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Heritage or hate?

A pedagogical guide to the confederate flag in post-race America

Cameron D. Lippard

Abstract

The Confederate flag has been a hotly debated symbol of heritage or hate in the United States. In 2015, 54 per cent of Americans polled saw the flag as a symbol of ‘Southern pride’ whereas 34 per cent saw it as racist. However, 27 per cent of Whites compared to 69 per cent of Blacks saw the flag as racist. In this article, I suggest how instructors can better explain this controversial topic within an America society that is ‘post-race’. First, I describe an opening activity to get students thinking about symbolism through flags. Next, I present a lecture that debunks myths about the flag’s meanings by presenting its factual history. Finally, I describe an open debate activity to complete the discussion and comprehension of the confederate flag. Student responses suggest that these lesson plans lead to a better understanding of its symbolism and its relationship to the continuing significance of racism in the U.S.

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Relocalising academic literacy

Diversity, writing and collective learning in an international Master’s programme

Nana Clemensen and Lars Holm

Abstract

This article contributes to the continuing discussion about academic literacy in international higher education. Approaching international study programmes as temporary educational contact zones, marked by a broad diversity in students’ educational and discursive experiences, we examine the negotiation and relocalisation of academic literacy among students of the international master’s programme, Anthropology of Education and Globalisation (AEG), University of Aarhus, Denmark. The article draws on an understanding of academic literacy as a local practice situated in the social and institutional contexts in which it appears. Based on qualitative interviews with eleven AEG-students, we analyse students’ individual experiences of, and perspectives on, the academic literacy practices of this study programme. Our findings reveal contradictory understandings of internationalism and indicate a learning potential for students in allowing a more linguistically and discursively diverse dialogue on knowledge production in academia.

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Reviews

Eli Thorkelson, Guy Redden, Christopher Newfield, Brigitte Bönisch-Brednich, and Marie-Pierre Moreau

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Riding alone on the elevator

A class experiment in interdisciplinary education

Anna M. Frank, Rebecca Froese, Barbara C. Hof, Maike I. E. Scheffold, Felix Schreyer, Mathias Zeller, and Simone Rödder

Abstract

The ability to conduct interdisciplinary research is crucial to address complex real-world problems that require the collaboration of different scientific fields, with global warming being a case in point. To produce integrated climate-related knowledge, climate researchers should be trained early on to work across boundaries and gain an understanding of diverse disciplinary perspectives. This article argues for social breaching as a methodology to introduce students with a natural science background to the social sciences in the context of integrated climate sciences. The breach of a social norm presented here was to ask people whether the experimenter could ride on an elevator alone. We conclude that the approach is effective in letting students with a natural science background explore and experience the power of social reality, and is especially suitable for a small-sized introductory class.

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Teaching globalisation in the social sciences

The effectiveness of a refugee simulation

Stacy Keogh George

Abstract

This article describes the incorporation of a refugee simulation into an upper-division sociology course on globalisation at a liberal arts institution in the United States. The simulation is designed to inform students of the refugee process in the United States by inviting participants to immerse themselves in refugee experiences by adopting identities of actual refugee families as they complete four stages of the refugee application process. Student reactions to the refugee simulation suggest that it is an effective tool for demonstrating the complexities of the refugee experience in the United States and for evoking social empathy.

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Book Review

Jeroen Huisman

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Editorial

Penny Welch and Susan Wright

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Editors’ Reflections on the Tenth Anniversary of LATISS

Susan Wright and Penny Welch

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Experiments with image theatre: Accessing and giving meaning to sensory experiences in Social Anthropology

Annika Strauss

Abstract

This article puts forward an experiential teaching method for becoming aware of, getting access to, and giving meaning to the sensory experiences that constitute and shape learning processes during social anthropological fieldwork. While social anthropologists use all their senses in the field, the preparation and processing of fieldwork are limited to certain senses. In accordance with the academic habitus, it is common to discuss theoretical texts pre-fieldwork and almost exclusively rely on making meaning of written fieldwork material afterwards. While cognitively produced textual sources and techniques of verbalisation (e.g. presentations) are extensively focused on, the body, emotional and sensory experiences are often overlooked in academic discourse and practices. The proposed experiential method integrates the dimensions of sensory experiences in classes, colloquiums and workshops, and brings into practice a teaching approach that includes the analysis of embodied knowledge and stresses its importance as an ethnographic source.

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Globalising service-learning in the social sciences

Stephanie A. Limoncelli

Abstract

The increasing internationalisation of social science curricula in undergraduate education along with the growth of service-learning has provided new opportunities to join the two. This article offers a reflection and discussion of service-learning with placements in international nongovernmental organisations (INGOs), drawing from its application in an undergraduate globalisation course in the United States. I argue that service-learning can be a useful pedagogical approach for helping students to think actively about themselves in relation to other people, other places and as part of broader global and transnational processes.