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Open access

The irony of an ‘international faculty’

Reflections on the diversity and inclusion discourse in predominantly White institutions in the United States

Chenyu Wang

Dear Prof. Wang, I hope this email finds you well. I am taking a class on [ sic ] Anthropology this semester. I would like to interview you about your experience as a faculty of color in a predominantly white institution, as part of an

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

Matias Thuen Jørgensen and Lena Brogaard

differentiated teaching principles in higher education because of large class sizes and time constraints, among other factors ( Chamberlin and Powers 2010 ; Ernst and Ernst 2005 ). We argue that studies testing the principles of differentiated learning in

Open access

Caitlin Hindle, Vikki Boliver, Ann Maclarnon, Cheryl McEwan, Bob Simpson, and Hannah Brown

), which at self-defining elite universities is overwhelmingly middle-class or upper-class and white ( Reay, David et al. 2005: 10 ), while social capital includes the existence and development of beneficial relationships with fellow students and staff

Open access

Penny Welch and Susan Wright

universities to promote an institutional culture that is inclusive of students from all backgrounds by, for example, speaking out against anti-working-class prejudice, providing grants to enable low-income students to join sports clubs and societies, and

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

It's time to (climate) change the way we teach

Addressing anthropogenic climate change in social science classrooms

Eleanor Shoreman-Ouimet

mitigating climate change ( Anderson 2013 ; Ariely et al. 2008 ; Chalofsky and Krishna 2009 ; Pink 2011 ; Seraphin et al. 2019 ). In my experience, when teaching climate change in a social science setting, especially in large-format lecture classes, it

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