Teaching, researching and living in the field: the challenges of applied ethnography as education.

Aris Anagnostopoulos, Eleni Stefanou, Evangelos Ky
{"title":"Teaching, researching and living in the field: the challenges of applied ethnography as education.","authors":"Aris Anagnostopoulos, Eleni Stefanou, Evangelos Ky","doi":"10.22582/ta.v10i2.665","DOIUrl":null,"url":null,"abstract":"Every summer for the past four years, a small group of Greek and foreign students gather at the mountainous village of Gonies Malevyziou in central Crete to participate in the monthly International Field School “Engaging Local Communities in Heritage Management through Archaeological Ethnography”, organized by the Heritage Management Organization and the Cultural Association of Gonies. Teaching ethnography to non-anthropologists in the field is a challenging process as it brings to the fore multiple and interchanging roles for teachers and students alike. In this process of collective ethnographic learning, where the teaching setting is also our living setting and research setting, we often wonder about the entangled roles in the production of knowledge and interpretations articulated through theoretical readings, daily chores and lived experience. The demands of active research running side by side to methodological instruction and teaching create different expectations that shape the learning experience in unpredictable ways. This paper discusses some of the issues involved in this process: What is the position of members of the local community as producers, instigators and transmitters of this knowledge? How are our multiple identities as teachers, researchers, friends, visitors, locals/non-locals articulated within and outside the field? Finally, how is the knowledge produced managed and controlled by the community and the people responsible for the summer school?","PeriodicalId":407748,"journal":{"name":"Teaching Anthropology","volume":"35 1","pages":"0"},"PeriodicalIF":0.0000,"publicationDate":"2022-04-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Teaching Anthropology","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.22582/ta.v10i2.665","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"","JCRName":"","Score":null,"Total":0}
引用次数: 0

Abstract

Every summer for the past four years, a small group of Greek and foreign students gather at the mountainous village of Gonies Malevyziou in central Crete to participate in the monthly International Field School “Engaging Local Communities in Heritage Management through Archaeological Ethnography”, organized by the Heritage Management Organization and the Cultural Association of Gonies. Teaching ethnography to non-anthropologists in the field is a challenging process as it brings to the fore multiple and interchanging roles for teachers and students alike. In this process of collective ethnographic learning, where the teaching setting is also our living setting and research setting, we often wonder about the entangled roles in the production of knowledge and interpretations articulated through theoretical readings, daily chores and lived experience. The demands of active research running side by side to methodological instruction and teaching create different expectations that shape the learning experience in unpredictable ways. This paper discusses some of the issues involved in this process: What is the position of members of the local community as producers, instigators and transmitters of this knowledge? How are our multiple identities as teachers, researchers, friends, visitors, locals/non-locals articulated within and outside the field? Finally, how is the knowledge produced managed and controlled by the community and the people responsible for the summer school?
教学,研究和生活领域:挑战应用民族志教育。
在过去的四年里,每年夏天,一小群希腊和外国学生聚集在克里特岛中部的戈尼斯Malevyziou山区村庄,参加由遗产管理组织和戈尼斯文化协会组织的每月一次的国际实地学校“通过考古人种学参与当地社区的遗产管理”。向该领域的非人类学家教授民族志是一个具有挑战性的过程,因为它为教师和学生带来了多重和互换的角色。在这个集体民族志学习的过程中,教学环境也是我们的生活环境和研究环境,我们经常想知道通过理论阅读、日常琐事和生活经验来表达的知识和解释的生产中纠缠的角色。积极的研究需求与方法论指导和教学并行,创造了不同的期望,以不可预测的方式塑造了学习体验。本文讨论了这一过程中涉及的一些问题:作为这种知识的生产者、煽动者和传播者,当地社区成员的地位是什么?我们作为教师、研究人员、朋友、访客、本地人/非本地人的多重身份是如何在这个领域内外表达出来的?最后,社区和负责暑期学校的人如何管理和控制所产生的知识?
本文章由计算机程序翻译,如有差异,请以英文原文为准。
求助全文
约1分钟内获得全文 求助全文
来源期刊
自引率
0.00%
发文量
0
×
引用
GB/T 7714-2015
复制
MLA
复制
APA
复制
导出至
BibTeX EndNote RefMan NoteFirst NoteExpress
×
提示
您的信息不完整,为了账户安全,请先补充。
现在去补充
×
提示
您因"违规操作"
具体请查看互助需知
我知道了
×
提示
确定
请完成安全验证×
copy
已复制链接
快去分享给好友吧!
我知道了
右上角分享
点击右上角分享
0
联系我们:info@booksci.cn Book学术提供免费学术资源搜索服务,方便国内外学者检索中英文文献。致力于提供最便捷和优质的服务体验。 Copyright © 2023 布克学术 All rights reserved.
京ICP备2023020795号-1
ghs 京公网安备 11010802042870号
Book学术文献互助
Book学术文献互助群
群 号:604180095
Book学术官方微信