教学实习经验:实验,体现,情感

Karolina Bielenin-Lenczowska, Iwona Kaliszewska
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引用次数: 0

摘要

田野调查的情感和感官维度,以及研究者的定位,在人类学中经常被争论和认为是至关重要的。我们假设“好的民族志”包括感官和身体实地考察经验。但是我们如何在教学中解决这些问题呢?我们如何教学生注意、分析和理解他们的身体体验?我们如何鼓励对位置的意识?在设计合适的学习体验时,我们可以采取哪些实际步骤来解决这些问题?在本文中,我们分享了我们在教学适应课程方面的经验,这些课程为学生提供实地考察的机会,在那里可以探索具体化知识的意义,培养他们的民族志意识。基于我们对华沙大学民族学和文化人类学研究所教授的本科民族志实验室和民族志方法课程的分析,我们认为将学生置于不舒服或不寻常的实地考察和教学环境中是很重要的,迫使他们走出自己的舒适区,这样他们就能在情感和身体上经历实地考察。这些遭遇的记录以及自己和他人的身体反应构成了要收集的数据的核心部分,这可以防止学生只关注叙事和话语。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Teaching Fieldwork Experience: Experiment, Embodiment, Emotions
The emotional and sensual dimension of fieldwork, as well as the positionality of the researcher are often debated and considered crucial in anthropology. We assume that “good ethnography” includes sensory and bodily fieldwork experience. But how do we address these issues in teaching? How can we teach students to notice, analyse and make sense of their bodily experiences? How do we encourage the awareness of positionality? What practical steps can we take in designing suitable learning experiences that address these points?  In this paper, we share our experience of teaching adapted courses that provide students with fieldwork encounters, where the significance of embodied knowledge can be explored, and their ethnographic awareness cultivated. Basing our analysis on the undergraduate Ethnographic Lab and Ethnographic Methods courses taught at the Institute of Ethnology and Cultural Anthropology at the University of Warsaw, we argue that it is important to put students in uncomfortable or unusual fieldwork and teaching situations, forcing them out of their comfort zone so that they experience fieldwork encounters both emotionally and bodily. Recordings of these encounters and the bodily reactions of themselves and others constitute a core part of the data to be gathered, which prevents students from focusing solely on narratives and discourses.  
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