Subverting the white cis gaze: Towards a pedagogy of discomfort, accountability and care in the anthropology classroom

O. Diallo, Nico Miskow Friborg
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引用次数: 2

Abstract

We write from the starting point of teaching an anthropology course together consisting of predominantly white, middle class cis students. The course collaborated with a local NGO, and the students were given the task to study issues of discrimination and exclusion within youth, leisure activities. This gave us the opportunity to examine, and therefore challenge, what we and our students were taught in terms of ‘the other’, positionality and accountability in anthropological research. We share our journey of creating a norm-critical classroom, which was built on our counter-archive (Haritaworn, Moussa & Ware, 2018) of anti-oppressive, queer, trans, BIPOC1 knowledge. We discuss how we made the students investigate their own positionalities and research interests, through our pedagogy of provoking discomfort by decentering whiteness and cisnormativity. We meditate on what it means to be teachers of anthropology that learn and work from differently marginalized positions within the Academic Industrial Complex (AIC). We honor the treasures we find in anti-oppression knowledge from the margins by joining a collective discussion on how to end epistemic violence within the classroom, the discipline and the broader AIC, while navigating the deeply colonial, cis- and heteronormative fabric of what is considered canon.
颠覆白人顺性凝视:人类学课堂上的不适、责任和关怀教学法
我们从教授一门人类学课程的起点开始写作,这门课程主要由白人中产阶级的cis学生组成。该课程与当地一家非政府组织合作,学生们的任务是研究青年休闲活动中的歧视和排斥问题。这给了我们一个机会来检验,并因此挑战我们和我们的学生在人类学研究中的“他者”、定位和责任方面所接受的教育。我们分享我们创建一个规范批判教室的旅程,这是建立在我们的反档案(Haritaworn, Moussa & Ware, 2018)的反压迫,酷儿,跨性别,BIPOC1知识。我们讨论了我们如何让学生调查他们自己的立场和研究兴趣,通过我们的教学法,通过去中心化的白人和顺规范性来引发不适。我们思考在学术工业综合体(AIC)的不同边缘位置学习和工作的人类学教师意味着什么。我们通过参加关于如何在课堂、学科和更广泛的AIC内结束认知暴力的集体讨论,同时在被认为是经典的深刻殖民主义、顺式和异式规范结构中进行探索,向我们在边缘反压迫知识中发现的宝藏表示敬意。
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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