体验理论、理论化方法论:多学科背景下的短期人类学田野调查教学

Vasilis Dalkavoukis, Paraskevas Potiropoulos
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引用次数: 1

摘要

通常情况下,人类学似乎是一门“抽象”的学科,尤其是当其他社会科学或人文学科的学生试图熟悉它的理论、方法或主要的人类学讨论时。在这些特定的条件下,如果没有同时在“领域”进行民族志实践,“人类学教学”就成为一项高难度的任务。正是这种特殊的“必经之路”,使得接受人类学培训的学生寻求理论图式和方法论工具,以便“体验”理论和“理论化”方法论。在本文中,我们展示了从各种教学环境中收集的民族志材料,其中人类学既不是主要的学术背景,也不是学生参加课程的既定教育成果。在这些课程中,人类学知识通过与民族志实践的经验接触,作为研究项目中的应用理论,浮出水面。理论与实践之间的这种联系将人类学带到了前台,因为它让学生参与到“实地工作”的过程(对人类学来说很重要)和他们自己在这个过程中的社会经验中。这种反思方法的民族志材料来源于我们经历过这种学习出现的各种学术背景。这包括希腊色雷斯德谟克利特大学历史和民族学系的民族志和人类学课程(本科或研究生),以及由边境过境网络与约阿尼纳大学和希腊科尼察市在希腊-阿尔巴尼亚边境合作组织的学生和科尼察人类学、民族志和比较民俗暑期学校的民族志练习等实地考察。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Experiencing Theory, Theorizing Methodology: Teaching Anthropology through Short-Time Ethnographic Fieldwork Projects in Multi-Disciplinary Academic Contexts
Often enough, Anthropology seems as an ‘abstract’ discipline, especially when students of other social sciences or humanities try to get acquainted with its theory, methodology or the main anthropological discussion in general. Under these specific conditions, ‘teaching Anthropology’ becomes a task of high difficulty without a simultaneous ethnographic practice in the ‘field’. It is this specific ‘rite de passage’ which makes students under training in Anthropology seek theoretical schemas and methodological tools in order to ‘experience’ theory and ‘theorize’ methodology. In this paper we present ethnographic material collected from various teaching contexts where Anthropology is neither the main academic background nor the stated educational outcome for students taking the courses. In these courses, anthropological knowledge comes to the surface through an empirical engagement with ethnographic practice as an applied theory in a research project. This connection between theory and practice brings Anthropology to the foreground, since it engages students with both - the procedure of “doing field work” (something substantial for Anthropology) and their own social experience within this process. The ethnographic material for this reflective approach derives from various academic contexts where we have experienced the emergence of this type of learning. This includes ethnographic and anthropological courses (undergraduate or postgraduate) at the Department of History and Ethnology in Democritus University of Thrace Greece, and field trips including ethnographic exercise for the students and the Konitsa Summer School for Anthropology, Ethnography and Comparative Folklore of the Balkans, organized by the Border Crossings Network in collaboration with the University of Ioannina and the Municipality of Konitsa, Greece, at the Greek-Albanian border.
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