Teaching Anthropology最新文献_第6页

Teaching Anthropology to Artists: The Challenges of Trans-disciplinarity and Beyond 向艺术家教授人类学:跨学科的挑战及超越

Teaching Anthropology Pub Date : 2021-12-09 DOI: 10.22582/ta.v10i2.512

Elpida Rikou

{"title":"Teaching Anthropology to Artists: The Challenges of Trans-disciplinarity and Beyond","authors":"Elpida Rikou","doi":"10.22582/ta.v10i2.512","DOIUrl":"https://doi.org/10.22582/ta.v10i2.512","url":null,"abstract":"In this paper, complex issues of education are discussed in relation to research and activism in the humanities and contemporary art, cultural production and politics. The discussion is based on a re-examination of twenty years of teaching anthropology at Greek universities in light of a strengthening engagement in the practices situated between this discipline and art. The context, the content and the mode of this activity are considered, during an epistemologically composite and politically significant process of interchanging teaching and learning positions. The specificity of the conditions of one’s own education needed to be acknowledged in the introduction to this retrospective survey. Teaching anthropology to professionals and students of different disciplines is also described as a period of learning how to place emphasis on practice, re-evaluate anthropological knowledge, combine diverse perspectives and negotiate power relations. Teaching anthropology to artists, however, particularly when the teacher also happens to be an artist, poses these and other challenges. Transdisciplinarity is sought, but only as something to surpass, eventually considering what it might mean to be 'undisciplined'. In any case, it is by now established that when anthropologists meet with artists, common interests become evident and a great potential for the renewal of research and theory is revealed, but diverging priorities and conflicting relations must also be addressed. Teaching and learning in such a context becomes more than an academic habit. It develops as a demanding, research-cum-art making activity, as shown by a number of collective projects that bring together students and teachers, on the fringes of the academy and social life during the difficult period of the so-called 'Greek crisis'.","PeriodicalId":407748,"journal":{"name":"Teaching Anthropology","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-12-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129700253","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

An Anthropological Journey to the Field of Disability: Teaching and Research by a Disabled Anthropologist in Greece 一段通往残疾领域的人类学之旅:一位希腊残疾人类学家的教学与研究

Teaching Anthropology Pub Date : 2021-12-08 DOI: 10.22582/ta.v10i2.494

Lazaros Tentomas

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引用次数: 2

What Does Our Discipline Mean? Uncertainties of Students in Perception of Ethnology and Cultural Anthropology/Case Study of Kosova 我们的纪律意味着什么?学生对民族学和文化人类学认知的不确定性/科索沃个案研究

Teaching Anthropology Pub Date : 2021-12-06 DOI: 10.22582/ta.v10i2.570

Zanita Halimi

引用次数: 0

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

Teaching Anthropology Pub Date : 2021-12-01 DOI: 10.22582/ta.v10i4.638

Olivia Barnett-Naghshineh, A. Pattathu

{"title":"Introduction to the Special Issue Decolonizing Anthropology: Race, Emotions and Pedagogies in the European Classroom","authors":"Olivia Barnett-Naghshineh, A. Pattathu","doi":"10.22582/ta.v10i4.638","DOIUrl":"https://doi.org/10.22582/ta.v10i4.638","url":null,"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.","PeriodicalId":407748,"journal":{"name":"Teaching Anthropology","volume":"420 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129818134","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

Local Indigenous ways of knowing and learning in the classroom through Community-engaged learning 通过社区参与的学习，在课堂上了解和学习当地土著的方式

Teaching Anthropology Pub Date : 2021-12-01 DOI: 10.22582/ta.v10i4.623

A. Judge, S. Fukuzawa, J. Ferrier

引用次数: 1

Reflections on East and West: anthropology, decolonization, and teaching 反思东方与西方:人类学、非殖民化与教学

