Feminist promotion of gender equity in development began in the 1970s, challenging development policy and practice and producing a rich body of debate and scholarship. Feminist anthropologists, through scholarship and activism, made important contributions to the project of reforming development. A recent anthropological critique of development, however, referred to as the anthropology of 'development', has raised important questions about anthropology's relationship to development, presenting new challenges to feminist anthropologists who would engage with development. This new approach, despite its attention to power, has not had questions about gender at its centre. Drawing on fieldwork in southeastern Campeche, Mexico, this paper explores challenges of a feminist anthropology of 'development', including pressures for engagement and disengagement, and the apparent contradiction between reflexive critiques of, and feminist engagements with, development.
Dilemmas in Rural Mexico
Julia E. Murphy
Udi Mandel Butler
What could a dialogical anthropology look like? That is, an anthropology where production of knowledge is premised on a close collaboration with research subjects, which is acutely mindful of the power relations inherent in such relationships as well as of the possible multiple publics through which such products could circulate. This article provides an inquiry into the possibility of this form of dialogical engagement, debating the notion of the 'public' of anthropological products and the 'uses' of such products. It discusses the work of some authors who have also been engaged with these themes before going on to provide examples of texts that have attempted to put this approach into practice.
This article offers a synthetic overview of the major opportunities and impasses of an emergent anthropology of experts and expertise. In the wake of the boom in anthropological science and technology studies since the 1980s, the anthropology of experts has become one of the most vibrant and promising enterprises in social-cultural anthropology today. And, yet, I argue that the theorisation and ethnography of experts and cultures of expertise remains underdeveloped in some crucial respects. The body of the article defines expertise as a relation of epistemic jurisdiction and explores the sociological and epistemological dilemmas emerging from research, that poises one expert (the anthropologist) in the situation of trying to absorb another regime of expertise into his/her own. With due appreciation for what the anthropology of experts has achieved thus far, I close with a manifesto designed to prompt a reassessment of where this research enterprise should go from here. I urge that we treat experts not solely as rational(ist) creatures of expertise but rather as desiring, relating, doubting, anxious, contentious, affective—in other words as human-subjects.
How an Anthropology of Childhood Reveals Kinship Structure
In recent anthropological trends, anthropologists have drawn attention to the social world of children as an independent category. Children have been observed as a peer group and a parallel society to the social world of adults, and span several
Hilary Callan and Brian Street
The article addresses the position of anthropology in new educational contexts, considering anthropology in education and the anthropological study of education. While some transatlantic comparisons are drawn, the emphasis is on developments within the U.K. These are treated historically, using the Royal Anthropological Institute's experience in working for an anthropological presence in pre-university education from the 1980s to the present as an extended case-study. The work done by the RAI's Education Committee to design and introduce a new GCE A-level in anthropology, culminating in its successful accreditation by the national regulator, is recounted in the style of 'rich ethnography'. A case is made for the potential of academic associations to create the alliances across sectors that are needed in this context; and conclusions are tentatively drawn regarding the implications of these initiatives for the future of the discipline and its public engagement.
Widening Participation and the Challenge for Anthropology
Paul Hawkins and David Mills
Drawing on recent ethnographic research with 'non-traditional' humanities and social science students at a 'new' university in the North West of England, this paper explores their contradictory experiences of alienation and engagement, and their attitudes to institutional 'Widening Participation' initiatives. It argues that these students' institutional survival depends on negotiating the conflicting expectations of their academic relationships and their day-to-day social responsibilities beyond the university.
What might these findings mean for anthropology's own pedagogic strategies? The paper ends by suggesting that a subject that asks its students fundamentally to question their established senses of self and 'home' may pose a further challenge for students for whom strained personal and domestic relationships, ambivalence and self-doubt are dominant motifs of their whole university experience.
The Office of Strategic Services' 1943 'Preliminary Report on Japanese Anthropology'
David H. Price
More than two dozen U.S. anthropologists worked for the Office of Strategic Services (OSS) during the Second World War. Some anthropologists at the OSS's Research and Analysis Branch analysed information on Japanese culture and tracked shifts in Japanese morale to estimate the best ways of employing psychological warfare. Among the papers produced by these anthropologists was a 1943 'Preliminary Report on Japanese Anthropology' which included the contemplation of biological warfare programmes using anthrax and other weapons of mass destruction on Japanese civilian and military populations. This article summarizes and critiques the roles of American anthropology in designing and opposing various programmes directed against Japanese soldiers and civilians under consideration at the OSS.
Abigail Baim-Lance and Cecilia Vindrola-Padros
Academic funding bodies are increasingly measuring research impact using accountability and reward assessments. Scholars have argued that frameworks attempting to measure the use-value of knowledge production could end up influencing the selection of research topics, limiting research agendas, and privileging linear over complex research designs. Our article responds to these concerns by calling upon insights from anthropology to reconceptualise impact. We argue that, to conduct socially beneficial studies, impact needs to be turned from a product to an inclusive process of engagement. Anthropology's epistemologically and methodologically rich tradition of ethnography offers a particularly apposite set of tools to achieve this goal. We present three concrete examples of how we have used ethnography to impact on the work we carry out, particularly in shaping multidisciplinary team-based research approaches.
Visual representations of anthropology online
Bryonny Goodwin-Hawkins and Hannah Gould
2005 ; Ryan 1997 ; Thomas 1994 ) and have haunted museum curators (e.g., Edwards 2001 ). But the photographs we have just described are neither publishers’ pickings nor archival pasts: they are prominently displayed on the homepages of anthropology
Developing a Museum-based Anthropology Education Resource forPre-university Students
Paul Basu and Simon Coleman
In its 2002-3 Strategic Review, the Royal Anthropological Institute reasserted the importance of the public communication of anthropology for the future of the discipline. Two significant venues for public engagement activity were identified: museums and pre-university education contexts. We present an account of the development and piloting of an anthropology teaching and learning resource that bridges these two arenas. Complementing efforts to introduce an anthropology A-Level, the Culture, Identity, Difference resource uses museum collections as a way of introducing anthropological perspectives on topics such as belief, ethnicity, gender and power to enhance students' studies across a range of different A-Level subjects. We reflect on some of the lessons learnt during the process, including the value of developing resources that can be used flexibly and creatively by teachers and students, and the need to approach the museum as a space of encounter, exploration and experimentation rather than as a didactic educational venue.