Lucas Cone - Academia.edu (original) (raw)

Papers by Lucas Cone

ECNU review of education, Sep 11, 2020

Background: Vasoactive intestinal polypeptide secreting tumors(VIPomas) are rare endocrine tumors... more Background: Vasoactive intestinal polypeptide secreting tumors(VIPomas) are rare endocrine tumors of the pancreas with an estimated incidence of 0.1 per million per year. The molecular mechanisms that mediate development of VIPomas are poorly investigated and require definition. Methods: A genome-and gene expression analysis of specimens of a primary pancreatic VIPoma with hepatic metastases was performed. The primary tumor, the metastases, the corresponding healthy tissue of the liver, and the pancreas were compared with each other using oligonucleotide microarrays and loss of heterozygosity (LOH). Results: The results revealed multiple LOH events and several differentially expressed genes. Our finding of LOH and downregulation was conspicuous in the microarray analysis for the mismatch repair gene MSH2 in the primary pancreatic VIPoma tumor, the hepatic metastasis but not in the corresponding healthy tissue. Further a strong overexpression of the chemokine CXCR4 was detected in the hepatic metastases compared to its pancreatic primary. With a review of the literature we describe the molecular insights of metastatic development in VIPoma. Conclusion: In VIPoma, defects in the mismatch repair system especially in MSH2 may contribute to carcinogenesis, and increased CXCR4 may be associated with liver metastasis.

Teachers and Teaching, Jul 12, 2022

Learning, Media and Technology, Nov 29, 2021

Dansk sociologi, Sep 8, 2020

Educational Philosophy and Theory, Jun 16, 2017

Responding to the structural and discursive changes that have (re)shaped the area of higher educa... more Responding to the structural and discursive changes that have (re)shaped the area of higher education in Europe over the last decades, the paper presents an analysis of how and with what educational consequences the purpose and value of higher education governance has shifted towards market-relevance and impact as the primary legitimizing factors in institutional quality assessments. The style will be asyndetic: rather than focus on single policy-documents, I purport to avail the justifications of the recent decades' higher education policy through highlighting the use of specific words and certain arguments across a range of documents from the most prominent transnational actors and educational policy-makers in the field. Applying Theodor Adorno's theory of Halbbildung (half-education), I go on to present the notion of Halbbildung as a conceptual lens for unveiling some of the teleological issues at stake in the current proposed purposes and modes of higher education governance. Paraphrasing Adorno's call for commitment to educational authorities, I question the possibility of establishing commitment amongst students to something beyond the logics of applicable competence-building and productivity.

Through project RESPEKT we have aimed to accommodate these challenges by rethinking quality educa... more Through project RESPEKT we have aimed to accommodate these challenges by rethinking quality education on Sexual and Reproductive Health & Rights (SRHR). PARTNERSHIP APPROACH Project RESPEKT stems from a partnership between two Danish (IMCC) and Kenyan (MSAKE) student organizations. Members of both organizations are students within the fields of Health and Social Sciences. The project's outreach program was developed collaboratively and realized by MSAKE student volunteers in Kenya. TRAINING OF TRAINERS (TOTs) 46 volunteers were trained by experts in SRHR education and facilitation techniques. The trainings focused on providing the volunteers with skills and experiences on how to create safe spaces and facilitate culture-specific workshops on SRHR in diverse locations. REALIZING RESPEKT Workshops were conducted between 2016 and 2017. In total, more than 1,400 Kenyan teenagers from five different regions participated. Each workshop consisted of three sessions: 1) a general session, 2) a gender-based session, and 3) a small subgroup session. The three-part structure was constructed to provide participants with a safe space to discuss, confront, and potentially overcome gender stereotypes and biases with regards to SRHR.

