Introduction to the Special Issue Decolonizing Anthropology: Race, Emotions and Pedagogies in the European Classroom

Olivia Barnett-Naghshineh, A. Pattathu
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引用次数: 3

Abstract

Here we open up the special issue with an introduction to the topic of decolonizing anthropology through the consideration of the emotionality of race, racism, and whiteness within the classroom and the discipline. Focusing on the European Classroom as a construct, we reflect on what the implications of decolonizing anthropology are for teaching the discipline, particularly in regard to the positionality of “European Others” (El Tayeb, 2011) as students and educators. While demands for structural changes in the discipline and the restructuring of canons and curriculums have been widely proposed, the role of affect and emotions in relation to colonialism, race, and whiteness in the decolonizing process have been addressed only marginally. We offer a contribution to the conversation through the focus on emotions, taking these as a form of knowledge and political action. Bringing together literatures on postcolonial studies, decolonial theory with critiques of anthropology, we suggest a space for thinking about the emotional dimensions of decolonization within the university and across disciplines and describe the contribution of each article included herein that show the power that comes from thinking critically about the emotionality of the classroom, and the role of emotions in reproducing colonial epistemics.
《非殖民化人类学:欧洲课堂中的种族、情感和教学法》特刊导言
在这里,我们通过对课堂和学科中种族、种族主义和白人的情感的考虑,对非殖民化人类学的主题进行介绍,从而开启了这一专题。关注欧洲课堂作为一个结构,我们反思了非殖民化人类学对该学科教学的影响,特别是关于“欧洲他者”(El Tayeb, 2011)作为学生和教育者的地位。虽然已经广泛提出了对学科进行结构改革和重新调整教规和课程的要求,但在非殖民化进程中,与殖民主义、种族和白人有关的情感和情绪的作用只得到很少的处理。我们通过关注情感为对话做出贡献,将其作为知识和政治行动的一种形式。将后殖民研究、非殖民理论与人类学批判的文献汇集在一起,我们建议在大学和跨学科范围内提供一个思考非殖民化情感维度的空间,并描述本文所包含的每篇文章的贡献,这些文章显示了批判性思考课堂情感的力量,以及情感在再现殖民认识论中的作用。
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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