{"title":"Navigating interdisciplinarity: negotiating discipline, embodiment, and materiality on a field methods training course","authors":"Rebecca Rotter, L. Jeffery, L. Heslop","doi":"10.22582/TA.V10I3.578","DOIUrl":"https://doi.org/10.22582/TA.V10I3.578","url":null,"abstract":"This article elucidates some of the opportunities and challenges of interdisciplinary collaboration in teaching, drawing on our participant observation as both instructors of anthropological methods and honorary students of marine ecology and geomorphology methods on a research training field course. We argue that interdisciplinary methods training offers educators opportunities for self-reflexivity, recognition of the taken-for-granted aspects of our knowledge, and improved communication of the value of our work to others. However, we also show how decisions about course structure can reinforce disciplinary boundaries, limiting inter-epistemic knowledge production; how one epistemological approach may overshadow others, hindering interdisciplinary learning; and how methods training involves tacit and embodied knowledge and mastery of material methods, requiring repetition and experimentation. We offer insights into how we as educators can improve our communication of the value of anthropology and its methods. First, instructors in any discipline should develop an awareness of how their tacit knowledge affects the pedagogical process. Second, instead of enskilling instructors to teach a variety of methods, it may be more beneficial for instructors to teach their own areas of expertise, in dialogue and collaboration with other disciplines. Third, interdisciplinary courses must be carefully planned to allow equal participation of different disciplines, so that anthropology is understood on its own terms and embedded in the course from the outset.","PeriodicalId":407748,"journal":{"name":"Teaching Anthropology","volume":"46 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-01-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132222338","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}
{"title":"Reading While Walking","authors":"K. Keenan, D. Tsen","doi":"10.22582/TA.V9I2.540","DOIUrl":"https://doi.org/10.22582/TA.V9I2.540","url":null,"abstract":"This reflection focuses on how the opportunity to co-teach across disciplines illuminates the interconnections between literary criticism and ethnographic methodology. We discuss the value of walking as a way of knowing and of creative genres as modes of representation. Through the class’s final project, a multimedia map of Kenosha, we see the benefits of a combined literary and ethnographic approach in our students’ rigorously observed and sensitively rendered presentations.","PeriodicalId":407748,"journal":{"name":"Teaching Anthropology","volume":"94 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-04-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126225258","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}
{"title":"Learning anthropology in transitory spaces","authors":"Elena Burgos-Martínez","doi":"10.22582/ta.v8i1.532","DOIUrl":"https://doi.org/10.22582/ta.v8i1.532","url":null,"abstract":"This paper seeks to explore the pedagogical nuances of student self-reflective feedback,1 as it highlights the importance of acknowledging 1st year students’ uncertainty when approaching anthropological terminology for the first time. I attempt to explore the conceptual impact of the broad discipline of anthropology's conceptual terminology on 1st year students. In later sections of this paper, the notions of “experimental knowledge” and “knowledge appropriation” will be developed further and illustrated with examples extracted from focus groups and observations conducted as part of this research. The outcomes of this research suggest that current unproblematised uses of speculative concepts, such as “culture” and “indigenous” negatively impact the discipline’s image inside and outside the class. However, these concepts pose numerous opportunities for highlighting their frictions and uncertain natures as thresholds where knowledge is produced and re-produced. Unfortunately, curricula are often designed with standardised assessments in mind; this predisposes students towards a certain body of knowledge required to meet the demands of these assessments. Yet, how do students conceptualise such disconnections between curricula and daily experiences? This paper seeks to combine the fields of education theory, critical pedagogy and linguistic anthropological analysis to approach Higher Education learning from a student-based perspective, where students reflectively navigate their own learning processes and voice their uncertain experiences and knowledge. This will help situate the disconnections between curricula, student experience and outcomes in the context of the very transitory spaces that students occupy. Students’ semantic adventures, including all its frictions, can contribute to contemporary ways of understanding student agency and liminal knowledges as conceptual devices that challenge the assumedly immutable aspects of anthropological curricula.","PeriodicalId":407748,"journal":{"name":"Teaching Anthropology","volume":"79 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-07-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124492567","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}