Routledge eBooks, Mar 3, 2022

Nordic Journal of Studies in Educational Policy, Jan 2, 2022

Would it be possible to foster the development of a strong pedagogical industry that could be com... more Would it be possible to foster the development of a strong pedagogical industry that could be compared to the pharmaceutical industry in the health sector?’ (Organisation for Economic Cooperation and Development (OECD), 2007). Almost 15 years on, it is tempting to revisit the question posed by the Organisation for Economic Co-operation and Development (OECD) with a touch of biblical irony: ‘We have the prophetic word confirmed’ (Peter 2, 1:19). Since 2007, the rise of markets for teaching and learning has turned education into one of the fastest growing markets worldwide, with recent prophecies suggesting a staggering $10 Trillion education industry in 2030 (HolonIQ, 2020). Spearheaded by massive infrastructural investments in digitization, Venture Capital investments in companies working in education are at a record high: Annual Venture Capital (VC) investments in European education start-ups grew from 140 million USD in 2014 to 2.5 billion USD in 2021 (Brighteye Ventures, 2022). The Nordic countries have not escaped this trend. Boosted by the Covid-19 pandemic, institutions, municipalities, and governments across the Nordic region have invested heavily in commercially driven infrastructures and services promising to create more diverse, modern, coherent, and data-based educational systems (Cone et al., 2021; Ljungqvist & Sonesson, 2021). Defined most broadly as ‘the opening up of schools and their practices to goods and services from commercial providers with the express purpose of leveraging profit from schools’ (Hogan & Thompson, 2017, p. 2), the large-scale commercialization of education in and beyond the Nordic countries affects more than just corporate bottom lines and stock markets. In classrooms across the Global North, the involvement of commercial actors is reconfiguring the very foundations of what teaching and learning is about, who should participate in it, and where it should occur: Teachers creating tasks in Google Classroom, students finishing their assignments on Seesaw, parents checking in on their students’ work on Aula, principals preparing Kahoot quizzes for the next staff meeting, schools rebuilding their pedagogical profiles based on partnerships with Lego Education. As the boundaries between public education and corporate interests continue to blur, it is more vital than ever to examine the political, social, and pedagogical implications of these reconfigurations. While there is a significant body of scholarship addressing private schools and non-state actors’ involvement in the pluralistic governance of Nordic education (Larsen et al., 2021; Wiborg & Larsen, 2017), questions of profit, branding, and capitalization within schools are relatively new topics in Nordic education research (Rönnberg, 2017; Seppänen et al., 2021). Building on recent scholarship examining the political economies underpinning contemporary forms of market-making and capital (Birch & Muniesa, 2020; Çalişkan & Callon, 2009; Sadowski, 2020; Srnicek, 2016), the present concern with commercialization in schools appears to involve at least three intertwined tendencies. Through different mechanisms and at varying rates, these tendencies constitute the backdrop for the commercial entanglements addressed in this special issue. First, it involves a movement towards privatization of educational functions, denoting a process by which private sector actors are either contracted or enticed via deregulation to manage services and infrastructures in education (Alexiadou, 2013; Starr, 1989). In the Nordic countries and Europe in particular, this process is commonly realized through mechanisms associated with soft privatization, in which private sector involvement emerges not as a direct replacement of or ideological alternative to public government and welfare state control, but rather as embedded within the regulatory frameworks of outcome-based governance (Cone & Brøgger, 2020; Moos, 2009). Second, it involves the increasing digitalization of educational governance, revolving around the use of algorithms, websites, and quantitative data to (re)present, reconfigure, and govern educational activities and relations (Cone et al., 2021; Gorur et al., 2019; Williamson, 2016). More recently, this tendency has

