Doctor of Philosophy in Language Reading and Culture, University of Arizona
Master of Arts in Anthropology, University of Arizona
Bachelor of Arts in Elementary Education, University of Arizona
Anthropology and Education
Globalization and Education
Cathy Amanti is a clinical assistant professor in the Department of Early Childhood and Elementary Education at Georgia State University. Her research focuses on the cultural production of schools and schooling, and the intersection of in- and out-of-school experiences of students. She is particularly interested in the perspectives and experiences of those that are marginalized by educational institutions. Most recently, she conducted an ethnography of a high school in northern Mexico to examine the perspectives of Mexican students and teachers on a 2008 federal high school reform that was influenced by transnational organizations, such as the World Bank and the Organization for Economic Co-operation and Development, as well as secondary education reforms in Europe. The project highlighted current trends in the global flow of education policies from the Global North to the Global South.
In addition to her research, Amanti has taught in bilingual education programs (grades 2-8) in public schools in Tucson, Ariz. She has also worked as a bilingual education curriculum specialist, middle school administrator, coordinator of Tucson Unified School District’s (TUSD) Language Acquisition department, and as program manager for the TUSD Department of Student Equity. While working as a bilingual education teacher, she participated as a teacher-researcher in the Funds of Knowledge research project. She later co-edited a book about this project with Norma González and Luis Moll, which won the 2006 Critics’ Choice Award from the American Educational Studies Association. She is an active member of the American Anthropological Association and the Georgia Association of Multilingual, Multicultural Education. She served as a student assessment consultant to the Arizona Department of Education for many years.
*Selected publications; see CV for more.
Amanti, C. (2016). “‘What! You don’t know English?’: Producing, reproducing, and resisting dominant English ideologies in a Mexican high school.” In J. Álvarez, C. Amanti, S. Keyl, and E. Mackinney (Eds.), Critical views on teaching and learning English around the globe: Qualitative research approaches (pp. 87-104). Charlotte, NC: Information Age Publishing.
Amanti, C. (2014). “When school literacy and school discipline practices intersect: Why schools punish student writing.” Journal of Language and Literacy Education [Online], 10(1), 14-26.
Amanti, C., González, N., and Moll, L. (2008). “Case study: Using students’ cultural resources in teaching.” In A. Roseberry and B. Warren (Eds.), Teaching science to English language learners: Building on students’ strengths (pp. 99-102). National Science Teachers Association, Publishers.
Amanti, C. (2005). “Beyond a beads and feathers approach.” In N. González, L. Moll, and C. Amanti (Eds.), Funds of knowledge: Theorizing practices in households, communities, and classrooms (pp. 131-142). Mahwah, NJ: Lawrence Erlbaum Associates.
González, N., and Amanti, C. (1997). “Teaching anthropological methods to teachers: The transformation of knowledge.” In C. Kottak, J. White, R. Furlow, and P. Rice (Eds.), The teaching of anthropology: Problems, issues and decisions (pp. 353-360). Mountain View, CA: Mayfield Publishing Company.