{"title":"Learning discomfort","authors":"I. Kavedžija","doi":"10.22582/ta.v8i1.493","DOIUrl":"https://doi.org/10.22582/ta.v8i1.493","url":null,"abstract":"If learning is to be understood as a process of enskilment which is multidimensional, social and embodied (Ingold 2002: 37), it also includes the affective dimensions of experience. I would like to argue that becoming enskiled in the kind of learning done in the context of higher education, particularly anthropology, requires a certain familiarization with a sensation of frustration or challenge. In this article I explore how the process of enskilment in discomfort can be taught in a supportive relationship with a ‘good enough teacher’. I draw on Donald Winicott’s idea of a ‘good enough mother’ who supports child’s development through secure attachment and permitting the child to experience well dosed episodes of frustration, rather than doing everything for them.","PeriodicalId":407748,"journal":{"name":"Teaching Anthropology","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-05-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121242578","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}
{"title":"Transformative Ethnography: teaching the art of fieldwork","authors":"Lisa Feder","doi":"10.22582/ta.v8i1.433","DOIUrl":"https://doi.org/10.22582/ta.v8i1.433","url":null,"abstract":"Transformative ethnography is a method of learning to cross cultures through an embodied, experiential, and reflective practice. I have developed this method over fifteen years of anthropological fieldwork and reflection. This methodology requires the practitioner to embody a foreign practice, generally through art, music, or a specialized skill or technique. She moves through four phases that overlap and intertwine as she goes about the ethnographic process: sensorial observation, embodying practice, emptying and reflecting, and embodying representation. The purpose of Transformative Ethnography is to become explicitly aware of the process of loosening ones own, and adopting to another cultural way of thinking and acting. The overarching research question to this methodology asks How can we re-make ourselves, consciously, in order to fit new (multi-) cultural realities? It is controversial in that it incorporates mindfulness training - something not yet broadly accepted in our discipline. It is creative in that it draws on art-based techniques of observation and embodiment in ways that select few anthropologists are using in the field today.","PeriodicalId":407748,"journal":{"name":"Teaching Anthropology","volume":"155 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-05-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133004242","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}
{"title":"Exploring Sensory Memories","authors":"C. Kilian","doi":"10.22582/ta.v8i1.448","DOIUrl":"https://doi.org/10.22582/ta.v8i1.448","url":null,"abstract":"Lee Strasberg and other acting teachers developed sense memory exercises that teach an artistic re-enactment method to explore the interplay of sensory perception and emotional memory. \u0000Apparently, secondary sensory stimuli often trigger flashbacks for traumatised people. From my experience as an actress, I learned that the sense memory method is a controlled triggering of emotional memory that functions in the same way. Many anthropologists consider sensory experiences and emotions a relevant topic, but how can we teach students to deal with these phenomena? \u0000After looking at sense memory exercises against the backdrop of neuroscientific findings, I will consider why and how we should introduce them when teaching anthropology. \u0000Keywords: memory, senses, neuroscience, teaching method, re-enactment, qualitative methodology","PeriodicalId":407748,"journal":{"name":"Teaching Anthropology","volume":"30 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-04-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123069456","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}
