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Teaching and Learning Anthropology最新文献

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Review of Field Notes: A Guided Journal for Doing Anthropology 田野笔记评论:做人类学的指导期刊
Teaching and Learning Anthropology Pub Date : 2020-12-29 DOI: 10.5070/t33246844
N. De Kramer
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引用次数: 3
Plagues, Pathogens, and Pedagogical Decolonization: Reflecting on the Design of a Decolonized Pandemic Syllabus 瘟疫、病原体和非殖民化教学:对非殖民化大流行教学大纲设计的反思
Teaching and Learning Anthropology Pub Date : 2020-12-29 DOI: 10.5070/t33249635
Samantha J. Primiano, A. Krishnan, T. Sangaramoorthy
{"title":"Plagues, Pathogens, and Pedagogical Decolonization: Reflecting on the Design of a Decolonized Pandemic Syllabus","authors":"Samantha J. Primiano, A. Krishnan, T. Sangaramoorthy","doi":"10.5070/t33249635","DOIUrl":"https://doi.org/10.5070/t33249635","url":null,"abstract":"Author(s): Primiano, Samantha J; Krishnan, Ananya; Sangaramoorthy, Thurka | Abstract: Funded by a Teaching Innovation Grant designed to transform traditional in-person courses into engaging and equitable online spaces, we designed the introductory anthropology course, Plagues, Pathogens, and Public Policy. The course is 15 weeks and is organized thematically around pressing topics and conversations concerning the social, political, and cultural dimensions of pandemics. While the COVID-19 global pandemic has intensified the pertinence of the course’s content, recent discourse on systemic racism and police brutality in the United States has also drawn renewed attention to the lack of inclusivity and accessibility within anthropological academia. Thus, with the design of this syllabus, we sought to decolonize our course content and pedagogy as a means of contributing to ongoing efforts towards inclusivity in academia. Our approach to a decolonized and inclusive syllabus included diversifying course content as well as constructing accessible language, assignments, and course policies. The following commentary outlines our goals for this endeavor and describes the process of creating this course. We detail our experiences with employing a decolonizing framework and present a guide for reading our completed syllabus so that we may encourage the development of more spaces where students can engage with and understand the benefits of decolonized scholarship.","PeriodicalId":227896,"journal":{"name":"Teaching and Learning Anthropology","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-12-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128815553","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 4
“Judging Extreme Hardship”: An in-class activity for teaching critical interrogation of discursive frames in U.S. im/migration law “判断极端困难”:一项课堂活动，用于教授对美国移民法话语框架的批判性质疑
Teaching and Learning Anthropology Pub Date : 2020-07-15 DOI: 10.5070/t33146977
J. Cook
{"title":"“Judging Extreme Hardship”: An in-class activity for teaching critical interrogation of discursive frames in U.S. im/migration law","authors":"J. Cook","doi":"10.5070/t33146977","DOIUrl":"https://doi.org/10.5070/t33146977","url":null,"abstract":"Author(s): Cook, Jennifer | Abstract: A key element in teaching the anthropology of im/migration is fostering critical analysis of the discursive frames used in conversations about im/migrants. In this article I describe an in-class activity I use to foster critical thinking about discursive frames on im/migration—specifically those which are embedded into U.S. immigration law. Students are asked to play the role of an immigration judge deciding on a de-identified version of an actual “hardship waiver” case—a petition for relief from deportation. By putting themselves in the shoes of an immigration judge, students must work to disconnect from their own biases and assumptions in order to attempt to apply immigration law. In the process, students learn about the inner workings of the immigration system and interrogate how discursive frames shape the application of immigration law.","PeriodicalId":227896,"journal":{"name":"Teaching and Learning Anthropology","volume":"48 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-07-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124570493","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Project- and Human-Centered Teaching and Learning: Diplomacy Lab and the Expanded Public Charge Rule for New Cabo Verdean Immigrants 项目与以人为本的教学:外交实验室与佛得角新移民的扩大公共负担规则
Teaching and Learning Anthropology Pub Date : 2020-07-15 DOI: 10.5070/t33146972
Brandon D. Lundy, Allison Garefino, Brenda L. Cleaver, Danielle Dumett, Kaitlyn Godwin, Agazeet Haile, William P Hasse, Alexandria Seigler, K. B. Smith, Nicholas A Zingleman
