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Open access

Steven Roberts and Karla Elliott

, 2005 ), paying attention primarily to boys and men marginalized on the basis of their working-class position. While this call to greater reflexivity will necessarily produce discomfort, it is a longstanding and important issue with which the field of

Open access

Minestrone Stories

Teaching anthropology through serendipitous cultural exchanges

Regnar Kristensen

ethnographic fieldwork and increasing numbers of students in their classes. This loss of time for ‘deep hanging out’ in the field and writing-up, as well as for peer-tutoring, has – to some extent –been counterbalanced by more rigorous methodological group

Open access

Daring spaces

Creating multi-sensory learning environments

Sabine Krajewski and Matthew Khoury

booked for Yoga classes, student association meetings and one-off casual meetings, but less and less for scheduled classes. Oliver (2018) pointed out that the execution of the room as well as the lack of maintenance of the room limited its potential

Open access

Penny Welch and Susan Wright

focus and a broader context for the ethnographic work undertaken by the students and for class discussions in the first part of the anthropology courses concerned. But the collaboration and energy generated by the exchanges did not persist into the

Open access

Anxiety and learning

Cultural polarisation in social science courses

Jose Leonardo Santos

confusion, then terror, then tears. Something about these issues triggered her. I felt bad. Later, I wondered how emotional responses influence learning. If this student was so shaken by the class topic, could she have truly absorbed lessons about

Open access

Barbara Robertson and Mark J. Flowers

publishers. Without becoming synchronous, the online classroom may more closely resemble the traditional in-class experience, while retaining the ability of students to fit their studies into their schedules and juggle additional responsibilities, especially

Open access

Sam Pryke

shown on the screen at the front of the teaching room. The question posed can be individual or group. A question directed to a specified group is termed a ‘Space Race’ in Socrative speak. Finally, the teacher can decide whether the class results are

Open access

Sarah B. Rodriguez

space for students to safely practice applying the ethical principles they learned in class to real-life scenarios in a space where their decisions do not have real-life implications. In this way, it reflects problem-based learning (PBL) methods. While

Open access

Enacting inclusivity in the preparation of emerging scholars

A response to programme reform in higher education

Saran Stewart, Chayla Haynes, and Kristin Deal

, class, and gender’ ( Danowitz and Tuitt 2011: 47 ). Danowitz and Tuitt revealed in their article that the use of personal narratives was one teaching tool that helped students interrogate their own biases and assumptions. These narrative assignments

Open access

Penny Welch and Susan Wright

professional roles in, for example, advocacy work, management, policy-making and journalism. Sam Pryke discusses the online platform Socrative in the fourth article. Socrative enables tutors to put questions to students in class and for students to respond