Aarhus, Denmark.
  • Levinson, B. and M. Pollock. (2011, November 17). Organized special session for the annual meetings of the American Anthropological Association, Traces and legacies of education in the discipline: A roundtable conversation. Montreal, Quebec, Canada.
  • Levinson, B. (2015, November 21). Panelist for Roundtable, A Conversation with CAEs Past Presidents to Advance the Field of Anthropology of Education: Theoretical and Methodological Challenges that Neoliberalism Poses to the Field. Annual meetings of the American Anthropological Association, Denver, CO.
  • Levinson, B. (2015, November 18). Organized and chaired special session of the Council on Anthropology and Education, Going Public: Communicating our Research beyond the Academy. Annual Meetings of the American Anthropological Association, Denver, CO.
  • Levinson, B. with C. Beresniova and F. Ramos. (2011, May 1). Critical social theory and comparative educations imagined interlocutors. Paper delivered at the annual meetings of the Comparative and International Education Society, Montreal, Quebec, Canada.
  • Organized and chaired invited session of the Council on Anthropology of Education and the Executive Program Committee of the American Anthropological Association: But is it science": Producing justice-oriented ethnography of education for varied publics. Annual meetings of the American Anthropological Association. December 5, Washington, D.C.
  • Levinson, B. (2011, November 17). Discussant for session, Negotiating citizenship education amid conflict, Annual meetings of the American Anthropological Association. Montreal.
  • Levinson, B. (2010, October 9). Education policy, the state, and the imagination of democratic citizenship in Latin America. Paper delivered at the 2010 Congress of the Latin American Studies Association. Toronto, Canada
  • Levinson, B. (2010, March 4). Organized, chaired, and served as discussant for panel, Anthropology in/and comparative education: Perspectives on a discipline-field relationship. 54th Annual Conference of the Comparative and International Education Society. Chicago, IL.
  • Levinson, B. (2011, September 16). La antropologa de la educacin como campo de conocimiento: Perspectivas y tensiones.(The anthropology of education as a field of knowledge: Perspectives and tensions). Talk delivered for the program in Anthropology of Education, Facultad de Filosofa y Letras, Universidad de Buenos Aires.
  • Engaging the world through educational research: Critical social theory and the challenge of post-modernism. Invited seminar at the Department of Psychology and Educational Studies, Roskilde University, Denmark.

ASSOCIATIONS

  • Departamento de Investigaciones Educativas: Reviewed 2 chapter manuscripts in Spanish for edited volume on education for citizenship
  • School of Education: I served as Full Professor on the Promotion and Tenure Committee, which was very labor intensive from September until November.
  • School of Education Policy Council: Started service as Policy Council rep in Fall semester
  • Monroe County Community School Corporation: Served on the MCCSC Calendar Committee from April-November of this year to make recommendations to the Superintendent for the next 3 school years.
  • Mexican Commission on Educational Research (COMIE): Reviewed 2 dissertations for annual dissertation prize
  • Faculty Advisory Board, School of Global and International Studies: Regular meetings, also served on Curriculum and Overseas Study sub-committees
  • Center for Latin American and Caribbean Studies: Member of the Steering Committee of CLACS
  • School of Education: Member of Faculty and Budgetary Affairs Committee
  • Bloomington Faculty Council: I continued to serve on the campuswide Faculty Affairs Committee throughout the year. Work was particularly intensive in the Spring as I served on the "Post-Tenure Review" sub-committee, which drafted extensive new procedures.
  • University of Virginia, University of Illinois: Wrote letters of review of 2 colleagues, one for tenure and the other for Full professor
  • International Programs Committee: Co-chair the IPC for the School of Education
  • Center for Latin American and Caribbean Studies: March 6: Served as discussant for panel of graduate student conference
  • School of Education: I served on the Faculty and Budgetary Affairs Committee through Spring semester only
  • Students of Education Policy Studies: In addition to continuing to write numerous customized recommendation letters for students' grant and job applications (about 75 per year), this Fall I informally took on the role of helping to constructing an alumni mentoring network, reaching out to most of our program alumni and, with the assistance of Kristen Hengtgen, compiling a directory.
  • Council on Anthropology of Education: President-elect and Program Chair for the Council on Anthropology of Education, a 600-member section of the American Anthropological Association.
  • Council on Anthropology of Education: Reviewed panel and paper proposals for this year's meetings of the CAE, American Anthropological Association
  • School of Education: Served as Co-Chair of International Programs Committee
  • Bloomington Faculty Council: School of Education representative to BFC
  • Latino Studies Program: Member of Advisory Board, Latino Studies Program
  • Council on Anthropology of Education: President-elect, Council on Anthropology of Education, American Anthropological Association
  • BFC campus committee: Member of Faculty Affairs Committee, Bloomington Faculty Council
  • Center for Latin American and Caribbean Studies: Steering Committee member
  • Indiana University: Writing recommendation letters for grants and jobs
  • Latino Studies Program: February 27: Participated in a graduate mentoring workshop
  • Council on Anthropology of Education, American Anthropological Association: Served as President of CAE
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