Teaching Anthropology最新文献_第3页

From Participant Observation to the Observation of Social Distancing: Teaching Ethnography, Blogging and University Education during the Pandemic 从参与性观察到社会距离观察:大流行期间的民族志教学、博客和大学教育

Teaching Anthropology Pub Date : 2022-06-27 DOI: 10.22582/ta.v11i2.658

Eleni Sideri, Dr. Elina Kapetanaki

{"title":"From Participant Observation to the Observation of Social Distancing: Teaching Ethnography, Blogging and University Education during the Pandemic","authors":"Eleni Sideri, Dr. Elina Kapetanaki","doi":"10.22582/ta.v11i2.658","DOIUrl":"https://doi.org/10.22582/ta.v11i2.658","url":null,"abstract":"This article draws from a collaborative blog Our Quarantine Diaries created during the first COVID-19 confinement in Greece in 2020. In a context of sharing, participation, and solidarity, the blog aimed to facilitate an online/synchronous shared space between students and educators during this period of social distancing. The blog was a way to experiment and reflect through an ethnography of the ‘every day’ to capture aspects of our experiences in quarantine and communicate them to one another. Through the blog we attempted to trace how participant observation can help us understand this new condition of social distancing, using (self)observation, memory and imagination to grasp experience. The result was eighteen multimodal recordings consisting of visual, sonic, musical and verbal information. By the end of the process, we realized that the experiment helped us, if not to overcome, then to engage and to a degree, ‘exercise’ the fear of this new type of ‘evil’ through digital communication, ethnographic observation and anthropological analysis. In this article, we reflect on the digital aspects of the affective and emotional modalities of teaching/doing ethnography via the use of Our Quarantine Diaries blog during this unusual time.","PeriodicalId":407748,"journal":{"name":"Teaching Anthropology","volume":"32 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-06-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124790081","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

The Ethnographer’s Ethnicity 人种学家的种族

Teaching Anthropology Pub Date : 2022-04-20 DOI: 10.22582/ta.v10i2.499

E. Starova

{"title":"The Ethnographer’s Ethnicity","authors":"E. Starova","doi":"10.22582/ta.v10i2.499","DOIUrl":"https://doi.org/10.22582/ta.v10i2.499","url":null,"abstract":"Introductions to ethnographic research for university students in Macedonia are understandably starkly different from the often idealized ‘first encounters’ we read in classical anthropological texts, what Hammersley and Atkinson call “the Western ‘rite of passage’”. Students from Macedonia, during their four-year studies, conduct fieldwork in urban and rural areas of their home country, usually focusing on a different geographic region every year. Through this experience, students are introduced to a ‘foreign’ field that is often very familiar – the language is common and the general cultural context is shared. In such a fieldwork context, the question of ethnicity, as a general category of importance in the self-identification of communities and citizens of the region, as well as a category frequently present in the rhetoric of various political groups, cannot be withheld. As such, the aim of this paper is to highlight the need for including ethnicity in conversations about fieldwork in Southeastern Europe, especially in introductory courses on research methodologies. In this sense, it is not only the ethnic identity of our interlocutors that comes to interest, but that of the researcher as well, for whom it can represent either a barrier or a tool with the ability to aid the research process. The paper will examine introductory reading materials and practices in ethnography, and attempt to synthesize understandings of auto-reflexive examples of fieldwork in multi-ethnic communities or multi-ethnic ethnographic encounters by anthropologists from Macedonia to propose methods that ethnicity can be included as a significant factor and characteristic of the researcher in teaching ethnography in the Southeastern European region.","PeriodicalId":407748,"journal":{"name":"Teaching Anthropology","volume":"27 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-04-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132833789","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

Teaching, researching and living in the field: the challenges of applied ethnography as education. 教学，研究和生活领域:挑战应用民族志教育。

Teaching Anthropology Pub Date : 2022-04-14 DOI: 10.22582/ta.v10i2.665

Aris Anagnostopoulos, Eleni Stefanou, Evangelos Ky

{"title":"Teaching, researching and living in the field: the challenges of applied ethnography as education.","authors":"Aris Anagnostopoulos, Eleni Stefanou, Evangelos Ky","doi":"10.22582/ta.v10i2.665","DOIUrl":"https://doi.org/10.22582/ta.v10i2.665","url":null,"abstract":"Every summer for the past four years, a small group of Greek and foreign students gather at the mountainous village of Gonies Malevyziou in central Crete to participate in the monthly International Field School “Engaging Local Communities in Heritage Management through Archaeological Ethnography”, organized by the Heritage Management Organization and the Cultural Association of Gonies. Teaching ethnography to non-anthropologists in the field is a challenging process as it brings to the fore multiple and interchanging roles for teachers and students alike. In this process of collective ethnographic learning, where the teaching setting is also our living setting and research setting, we often wonder about the entangled roles in the production of knowledge and interpretations articulated through theoretical readings, daily chores and lived experience. The demands of active research running side by side to methodological instruction and teaching create different expectations that shape the learning experience in unpredictable ways. This paper discusses some of the issues involved in this process: What is the position of members of the local community as producers, instigators and transmitters of this knowledge? How are our multiple identities as teachers, researchers, friends, visitors, locals/non-locals articulated within and outside the field? Finally, how is the knowledge produced managed and controlled by the community and the people responsible for the summer school?","PeriodicalId":407748,"journal":{"name":"Teaching Anthropology","volume":"35 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-04-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123678610","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