Teaching Anthropology Pub Date : 2021-12-01 DOI: 10.22582/ta.v10i4.619

Shukti Chaudhuri-Brill

引用次数: 1

On being a space invader and the thing around my neck 作为一个太空入侵者和我脖子上的东西

Teaching Anthropology Pub Date : 2021-12-01 DOI: 10.22582/ta.v10i4.620

Naasiha Abrahams

{"title":"On being a space invader and the thing around my neck","authors":"Naasiha Abrahams","doi":"10.22582/ta.v10i4.620","DOIUrl":"https://doi.org/10.22582/ta.v10i4.620","url":null,"abstract":"This article presents itself as an autoethnographic reflection on my positionality as a veiled, South African Muslim of Cape Malay descent and lower middle class background, attempting to navigate access to white educational space, as part of my doctoral research in Flemish primary schools. I explore what it means to be racialized as ‘other’ whilst also assuming a position of ‘authority’ as researcher, and occupying a particular space (positioned as neutral and secular) as a ‘body out of place’ (Puwar, 2004), in which a symmetry can be seen between myself and those categorised as ‘other’. The aim of this article is to reflect on how this occurs through certain processes, namely: (in)visibilisation; reprimanding; compartmentalisation; and, interpellation. I also reflect on the body of the anthropologist and the idea of the ‘objective researcher’ in order to illuminate how the mechanisms of racialization work. I engage the ensuing psychological burden brought about by the encounter with the ‘white gaze’ (Fanon, 2008). As a complement to the autoethnography, I make use of literary fiction as a method of analysis, in order to highlight the way in which literature can stimulate the formation of analytical insights (see Craith & Kockel, 2014) and, I draw on film. \u0000 ","PeriodicalId":407748,"journal":{"name":"Teaching Anthropology","volume":"68 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132585870","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: 2

The Fires Within Us and the Rivers We Form 我们内心的火焰和我们形成的河流

Teaching Anthropology Pub Date : 2021-12-01 DOI: 10.22582/ta.v10i4.627

The River & Fire Collective, A. Pattathu, Olivia Barnett-Naghshineh, O. Diallo, Nico Miskow Friborg, Zouhair Hammana, Lisette Van den Berg, Angelo Camufingo, V. L. Klinkert, A. Judge, Shukti Chaudhuri-Brill, S. Fukuzawa, Naasiha Abrahams, J. Ferrier

{"title":"The Fires Within Us and the Rivers We Form","authors":"The River & Fire Collective, A. Pattathu, Olivia Barnett-Naghshineh, O. Diallo, Nico Miskow Friborg, Zouhair Hammana, Lisette Van den Berg, Angelo Camufingo, V. L. Klinkert, A. Judge, Shukti Chaudhuri-Brill, S. Fukuzawa, Naasiha Abrahams, J. Ferrier","doi":"10.22582/ta.v10i4.627","DOIUrl":"https://doi.org/10.22582/ta.v10i4.627","url":null,"abstract":"This paper is a creative, poetic and experimental intervention in the form of collective reflections and writings on Anthropology, as the discipline we have experienced and/or been a part of within the University. It is also a reflection on the process of how the authors came together to form the River and Fire Collective. As a collective we have studied, worked and taught in more than 15 universities, and the aspects we point to here are fragments of our experiences and observations of the emotionality of the discipline. These are experiences from different forms of Anthropology from Northern Europe and settler-colonial contexts including Great Turtle Island Canada and Aotearoa New Zealand. In a metaphorical manner we invite the reader to our collective fireside dialogues and reflections, to be inspired, to disagree or agree and to continue a process of transformation. The paper sets out to provocatively question whether Anthropology is salvageable or whether one should ‘let it burn’ (Jobson, 2020). Exploring this question is done by way of discussing decolonial potentialities within the discipline(s), the classroom and exploring fire and water as a radical potential to think through the tensions between abolition and transformation. The reflections engage with concepts of decolonization, whiteness/white innocence, knowledge creation and -sharing, the anthropological self, ethics and accountability and language. The paper emphasizes Anthropology’s embeddedness in colonial narratives, structures and legacies and draws attention to how these colonial, able-bodied realities are being continuously reaffirmed through multiple educational practices and methodologies. It suggests that collectivity in writing, thinking and being is part of a healing process for those of us feeling our way through colonial continuities and prospective potentialities of Anthropology. \u0000 ","PeriodicalId":407748,"journal":{"name":"Teaching Anthropology","volume":"10 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128513953","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: 2

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

Teaching Anthropology Pub Date : 2021-12-01 DOI: 10.22582/ta.v10i4.622

O. Diallo, Nico Miskow Friborg

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引用次数: 2

Glitching the University Machine 给大学的机器出故障

Teaching Anthropology Pub Date : 2021-12-01 DOI: 10.22582/ta.v10i4.621

Zouhair Hammana, V. L. Klinkert

引用次数: 2