This article assesses the experimental teaching and learning of an anthropology module on 'modern dance'. It reviews the teaching and learning of the modern dances (lecture, observation, embodied practice, guest interview), paying attention to the triangulation of investigation methods (learning journal, examination, self-esteem survey, focus group interview). Our findings suggest that—in keeping with contemporary participatory educational approaches—students prefer guest interviews and 'performances of understanding' for teaching and learning, and that focus groups and learning journals were the preferred research methods for illuminating the students' teaching and learning experience.
An Experiment in the Use of the Guest Interview, Focus Group Interviews and Learning Journals in the Teaching and Learning of the Anthropology of Modern Dance
Jonathan Skinner and Kirk Simpson
Practising Relating Differently with Dementia in Dialogue Meetings
Silke Hoppe, Laura Vermeulen, Annelieke Driessen, Els Roding, Marije de Groot, and Kristine Krause
From Giving Back to Learning Together Giving back to the field is widely seen as good practice in anthropology. Ever since the crisis of representation and the reflexive turn of the 1980s, anthropologists are expected to explicate how they
Gamelan as a Learning Tool Amongst Children with Learning Impairments in Northern Ireland
This article examines gamelan as a community musical tool in Northern Ireland, United Kingdom. In particular, the article demonstrates how traditional pedagogic practices are changed in order to suit the needs of those who learn gamelan. A gamelan is an orchestra that includes metallophones (large glockenspiel-like instruments), gongs and drums. Originating from Southeast Asia, particularly from the Indonesian islands of Java and Bali, gamelan ensembles have long been used in the teaching of ethnomusicology in academic institutions and for purposes of applied ethnomusicology, as a musical tool, in the wider community. In these contexts, a gamelan instructor acts as a 'mediator' (Naughton 1996: 16) in the transmission of gamelan knowledge; mediating not only between the music and the learners, but also between the role of gamelan in its original sociocultural context and its newly adopted milieu. Drawing upon my experiences as a gamelan instructor, in particular, teaching children with visual and hearing impairments, I demonstrate how traditional teaching techniques are adapted to facilitate the learning of gamelan in the Northern Irish context.
The benefits of student investigation of wrongful convictions in a higher education setting
Advocates of active learning in higher education applaud the use of approaches that encourage student involvement in research and inquiry and state that it is the most effective means of enabling a move away from more traditional (and now less
The Affective Pedagogy of Post-Secular Sufi Healing in Germany
lies between Hanover and Hamburg, a few hundred kilometers from Berlin. Since its initiation in 2002, the summer school makes available the teaching and learning of ‘Universal’ Sufism in Europe, a tradition established by the North Indian Chishti Sufi
information ( Rogoff 1990 ; Vygotsky 1978 ). Teacher education students who undertake dialogue-based learning for education-related topics may potentially develop a more profound understanding than students who do not. Dialogue-based peer learning (DBPL
The Intimacies of Screens, Homes and Learning Hierarchies
Adam Roth, Niroshnee Ranjan, Grace King, Shamim Homayun, Rebecca Hendershott, and Simone Dennis
In this article, we consider the intimacies lent to learning and teaching via Zoom within the foundation course of social anthropology at the Australian National University. Zoom was the principal platform for delivery during the 2020 pandemic – a
A Satisfying Engagement with Action Research in Japan
This article presents an action research project, which I have been managing since 2001 in Tokyo, Japan. It is based on a non-profit organization (NPO), a group that promotes community-oriented lifelong learning, which was established under the 1998 NPO Law. Action research is a social research strategy, carried out by a team that includes a professional researcher and members of a community who are jointly seeking to improve their situation. This paper shows primarily how I have engaged with people at my field site, an NPO called SLG (pseudonym), and how we have produced knowledge to make changes to improve the quality of social life for more than ten years. I provide a narrative concerning recent developments at SLG in order to demonstrate how an action research project like this continually unfolds.
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
The Enigma of Non-arrival
Nigel Rapport and Noa Vaisman
How people arrive at their convictions, and how they come to change them, remain immensely difficult questions. This article approaches convictions as manifestations of individuals' embodiment, and as allegories of their lives. As well as a rehearsing of moments of his own embodied learning, the main author engages in an email exchange with the second author, pondering how he might answer her questions about an anthropological methodology which more nearly approaches others' embodied experiences: the convictions represented by informants' words and behaviours. The article ends inconclusively. An individual's knowledge of body and self is part of that body and self, situated amid world-views and life-projects. Alongside the radical otherness of anthropologists' informants is the relative otherness of anthropologists to themselves. Our disciplinary conclusions concerning convictions, own and other, must remain provisional and open.