Teaching Anthropology最新文献_第9页

Counter-narratives in the First Person: Whiteness and the Limits of Diversity 第一人称的反叙事:白人与多样性的极限

Teaching Anthropology Pub Date : 2021-08-03 DOI: 10.22582/ta.v10i1.582

Sara Bafo, E. Dattatreyan

引用次数: 1

A Lesson in Class: the working-class experience of Anthropology 课堂上的一课:工人阶级的人类学经验

Teaching Anthropology Pub Date : 2021-08-03 DOI: 10.22582/ta.v10i1.586

Chloe Dominique

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引用次数: 0

The “educated teacher”: Joint (self-)reflection on translatability between anthropology and teacher education “受过教育的教师”:人类学与教师教育可译性的共同(自我)反思

Teaching Anthropology Pub Date : 2021-07-14 DOI: 10.22582/TA.V10I3.611

Christa Markom, J. Tosic

{"title":"The “educated teacher”: Joint (self-)reflection on translatability between anthropology and teacher education","authors":"Christa Markom, J. Tosic","doi":"10.22582/TA.V10I3.611","DOIUrl":"https://doi.org/10.22582/TA.V10I3.611","url":null,"abstract":"Building on the core epistemological features and aims of Educational Anthropology, in this paper we explore the perception of anthropological educational knowledge among teachers and their related reflections on the educational standards of their profession, as well as their own role in society. Following an overview of (the emerging) intersections between teacher education and Educational Anthropology in Austria, the paper focuses on conversations with teachers in Austria on the outputs of an educational anthropological project (TRANSCA) and their applicability. Two of the project outputs – a Concept Book and a Whiteboard Animation (on “Worldmaking”) – serve as the ground for focusing on three aspects emerging from the conversations with teachers: firstly, the concept of the “educated teacher”; secondly, conceptualization as a form of translation of anthropological knowledge via both text and animation; and thirdly, the differentiation between teaching in terms of schooling versus pedagogy. The latter is explored as a crucial dimension of the discussions among and with teachers and lies at the heart of potential future synergies between anthropology and education.","PeriodicalId":407748,"journal":{"name":"Teaching Anthropology","volume":"9 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-07-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126598812","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

Reflections On Teaching Anthropologically And Fostering Belonging As Anti-Racist Allies In A ‘Widening Participation’ University: An Ecological Approach “广参与”大学反种族主义同盟的人类学教学与归属感培养的思考:生态学视角

Teaching Anthropology Pub Date : 2021-07-07 DOI: 10.22582/ta.v10i1.589

J. Botticello, A. Caffrey

引用次数: 1

Access, Privacy, and Gender divides in Teaching Online: Reflections from India 网络教学中的访问、隐私和性别差异:来自印度的反思

Teaching Anthropology Pub Date : 2021-07-07 DOI: 10.22582/TA.V10I3.618

Rituparna Patgiri

引用次数: 1

Re-imagining Diversity: Towards an Anthropology for Disruption in UK Higher Education 重新想象多样性:走向英国高等教育中断的人类学

Teaching Anthropology Pub Date : 2021-07-02 DOI: 10.22582/ta.v10i1.596

Alison Macdonald

{"title":"Re-imagining Diversity: Towards an Anthropology for Disruption in UK Higher Education","authors":"Alison Macdonald","doi":"10.22582/ta.v10i1.596","DOIUrl":"https://doi.org/10.22582/ta.v10i1.596","url":null,"abstract":"From Athena Swan accreditations to Access and Widening Participation agendas, diversity training and renewed pedagogic approaches to inclusive learning, the higher education landscape is now awash with the language of ‘diversity’ as policy and practice. The institutionalisation of ‘diversity’ is a welcome method of inclusion, yet it is often reproduced as ‘happy talk’ (Bell and Hartmann 2007) that pacifies the call for meaningful structural and institutional change, silencing and even reinforcing the inequality it seeks remedy (i.e. Ahmed, 2012; Alexander, 2005; Archer, Hutchings & Ross 2003; Kirton, Greene & Dean 2007; Mohanty, 2003; Puwar, 2004). Taking these paradoxical dimensions of diversity as ethnographic and conceptual points of departure, this special issue seeks to unravel some of the everyday experiences, practices and policies encoded in diversity ‘speak’ and ‘diversity work’ (Ahmed 2012) across anthropology departments in the UK. By giving credence to accounts of the daily graft of ‘diversity work’, together with embodied and lived experiences of what ‘being diverse’ entails on the ground, we strive to productively mobilise decentred ‘situated knowledges’ (Haraway, 1988) in order to displace the continued centrality of white / elite / heteronormative / ableist reference points at the heart of much higher education institutional diversity strategies and inclusion agendas (cf. also Puwar, 2004). For us, the term ‘re-imagining’ is a call for positive political transformation in which we hope the difficult, uncomfortable - but hopefully - fruitful questions and critiques posed by papers in this special issue galvanise a space for diverse-led action. It is thus against this backdrop that we try to re-imagine diversity in a new light: to bear witness to those who live its effects and thereby reveal the potential to democratically and holistically re-structure anthropology from the ground up.","PeriodicalId":407748,"journal":{"name":"Teaching Anthropology","volume":"3 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-07-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125286270","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

‘Covid-19 and Me’. A Serendipitous Teaching and Learning Opportunity in a 1st Year Undergraduate Medical Anthropology Course “Covid-19和我”。本科一年级医学人类学课程中偶然的教与学机会

Teaching Anthropology Pub Date : 2021-05-20 DOI: 10.22582/TA.V10I3.604

Andrew Russell, L. Johnson, Emily J Tupper, Alice-Amber Keegan, H. Akhter, J. Mullard

引用次数: 1

Plagiarism, rote memorizing and other "bad" habits in the Greek University and beyond. 抄袭，死记硬背和其他“坏”习惯在希腊大学和其他地方。

Teaching Anthropology Pub Date : 2021-02-09 DOI: 10.22582/TA.V10I3.600

Alexandra Bakalaki

引用次数: 0

‘Ultimate Introvert’ to the ‘Touchy-Chummy’: Using Simulations to Teach Interviewing Skills 从“终极内向者”到“亲近者”:用模拟来教授面试技巧

Teaching Anthropology Pub Date : 2021-01-25 DOI: 10.22582/TA.V10I3.476

T. Barone, Samantha K. Ammons

引用次数: 0

Undergraduate Student Led Research: An Applied Anthropology Course as a Community-Based Research Firm 本科生主导的研究:作为社区研究公司的应用人类学课程

Teaching Anthropology Pub Date : 2021-01-15 DOI: 10.22582/TA.V11I3.581

Jason Miller

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引用次数: 1