Critical Studies in Education

Routledge eBooks, Mar 3, 2022

Universitetsforlaget i Oslo, 2021

Nordic Journal of Studies in Educational Policy, 2022

Would it be possible to foster the development of a strong pedagogical industry that could be com... more Would it be possible to foster the development of a strong pedagogical industry that could be compared to the pharmaceutical industry in the health sector?’ (Organisation for Economic Cooperation and Development (OECD), 2007). Almost 15 years on, it is tempting to revisit the question posed by the Organisation for Economic Co-operation and Development (OECD) with a touch of biblical irony: ‘We have the prophetic word confirmed’ (Peter 2, 1:19). Since 2007, the rise of markets for teaching and learning has turned education into one of the fastest growing markets worldwide, with recent prophecies suggesting a staggering $10 Trillion education industry in 2030 (HolonIQ, 2020). Spearheaded by massive infrastructural investments in digitization, Venture Capital investments in companies working in education are at a record high: Annual Venture Capital (VC) investments in European education start-ups grew from 140 million USD in 2014 to 2.5 billion USD in 2021 (Brighteye Ventures, 2022). The Nordic countries have not escaped this trend. Boosted by the Covid-19 pandemic, institutions, municipalities, and governments across the Nordic region have invested heavily in commercially driven infrastructures and services promising to create more diverse, modern, coherent, and data-based educational systems (Cone et al., 2021; Ljungqvist & Sonesson, 2021). Defined most broadly as ‘the opening up of schools and their practices to goods and services from commercial providers with the express purpose of leveraging profit from schools’ (Hogan & Thompson, 2017, p. 2), the large-scale commercialization of education in and beyond the Nordic countries affects more than just corporate bottom lines and stock markets. In classrooms across the Global North, the involvement of commercial actors is reconfiguring the very foundations of what teaching and learning is about, who should participate in it, and where it should occur: Teachers creating tasks in Google Classroom, students finishing their assignments on Seesaw, parents checking in on their students’ work on Aula, principals preparing Kahoot quizzes for the next staff meeting, schools rebuilding their pedagogical profiles based on partnerships with Lego Education. As the boundaries between public education and corporate interests continue to blur, it is more vital than ever to examine the political, social, and pedagogical implications of these reconfigurations. While there is a significant body of scholarship addressing private schools and non-state actors’ involvement in the pluralistic governance of Nordic education (Larsen et al., 2021; Wiborg & Larsen, 2017), questions of profit, branding, and capitalization within schools are relatively new topics in Nordic education research (Rönnberg, 2017; Seppänen et al., 2021). Building on recent scholarship examining the political economies underpinning contemporary forms of market-making and capital (Birch & Muniesa, 2020; Çalişkan & Callon, 2009; Sadowski, 2020; Srnicek, 2016), the present concern with commercialization in schools appears to involve at least three intertwined tendencies. Through different mechanisms and at varying rates, these tendencies constitute the backdrop for the commercial entanglements addressed in this special issue. First, it involves a movement towards privatization of educational functions, denoting a process by which private sector actors are either contracted or enticed via deregulation to manage services and infrastructures in education (Alexiadou, 2013; Starr, 1989). In the Nordic countries and Europe in particular, this process is commonly realized through mechanisms associated with soft privatization, in which private sector involvement emerges not as a direct replacement of or ideological alternative to public government and welfare state control, but rather as embedded within the regulatory frameworks of outcome-based governance (Cone & Brøgger, 2020; Moos, 2009). Second, it involves the increasing digitalization of educational governance, revolving around the use of algorithms, websites, and quantitative data to (re)present, reconfigure, and govern educational activities and relations (Cone et al., 2021; Gorur et al., 2019; Williamson, 2016). More recently, this tendency has

Learning, Media and Technology, 2021

Through project RESPEKT we have aimed to accommodate these challenges by rethinking quality educa... more Through project RESPEKT we have aimed to accommodate these challenges by rethinking quality education on Sexual and Reproductive Health & Rights (SRHR). PARTNERSHIP APPROACH Project RESPEKT stems from a partnership between two Danish (IMCC) and Kenyan (MSAKE) student organizations. Members of both organizations are students within the fields of Health and Social Sciences. The project's outreach program was developed collaboratively and realized by MSAKE student volunteers in Kenya. TRAINING OF TRAINERS (TOTs) 46 volunteers were trained by experts in SRHR education and facilitation techniques. The trainings focused on providing the volunteers with skills and experiences on how to create safe spaces and facilitate culture-specific workshops on SRHR in diverse locations. REALIZING RESPEKT Workshops were conducted between 2016 and 2017. In total, more than 1,400 Kenyan teenagers from five different regions participated. Each workshop consisted of three sessions: 1) a general session, 2) a gender-based session, and 3) a small subgroup session. The three-part structure was constructed to provide participants with a safe space to discuss, confront, and potentially overcome gender stereotypes and biases with regards to SRHR.

In this chapter, the authors illustrate how the use of ethnographic methods as a mode of cultural... more In this chapter, the authors illustrate how the use of ethnographic methods as a mode of cultural inquiry can support educators in developing students’ competencies to navigate in and across cultural contexts. The authors report on an undergraduate service learning course held at the University of California, Los Angeles, which combines attendance in a university class with weekly visits to a play-based after-school club located in a multicultural immigrant community. The chapter draws examples from the required field notes written by undergraduate students about their visits to the after-school club, as well as oral comments by the students gathered through interviews. As a way of offering practical engagement in the lifeworlds of the demographically diverse children attending the after-school club, the authors apply examples from the undergraduates’ statements to consider the value of the course – and the engagement it requires with anthropological methods and multilingual and mul...