{"title":"Project- and Human-Centered Teaching and Learning: Diplomacy Lab and the Expanded Public Charge Rule for New Cabo Verdean Immigrants","authors":"Brandon D. Lundy, Allison Garefino, Brenda L. Cleaver, Danielle Dumett, Kaitlyn Godwin, Agazeet Haile, William P Hasse, Alexandria Seigler, K. B. Smith, Nicholas A Zingleman","doi":"10.5070/t33146972","DOIUrl":"https://doi.org/10.5070/t33146972","url":null,"abstract":"Author(s): Lundy, Brandon D; Garefino, Allison C.; Cleaver, Brenda L; Dumett, Danielle; Godwin, Kaitlyn; Haile, Agazeet; Hasse, William P; Seigler, Alexandria; Smith, Kathleen B; Zingleman, Nicholas A | Abstract: This commentary introduces the U.S. State Department-sponsored Diplomacy Lab. This program provides interdisciplinary teams of students an opportunity to learn how to directly inform government policy development and implementation. In the project discussed here, a team of student researchers considered how the new public charge final rule could impact Cabo Verdean immigrants in the United States. The program demonstrates how project- and human-centered pedagogy through social science research advances student learning by providing students an opportunity to directly observe the complex effects of policy decisions on people’s lives.","PeriodicalId":227896,"journal":{"name":"Teaching and Learning Anthropology","volume":"12 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-07-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133306037","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Telling Migration Stories: Course Connections and Building Classroom Community 讲述移民故事:课程联系与建立课堂社区
Teaching and Learning Anthropology Pub Date : 2020-07-15 DOI: 10.5070/t33146868
Caitlin E. Fouratt
{"title":"Telling Migration Stories: Course Connections and Building Classroom Community","authors":"Caitlin E. Fouratt","doi":"10.5070/t33146868","DOIUrl":"https://doi.org/10.5070/t33146868","url":null,"abstract":"Author(s): Fouratt, Caitlin E | Abstract: This commentary shares an assignment on family migration stories from an upper-division undergraduate course on global migration. The assignment, which asks students to interview each other about their family migration histories and then analyze their partner’s story, requires students to apply course readings to the real-world context of their peers’ experiences. The commentary provides an overview of the assignment and challenges students encountered. I also highlight the lessons learned, both in terms of course content and classroom community. The large public teaching university where I work is a Hispanic-serving institution and is home to around 1,000 undocumented students. Many more students are immigrants or the children of immigrants. Bringing in students’ personal experiences with migration serves to build academic confidence and classroom community among these mostly first-generation students while building connections among students and setting the tone for the course as a whole. It positions students as experts and valuable members of our classroom learning community, while recognizing the importance of their experiences with issues of culture and identity, xenophobia, transnational family-life, immigration enforcement, and immigration status. The assignment also disrupts narrow assimilationist narratives of migration by highlighting the diversity of students’ migration histories.","PeriodicalId":227896,"journal":{"name":"Teaching and Learning Anthropology","volume":"115 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-07-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116029868","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Understanding How Undergraduate Students Experience and Manage Stress: Implications for Teaching and Learning Anthropology 理解大学生如何体验和管理压力:对人类学教学的启示
Teaching and Learning Anthropology Pub Date : 2019-12-30 DOI: 10.5070/t32240875
T. Mark Morey, N. Taylor
{"title":"Understanding How Undergraduate Students Experience and Manage Stress: Implications for Teaching and Learning Anthropology","authors":"T. Mark Morey, N. Taylor","doi":"10.5070/t32240875","DOIUrl":"https://doi.org/10.5070/t32240875","url":null,"abstract":"Author(s): Morey, Taylor; Taylor, Nicole | Abstract: Research has shown that negative effects of stress on undergraduate students can have a significant impact on their college experience. Most of what we know about this topic is quantitative, based on surveys that provide self-reported information for large numbers of college students. The present study provides an in-depth qualitative perspective on college students and stress that foregrounds the voices of these emerging adults. Specifically, in this article we (a) share findings from a study using qualitative methods to examine how college students experience and manage stress and (b) provide strategies to help anthropology instructors design and manage their classes to improve learning for students under chronic stress.","PeriodicalId":227896,"journal":{"name":"Teaching and Learning Anthropology","volume":"24 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121360774","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 7
Diversity, Difference, and Safety: Adapting Service-Learning for Diverse Students 多样性、差异与安全:适应不同学生的服务学习
Teaching and Learning Anthropology Pub Date : 2019-12-30 DOI: 10.5070/t32240762
Abigail Wightman
{"title":"Diversity, Difference, and Safety: Adapting Service-Learning for Diverse Students","authors":"Abigail Wightman","doi":"10.5070/t32240762","DOIUrl":"https://doi.org/10.5070/t32240762","url":null,"abstract":"Author(s): Wightman, Abigail | Abstract: As American universities become more diverse, it is necessary to consider if existing pedagogies remain relevant and meaningful for all students. This paper examines service-learning, a community engagement pedagogy originally developed for white, middle-class students, by exploring the experiences of residential undergraduate students of color attending a small liberal arts college in rural Virginia. Rather than rejecting service-learning, I suggest reimagining some service-learning practices – particularly the definition of service, the values of reciprocity and collaboration, and preparation for service – in order to meet the needs and experiences of an increasingly diverse population of college students.","PeriodicalId":227896,"journal":{"name":"Teaching and Learning Anthropology","volume":"8 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131169886","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 1