{"title":"Teaching sexual diversity in Brazilian schools","authors":"B. Arisi, Simone Ávila, Arianna Sala","doi":"10.22582/ta.v8i1.453","DOIUrl":"https://doi.org/10.22582/ta.v8i1.453","url":null,"abstract":"We intent in this paper to present a pedagogical experience that links anthropology and secondary schools in combating heterosexism and violence against LGBTQ community. The project created a pedagogical space where prejudice and discrimination for reasons of gender and sexuality were debated in an educational environment. We believe that especially in these times of global attacks on women's and LBGTQs’ rights and human rights, it is essential that at local level we keep on resisting and creating spaces in which reflection and deconstruction of oppressive structures are promoted. This article deals with the experience of education projects on gender and sexuality carried out by a Brazilian federal university in a city in the interior of the state of Paraná, located on the triple border of Brazil with Argentina and Paraguay. It is important to note that Paraná is a state considered as extremely conservative. We hope to show how we develop an experience of what we call “extension of the university” in Brazil, aligned with research and education on the subject of sexualities. We understand that this kind of project can be an efficient arena for applied anthropology and also as investment in educating young people as valuable human resources to combat violence and to promote peaceful communities. The experiment was carried out at the Federal University of Latin American Integration (UNILA), as an extension of a larger and older project carried out by the Nucleus of Identities of Gender and Subjectivities (NIGS) based in the Federal University of Santa Catarina.","PeriodicalId":407748,"journal":{"name":"Teaching Anthropology","volume":"261 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-04-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122940752","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}
{"title":"Commoning the Classroom","authors":"Jessie Fly","doi":"10.22582/ta.v8i1.474","DOIUrl":"https://doi.org/10.22582/ta.v8i1.474","url":null,"abstract":"This paper provides details for and commentary on two semester-long point-sharing activities I include in my Sustainable Development class, an undergraduate-level course cross-listed in Anthropology and Environmental Studies. In a course that deals with finding solutions to the issue of resource scarcity, both absolute scarcity and distributional inequity, I ask students to think about the possibilities for significant cultural shifts in values and norms rather than only technological fixes and “green consumerism.” Using class points as a resource, these activities challenge students to consider making sacrifices of time for future generations of students and to work together to conserve a communal pool of points. Combined with ethnographic case studies of the diversity of resource management strategies in the world, putting alternative ways of thinking about resource use into practice helps “decolonize our imaginaries,” making neoliberal ideology and its effects on our values and behaviors more visible and open to critical reflection.","PeriodicalId":407748,"journal":{"name":"Teaching Anthropology","volume":"15 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-04-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124967870","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}
{"title":"Convivio: Tolerance, Diversity, and Campus Identity During the Trump Era","authors":"Abigail Wightman","doi":"10.22582/ta.v8i1.473","DOIUrl":"https://doi.org/10.22582/ta.v8i1.473","url":null,"abstract":"In May 2017, twenty “student-artists” at Mary Baldwin University collaborated to create a mural about our institution and our very diverse student community. As a three week May Term course, the mural project continued a difficult conversation about diversity and inclusion on campus that occurred in the aftermath of Donald Trump’s election as president of the United States. The purpose of this article is to discuss how ethnographic methods were used to develop mural themes, as well as to discuss the ways that the mural itself, and the process of its creation, reveal student anxieties about and responses to the policies and rhetoric of the Trump administration. Despite the very real threats to their own safety and that of their family and friends, student-artists challenged the inherent insecurity caused by administration policies through their insistence on inclusion, tolerance, and co-existence.","PeriodicalId":407748,"journal":{"name":"Teaching Anthropology","volume":"38 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-04-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131627987","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}
{"title":"Afterword: Critical Reflections on the Processes of Publishing about Diversity.","authors":"Alison Macdonald","doi":"10.22582/ta.v10i1.632","DOIUrl":"https://doi.org/10.22582/ta.v10i1.632","url":null,"abstract":"In alignment with the aims of our Special Issue, this Afterword seeks to reveal the hidden challenges and pitfalls which were encountered in bringing this publication on diversity in anthropology to fruition. This Afterword has been written as a collaboration between the Special Issue Editorial Collective and the Teaching Anthropology Editorial Board, with feedback from some of the Special Issue authors who were directly impacted during this process.","PeriodicalId":407748,"journal":{"name":"Teaching Anthropology","volume":"22 3 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128582998","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}
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