ECNU review of education, Sep 11, 2020

Background: Vasoactive intestinal polypeptide secreting tumors(VIPomas) are rare endocrine tumors... more Background: Vasoactive intestinal polypeptide secreting tumors(VIPomas) are rare endocrine tumors of the pancreas with an estimated incidence of 0.1 per million per year. The molecular mechanisms that mediate development of VIPomas are poorly investigated and require definition. Methods: A genome-and gene expression analysis of specimens of a primary pancreatic VIPoma with hepatic metastases was performed. The primary tumor, the metastases, the corresponding healthy tissue of the liver, and the pancreas were compared with each other using oligonucleotide microarrays and loss of heterozygosity (LOH). Results: The results revealed multiple LOH events and several differentially expressed genes. Our finding of LOH and downregulation was conspicuous in the microarray analysis for the mismatch repair gene MSH2 in the primary pancreatic VIPoma tumor, the hepatic metastasis but not in the corresponding healthy tissue. Further a strong overexpression of the chemokine CXCR4 was detected in the hepatic metastases compared to its pancreatic primary. With a review of the literature we describe the molecular insights of metastatic development in VIPoma. Conclusion: In VIPoma, defects in the mismatch repair system especially in MSH2 may contribute to carcinogenesis, and increased CXCR4 may be associated with liver metastasis.

Teachers and Teaching, Jul 12, 2022

Learning, Media and Technology, Nov 29, 2021

Dansk sociologi, Sep 8, 2020

Educational Philosophy and Theory, Jun 16, 2017

Responding to the structural and discursive changes that have (re)shaped the area of higher educa... more Responding to the structural and discursive changes that have (re)shaped the area of higher education in Europe over the last decades, the paper presents an analysis of how and with what educational consequences the purpose and value of higher education governance has shifted towards market-relevance and impact as the primary legitimizing factors in institutional quality assessments. The style will be asyndetic: rather than focus on single policy-documents, I purport to avail the justifications of the recent decades' higher education policy through highlighting the use of specific words and certain arguments across a range of documents from the most prominent transnational actors and educational policy-makers in the field. Applying Theodor Adorno's theory of Halbbildung (half-education), I go on to present the notion of Halbbildung as a conceptual lens for unveiling some of the teleological issues at stake in the current proposed purposes and modes of higher education governance. Paraphrasing Adorno's call for commitment to educational authorities, I question the possibility of establishing commitment amongst students to something beyond the logics of applicable competence-building and productivity.

Through project RESPEKT we have aimed to accommodate these challenges by rethinking quality educa... more Through project RESPEKT we have aimed to accommodate these challenges by rethinking quality education on Sexual and Reproductive Health & Rights (SRHR). PARTNERSHIP APPROACH Project RESPEKT stems from a partnership between two Danish (IMCC) and Kenyan (MSAKE) student organizations. Members of both organizations are students within the fields of Health and Social Sciences. The project's outreach program was developed collaboratively and realized by MSAKE student volunteers in Kenya. TRAINING OF TRAINERS (TOTs) 46 volunteers were trained by experts in SRHR education and facilitation techniques. The trainings focused on providing the volunteers with skills and experiences on how to create safe spaces and facilitate culture-specific workshops on SRHR in diverse locations. REALIZING RESPEKT Workshops were conducted between 2016 and 2017. In total, more than 1,400 Kenyan teenagers from five different regions participated. Each workshop consisted of three sessions: 1) a general session, 2) a gender-based session, and 3) a small subgroup session. The three-part structure was constructed to provide participants with a safe space to discuss, confront, and potentially overcome gender stereotypes and biases with regards to SRHR.

