{"title":"在我们开始之前......\"：介绍在人类学教育中的作用","authors":"Sander Holsgens","doi":"10.22582/ta.v13i1.713","DOIUrl":null,"url":null,"abstract":"The classroom – and a first seminar or tutorial in specific – affords a seemingly infinite number of starting points, invitations, orientations, and departures. This report reflects on the introduction as a pedagogical tool of, for, and as ethnography, by building upon the work of Eugenia Zuroski. Zooming in on a graduate course in media ethnography and storytelling, I will sketch how a reconfiguration of introductions can both instill an ethnographic sensibility and foster rapport and solidarity in the classroom. Considering how to start a course can generate a more situated pedagogy for anthropological education.","PeriodicalId":407748,"journal":{"name":"Teaching Anthropology","volume":"57 24","pages":""},"PeriodicalIF":0.0000,"publicationDate":"2024-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"‘Before we begin…’: The Role of Introductions in Anthropological Education\",\"authors\":\"Sander Holsgens\",\"doi\":\"10.22582/ta.v13i1.713\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"The classroom – and a first seminar or tutorial in specific – affords a seemingly infinite number of starting points, invitations, orientations, and departures. This report reflects on the introduction as a pedagogical tool of, for, and as ethnography, by building upon the work of Eugenia Zuroski. Zooming in on a graduate course in media ethnography and storytelling, I will sketch how a reconfiguration of introductions can both instill an ethnographic sensibility and foster rapport and solidarity in the classroom. Considering how to start a course can generate a more situated pedagogy for anthropological education.\",\"PeriodicalId\":407748,\"journal\":{\"name\":\"Teaching Anthropology\",\"volume\":\"57 24\",\"pages\":\"\"},\"PeriodicalIF\":0.0000,\"publicationDate\":\"2024-07-03\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Teaching Anthropology\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.22582/ta.v13i1.713\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"\",\"JCRName\":\"\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Teaching Anthropology","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.22582/ta.v13i1.713","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"","JCRName":"","Score":null,"Total":0}
‘Before we begin…’: The Role of Introductions in Anthropological Education
The classroom – and a first seminar or tutorial in specific – affords a seemingly infinite number of starting points, invitations, orientations, and departures. This report reflects on the introduction as a pedagogical tool of, for, and as ethnography, by building upon the work of Eugenia Zuroski. Zooming in on a graduate course in media ethnography and storytelling, I will sketch how a reconfiguration of introductions can both instill an ethnographic sensibility and foster rapport and solidarity in the classroom. Considering how to start a course can generate a more situated pedagogy for anthropological education.
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