Pedagogical anthropology

In the twentieth century, the field of historical-educational anthropology and its varying approaches were dominated by the question of childhood and education. More recently, attention has turned towards historical-educational anthropology, which has seen a growing interest in the historicity, culturality, and diversity of education and socialization. The reconstruction of anthropological phenomena is observed in the double historicity and culturality of the links examined and the systems of reference used by researchers. Historical, ethnographic, and philosophical methods are of increasing importance, which leads to the considerable diversification of research topics and a growing interest in practice-related educational issues. With this development, pluralism has become a central feature of educational-anthropological research. This is characterized by the assumption that anthropological relations, even if they are not explicitly named as such, play an integral role in many fields of educational research.