Routledge eBooks, Mar 3, 2022

Nordic Journal of Studies in Educational Policy, Jan 2, 2022

Would it be possible to foster the development of a strong pedagogical industry that could be com... more Would it be possible to foster the development of a strong pedagogical industry that could be compared to the pharmaceutical industry in the health sector?’ (Organisation for Economic Cooperation and Development (OECD), 2007). Almost 15 years on, it is tempting to revisit the question posed by the Organisation for Economic Co-operation and Development (OECD) with a touch of biblical irony: ‘We have the prophetic word confirmed’ (Peter 2, 1:19). Since 2007, the rise of markets for teaching and learning has turned education into one of the fastest growing markets worldwide, with recent prophecies suggesting a staggering $10 Trillion education industry in 2030 (HolonIQ, 2020). Spearheaded by massive infrastructural investments in digitization, Venture Capital investments in companies working in education are at a record high: Annual Venture Capital (VC) investments in European education start-ups grew from 140 million USD in 2014 to 2.5 billion USD in 2021 (Brighteye Ventures, 2022). The Nordic countries have not escaped this trend. Boosted by the Covid-19 pandemic, institutions, municipalities, and governments across the Nordic region have invested heavily in commercially driven infrastructures and services promising to create more diverse, modern, coherent, and data-based educational systems (Cone et al., 2021; Ljungqvist & Sonesson, 2021). Defined most broadly as ‘the opening up of schools and their practices to goods and services from commercial providers with the express purpose of leveraging profit from schools’ (Hogan & Thompson, 2017, p. 2), the large-scale commercialization of education in and beyond the Nordic countries affects more than just corporate bottom lines and stock markets. In classrooms across the Global North, the involvement of commercial actors is reconfiguring the very foundations of what teaching and learning is about, who should participate in it, and where it should occur: Teachers creating tasks in Google Classroom, students finishing their assignments on Seesaw, parents checking in on their students’ work on Aula, principals preparing Kahoot quizzes for the next staff meeting, schools rebuilding their pedagogical profiles based on partnerships with Lego Education. As the boundaries between public education and corporate interests continue to blur, it is more vital than ever to examine the political, social, and pedagogical implications of these reconfigurations. While there is a significant body of scholarship addressing private schools and non-state actors’ involvement in the pluralistic governance of Nordic education (Larsen et al., 2021; Wiborg & Larsen, 2017), questions of profit, branding, and capitalization within schools are relatively new topics in Nordic education research (Rönnberg, 2017; Seppänen et al., 2021). Building on recent scholarship examining the political economies underpinning contemporary forms of market-making and capital (Birch & Muniesa, 2020; Çalişkan & Callon, 2009; Sadowski, 2020; Srnicek, 2016), the present concern with commercialization in schools appears to involve at least three intertwined tendencies. Through different mechanisms and at varying rates, these tendencies constitute the backdrop for the commercial entanglements addressed in this special issue. First, it involves a movement towards privatization of educational functions, denoting a process by which private sector actors are either contracted or enticed via deregulation to manage services and infrastructures in education (Alexiadou, 2013; Starr, 1989). In the Nordic countries and Europe in particular, this process is commonly realized through mechanisms associated with soft privatization, in which private sector involvement emerges not as a direct replacement of or ideological alternative to public government and welfare state control, but rather as embedded within the regulatory frameworks of outcome-based governance (Cone & Brøgger, 2020; Moos, 2009). Second, it involves the increasing digitalization of educational governance, revolving around the use of algorithms, websites, and quantitative data to (re)present, reconfigure, and govern educational activities and relations (Cone et al., 2021; Gorur et al., 2019; Williamson, 2016). More recently, this tendency has