Student Autobiographical Essays as Person-Centered Ethnography: Building Empathy with a New Approach to Anthropological Interviewing Assignments 学生自传体散文作为以人为中心的民族志:用人类学访谈作业的新方法建立同理心
Teaching and Learning Anthropology Pub Date : 2019-12-30 DOI: 10.5070/t32245113
Noga Shemer
{"title":"Student Autobiographical Essays as Person-Centered Ethnography: Building Empathy with a New Approach to Anthropological Interviewing Assignments","authors":"Noga Shemer","doi":"10.5070/t32245113","DOIUrl":"https://doi.org/10.5070/t32245113","url":null,"abstract":"Author(s): Shemer, Noga | Abstract: Interviewing assignments are frequent components of cultural anthropology courses. In this exercise, students focus on the content of person-centered ethnographic interviews by providing the material themselves. Students write autobiographical narratives that are shared anonymously with the class. This allows them to explore the strengths and limitations of using personal narratives as data, while also considering the role of audience and the challenge of making respondents anonymous. The exercise’s greatest impact, however, comes from giving students firsthand experience with the power of listening to people’s stories, and the assignment has proven remarkably successful at building empathy among a diverse peer group.","PeriodicalId":227896,"journal":{"name":"Teaching and Learning Anthropology","volume":"97 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128591298","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 1
Transforming Teaching towards Empowered Learning: What #MeToo Taught Us about Anthropology 将教学转变为授权学习:#MeToo教会我们的人类学
Teaching and Learning Anthropology Pub Date : 2019-12-30 DOI: 10.5070/t32245871
M. Torres, D. Shandy
{"title":"Transforming Teaching towards Empowered Learning: What #MeToo Taught Us about Anthropology","authors":"M. Torres, D. Shandy","doi":"10.5070/t32245871","DOIUrl":"https://doi.org/10.5070/t32245871","url":null,"abstract":"Author(s): Torres, M. Gabriela; Shandy, Dianna | Abstract: This article calls for revisiting how we teach anthropology in light of three mutually reinforcing “moments” – the #MeToo Movement, the development of the American Anthropological Association’s first Sexual Harassment and Sexual Assault Policy, and shifting student expectations regarding personal safety and wellbeing. By thinking anthropologically about anthropology, against a backdrop of larger questions for the discipline as a whole, we single out the consequences of the “lone anthropologist” trope as it reproduces idealized notions of fieldwork in ways that limit access to the discipline. We suggest ten practical strategies for changing normative pedagogies as a way to increase benefits and reduce harms as we work to minimize risk for sexual violence while preserving the benefits of immersive fieldwork. We conclude by exploring how the classroom itself is feeding back into transforming cultures and institutional structures.","PeriodicalId":227896,"journal":{"name":"Teaching and Learning Anthropology","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131263074","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 3
Diverse Student Experiences in Higher Education: Implications for the Anthropology Classroom 高等教育中不同的学生经验:对人类学课堂的启示
Teaching and Learning Anthropology Pub Date : 2019-12-30 DOI: 10.5070/t32240876
N. Taylor, O. Tamir
{"title":"Diverse Student Experiences in Higher Education: Implications for the Anthropology Classroom","authors":"N. Taylor, O. Tamir","doi":"10.5070/t32240876","DOIUrl":"https://doi.org/10.5070/t32240876","url":null,"abstract":"Author(s): Taylor, Nicole; Tamir, Orit | Abstract: The articles in this special collection were presented at the Society for Applied Anthropology meeting in 2018 on a panel affiliated with the organization’s Issues in Higher Education Topical Interest Group. This topical interest group focuses on examining how ongoing shifts in student demographics, financial challenges, and national policy impact decision-making and practice at all levels of the institution in complex ways. The articles in this collection explore educational experiences and needs of college students from their perspectives within the broader context of a rapidly changing higher education landscape and with a focus on applying this knowledge to teaching practices in the anthropology classroom. The authors present ethnographic research on students’ experiences, discuss implications of findings for the anthropology classroom, and provide concrete strategies that instructors can implement to address students’ needs. In doing so, they bring together two fields of study that often appear in the literature as separate areas of focus – the anthropology of higher education and the teaching of anthropology.","PeriodicalId":227896,"journal":{"name":"Teaching and Learning Anthropology","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131238053","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
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