Uncomfortable Knowledge: Toward a Pedagogy of Reflexivity 令人不安的知识:走向反身性教学法

Teaching Anthropology Pub Date : 2022-03-24 DOI: 10.22582/ta.v11i2.654

B. Singleton, M. Gillette, Anders Burman, R. Blanes

{"title":"Uncomfortable Knowledge: Toward a Pedagogy of Reflexivity","authors":"B. Singleton, M. Gillette, Anders Burman, R. Blanes","doi":"10.22582/ta.v11i2.654","DOIUrl":"https://doi.org/10.22582/ta.v11i2.654","url":null,"abstract":"Reflexivity is a hallmark of good ethnography and many consider it a defining characteristic of anthropology. It is thus surprising that anthropologists have not paid more attention to how we teach students to be reflexive. Many of us learn reflexivity by making mistakes in the field, yet discussions of anthropological faux pas and their potential contributions to reflexive learning are typically limited to informal settings and occluded or heavily curated within our research outputs. In this article we employ analytic tools from the theory of sociocultural viability, in particular the notions of clumsiness, elegance, and uncomfortable knowledge, to contribute to developing a more explicit pedagogy of reflexivity. Since reading ethnographies plays a major role in how we teach anthropology, we argue that anthropologists should do more in their publications to highlight how awkward moments can deepen reflexivity. To advance this agenda, we provide cases of uncomfortable knowledge drawn from our own field experiences, highlighting how the social, emotional and embodied awkwardness of each situation contributed to acquiring reflexive insights. This article is thus a call to initiate prospective researchers earlier into the messy backstage of anthropological research, including by clarifying how the embodied and affective aspects of our interactions offer potential for deepening reflexive knowledge. In the hopes of facilitating the development of our pedagogies of reflexivity, we conclude the text with four recommendations that we feel will encourage reflexive learning from awkward fieldwork encounters.","PeriodicalId":407748,"journal":{"name":"Teaching Anthropology","volume":"10 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-03-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132069624","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

Encounters in Musical Ethnography as Opportunities for Transformative Learning 音乐人种学中的偶遇是变革学习的机会

Teaching Anthropology Pub Date : 2022-03-22 DOI: 10.22582/ta.v10i2.571

Eleni Kallimopoulou

引用次数: 0

PERFORMATIVITY, SENSOGRAPHY AND MUSIC: LEARNING AND TEACHING THE ‘OTHER’ HOLOCAUST AT A JEWISH INN 表演、感测术和音乐:在一家犹太旅馆学习和教授“他者”大屠杀

Teaching Anthropology Pub Date : 2022-03-20 DOI: 10.22582/ta.v10i2.503

V. Kravva

{"title":"PERFORMATIVITY, SENSOGRAPHY AND MUSIC: LEARNING AND TEACHING THE ‘OTHER’ HOLOCAUST AT A JEWISH INN","authors":"V. Kravva","doi":"10.22582/ta.v10i2.503","DOIUrl":"https://doi.org/10.22582/ta.v10i2.503","url":null,"abstract":"The article reflects on my teaching experiences and the increased difficulty of teaching notions such as biopolitics and death politics to anthropology students. Such notions sound quite abstract and difficult to grasp. Nevertheless, they are essential in understanding the Holocaust, the Nazis’ mass production of death and the control of the human body and mind by this fascist-bureaucratic regime. Presenting the Shoah to anthropology students via lectures seems quite partial; apart from describing it from a macro-perspective, it would be more enlightening to introduce students to the sensual and bodily aspects of the topic. Thus, it would be easier to approach notions such as affect/affectivity and embodiment that lie at the centre of contemporary anthropological thinking. The anthropology of performance, theatre and drama could provide the anthropologist with experimental methods of teaching and learning and could be used as loci of reflection and critique. Such a performance may have a more significant impact on academic and non-academic audiences. Benssoussan Han, an old Jewish inn at the centre of Thessaloniki built at the end of the 19th century, seems the ideal place to combine learning and teaching through performance. Several experimental performances have taken place there in recent years. After presenting some of them, I will briefly discuss a teaching scenario, a performative experiment in progress. The proposed pedagogical scenario deals with dystopic memories emotional and sensual silences. It is an attempt to understand the “other” Holocaust, unquestionably the less studied aspects of this regime, including the music produced in the Terezin camp, and to reflect on notions of biopolitics and death politics. The project will be a joint one: bodies, movement, music, logos and a video projection about life in Terezin. As Dorita Hannah and others argue, it might prove an opportunity to 'make space speak' and for the audience to reflect and interact. \u0000 ","PeriodicalId":407748,"journal":{"name":"Teaching Anthropology","volume":"76 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-03-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133598044","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