Critical Studies in Education

Routledge eBooks, Mar 3, 2022

Universitetsforlaget i Oslo, 2021

Nordic Journal of Studies in Educational Policy, 2022

Would it be possible to foster the development of a strong pedagogical industry that could be com... more Would it be possible to foster the development of a strong pedagogical industry that could be compared to the pharmaceutical industry in the health sector?’ (Organisation for Economic Cooperation and Development (OECD), 2007). Almost 15 years on, it is tempting to revisit the question posed by the Organisation for Economic Co-operation and Development (OECD) with a touch of biblical irony: ‘We have the prophetic word confirmed’ (Peter 2, 1:19). Since 2007, the rise of markets for teaching and learning has turned education into one of the fastest growing markets worldwide, with recent prophecies suggesting a staggering $10 Trillion education industry in 2030 (HolonIQ, 2020). Spearheaded by massive infrastructural investments in digitization, Venture Capital investments in companies working in education are at a record high: Annual Venture Capital (VC) investments in European education start-ups grew from 140 million USD in 2014 to 2.5 billion USD in 2021 (Brighteye Ventures, 2022). The Nordic countries have not escaped this trend. Boosted by the Covid-19 pandemic, institutions, municipalities, and governments across the Nordic region have invested heavily in commercially driven infrastructures and services promising to create more diverse, modern, coherent, and data-based educational systems (Cone et al., 2021; Ljungqvist & Sonesson, 2021). Defined most broadly as ‘the opening up of schools and their practices to goods and services from commercial providers with the express purpose of leveraging profit from schools’ (Hogan & Thompson, 2017, p. 2), the large-scale commercialization of education in and beyond the Nordic countries affects more than just corporate bottom lines and stock markets. In classrooms across the Global North, the involvement of commercial actors is reconfiguring the very foundations of what teaching and learning is about, who should participate in it, and where it should occur: Teachers creating tasks in Google Classroom, students finishing their assignments on Seesaw, parents checking in on their students’ work on Aula, principals preparing Kahoot quizzes for the next staff meeting, schools rebuilding their pedagogical profiles based on partnerships with Lego Education. As the boundaries between public education and corporate interests continue to blur, it is more vital than ever to examine the political, social, and pedagogical implications of these reconfigurations. While there is a significant body of scholarship addressing private schools and non-state actors’ involvement in the pluralistic governance of Nordic education (Larsen et al., 2021; Wiborg & Larsen, 2017), questions of profit, branding, and capitalization within schools are relatively new topics in Nordic education research (Rönnberg, 2017; Seppänen et al., 2021). Building on recent scholarship examining the political economies underpinning contemporary forms of market-making and capital (Birch & Muniesa, 2020; Çalişkan & Callon, 2009; Sadowski, 2020; Srnicek, 2016), the present concern with commercialization in schools appears to involve at least three intertwined tendencies. Through different mechanisms and at varying rates, these tendencies constitute the backdrop for the commercial entanglements addressed in this special issue. First, it involves a movement towards privatization of educational functions, denoting a process by which private sector actors are either contracted or enticed via deregulation to manage services and infrastructures in education (Alexiadou, 2013; Starr, 1989). In the Nordic countries and Europe in particular, this process is commonly realized through mechanisms associated with soft privatization, in which private sector involvement emerges not as a direct replacement of or ideological alternative to public government and welfare state control, but rather as embedded within the regulatory frameworks of outcome-based governance (Cone & Brøgger, 2020; Moos, 2009). Second, it involves the increasing digitalization of educational governance, revolving around the use of algorithms, websites, and quantitative data to (re)present, reconfigure, and govern educational activities and relations (Cone et al., 2021; Gorur et al., 2019; Williamson, 2016). More recently, this tendency has

Learning, Media and Technology, 2021

Through project RESPEKT we have aimed to accommodate these challenges by rethinking quality educa... more Through project RESPEKT we have aimed to accommodate these challenges by rethinking quality education on Sexual and Reproductive Health & Rights (SRHR). PARTNERSHIP APPROACH Project RESPEKT stems from a partnership between two Danish (IMCC) and Kenyan (MSAKE) student organizations. Members of both organizations are students within the fields of Health and Social Sciences. The project's outreach program was developed collaboratively and realized by MSAKE student volunteers in Kenya. TRAINING OF TRAINERS (TOTs) 46 volunteers were trained by experts in SRHR education and facilitation techniques. The trainings focused on providing the volunteers with skills and experiences on how to create safe spaces and facilitate culture-specific workshops on SRHR in diverse locations. REALIZING RESPEKT Workshops were conducted between 2016 and 2017. In total, more than 1,400 Kenyan teenagers from five different regions participated. Each workshop consisted of three sessions: 1) a general session, 2) a gender-based session, and 3) a small subgroup session. The three-part structure was constructed to provide participants with a safe space to discuss, confront, and potentially overcome gender stereotypes and biases with regards to SRHR.

In this chapter, the authors illustrate how the use of ethnographic methods as a mode of cultural... more In this chapter, the authors illustrate how the use of ethnographic methods as a mode of cultural inquiry can support educators in developing students’ competencies to navigate in and across cultural contexts. The authors report on an undergraduate service learning course held at the University of California, Los Angeles, which combines attendance in a university class with weekly visits to a play-based after-school club located in a multicultural immigrant community. The chapter draws examples from the required field notes written by undergraduate students about their visits to the after-school club, as well as oral comments by the students gathered through interviews. As a way of offering practical engagement in the lifeworlds of the demographically diverse children attending the after-school club, the authors apply examples from the undergraduates’ statements to consider the value of the course – and the engagement it requires with anthropological methods and multilingual and mul...