Teaching Anthropology to Artists: The Challenges of Trans-disciplinarity and Beyond

Elpida Rikou
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Abstract

In this paper, complex issues of education are discussed in relation to research and activism in the humanities and contemporary art, cultural production and politics. The discussion is based on a re-examination of twenty years of teaching anthropology at Greek universities in light of a strengthening engagement in the practices situated between this discipline and art. The context, the content and the mode of this activity are considered, during an epistemologically composite and politically significant process of interchanging teaching and learning positions. The specificity of the conditions of one’s own education needed to be acknowledged in the introduction to this retrospective survey. Teaching anthropology to professionals and students of different disciplines is also described as a period of learning how to place emphasis on practice, re-evaluate anthropological knowledge, combine diverse perspectives and negotiate power relations. Teaching anthropology to artists, however, particularly when the teacher also happens to be an artist, poses these and other challenges. Transdisciplinarity is sought, but only as something to surpass, eventually considering what it might mean to be 'undisciplined'. In any case, it is by now established that when anthropologists meet with artists, common interests become evident and a great potential for the renewal of research and theory is revealed, but diverging priorities and conflicting relations must also be addressed. Teaching and learning in such a context becomes more than an academic habit. It develops as a demanding, research-cum-art making activity, as shown by a number of collective projects that bring together students and teachers, on the fringes of the academy and social life during the difficult period of the so-called 'Greek crisis'.
向艺术家教授人类学:跨学科的挑战及超越
在本文中,教育的复杂问题是讨论有关研究和行动在人文和当代艺术,文化生产和政治。讨论是基于对希腊大学20年来人类学教学的重新审视,鉴于这一学科与艺术之间的实践日益加强。在交换教学和学习立场的认识论复合和政治意义的过程中,考虑了这一活动的背景、内容和模式。在这项回顾性调查的介绍中,需要承认个人教育条件的特殊性。对专业人士和不同学科的学生进行人类学教学也被描述为一个学习如何重视实践、重新评估人类学知识、结合不同观点和谈判权力关系的时期。然而,向艺术家教授人类学,特别是当老师碰巧也是艺术家时,会带来这些和其他挑战。跨学科是被寻求的,但只是作为超越的东西,最终考虑到“无纪律”可能意味着什么。无论如何,现在已经确定的是,当人类学家与艺术家见面时,共同的兴趣变得明显,研究和理论更新的巨大潜力也被揭示出来,但分歧的优先事项和冲突的关系也必须得到解决。在这样的背景下,教与学变得不仅仅是一种学术习惯。在所谓的“希腊危机”的困难时期,许多集体项目将学生和教师聚集在一起,在学院和社会生活的边缘,它发展成为一种要求很高的研究和艺术创作活动。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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