Teaching Ethnographic Methods for Cultural Anthropology: Current Practices and Needed Innovation 文化人类学的民族志方法教学:当前实践与需要创新

Teaching Anthropology Pub Date : 2022-03-17 DOI: 10.22582/ta.v11i2.634

A. Ruth, K. Woolard, T. Sangaramoorthy, Bryan McKinley Jones Brayboy, Melissa Beresford, A. Brewis, H. Bernard, Meskerem Z. Glegziabher, J. Hardin, K. Harper, P. Mahdavi, Jeffrey G. Snodgrass, Cindi Sturtzsreetharan, Amber Wutich

{"title":"Teaching Ethnographic Methods for Cultural Anthropology: Current Practices and Needed Innovation","authors":"A. Ruth, K. Woolard, T. Sangaramoorthy, Bryan McKinley Jones Brayboy, Melissa Beresford, A. Brewis, H. Bernard, Meskerem Z. Glegziabher, J. Hardin, K. Harper, P. Mahdavi, Jeffrey G. Snodgrass, Cindi Sturtzsreetharan, Amber Wutich","doi":"10.22582/ta.v11i2.634","DOIUrl":"https://doi.org/10.22582/ta.v11i2.634","url":null,"abstract":"Historically, ethnographic methods were learned by cultural anthropology students in individual research projects. This approach creates challenges for teaching in ways that respond to the next generation’s calls to decenter anthropology’s White, heteropatriarchal voices and engage in collaborative community-based research. Analyzing syllabi from 107 ethnographic methods training courses from the United States, we find the tradition of the “lone researcher” persists and is the basis of ethnographic training for the next generation. There is little evidence of either active reflection or team-based pedagogy, both identified as necessary to meet career opportunities and diversification goals for the wider field of cultural anthropology. However, we also find that, by centering the completion of largely individual research projects, most ethnographic methods courses otherwise adhere to best practices in regard to experiential and active learning. Based on the analysis of syllabi in combination with current pedagogical literature, we suggest how cultural anthropologists can revise their ethnographic methods courses to incorporate pedagogy that promotes methodologies and skills to align with the needs of today’s students and communities.","PeriodicalId":407748,"journal":{"name":"Teaching Anthropology","volume":"44 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-03-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114606845","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

Literacy, Curriculum, and Pedagogies: Considerations for Anthropologists Teaching First-Year Composition 识字、课程与教学法:人类学家教授一年级作文的思考

Teaching Anthropology Pub Date : 2022-03-15 DOI: 10.22582/ta.v11i2.659

Troy E. Spier, Patricia D. Pytleski

{"title":"Literacy, Curriculum, and Pedagogies: Considerations for Anthropologists Teaching First-Year Composition","authors":"Troy E. Spier, Patricia D. Pytleski","doi":"10.22582/ta.v11i2.659","DOIUrl":"https://doi.org/10.22582/ta.v11i2.659","url":null,"abstract":"Despite the fact that this article began as a formal response to Chattaraj (2020), it serves a larger purpose in contextualizing the first-year composition classroom and the training required to provide effective instruction to students across all academic fields. Although an anthropologically-minded approach to the teaching of writing can be quite beneficial, suggesting that an anthropologist can—or even should—assume the responsibilities of first-year composition without additional training is ill-advised. To this end, this article draws upon not only the prior literature on Composition/Rhetoric, but also on the place and benefits of writing in the anthropology classroom more generally. Because the initial publication (i.e. Chattaraj, 2020) relied strictly on personal anecdotal evidence for academic success in a particular classroom setting at a liberal arts university, the findings are not generalizable to most post-secondary institutions due to the institutional accreditation requirements for educators, the concerning statistics on the literacy rates of incoming undergraduate students, the general objectives of curricular pathways, and the remarkable consistency found in first-year composition courses. As a result, this response presents a transparent overview of the first-year composition classroom and offers concrete suggestions for anthropologists who endeavour to support writing across the curriculum and/or in the disciplines.","PeriodicalId":407748,"journal":{"name":"Teaching Anthropology","volume":"530 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-03-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123061311","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

Brian Street - Thinking Through Practice And Working With Theory 布莱恩街-思考通过实践和理论工作

Teaching Anthropology Pub Date : 2022-02-22 DOI: 10.22582/ta.v11i1.633

Simon Coffey, T. Costley, Lynne Isham, C. Leung

引用次数: 0

Brian Street Memorial Issue. A Note About the Formative Years 布莱恩街纪念特刊。关于性格形成时期的笔记

Teaching Anthropology Pub Date : 2022-02-22 DOI: 10.22582/ta.v11i1.662

A. Singer

引用次数: 0