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.
Hilary Callan and Brian Street
Susan B. Hyatt
On 31st January, about 15 anthropologists gathered at the Royal Anthropological Institute (RAI) in London to discuss applied anthropology in Britain. The organisation, under the auspices of Apply, is comprised of two groups which had previously been autonomous: the Network of Applied Anthropology, which is a division of the Association for Social Anthropology, and Anthropology in Action.
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.
Benjamin O.L. Bowles and Federica Guglielmo
This special issue of Anthropology in Action collects essays arising from the 4th Post-graduate Conference of the Royal Anthropological Institute, held at Brunel University (London) on 3–4 September 2014. The event aimed to explore a variety of perspectives concerning the production and the ownership of anthropological knowledge, including issues of authority and ethical responsibility. We also welcomed reflections on the opening of new interstitial fieldsites in between the structured components of anthropological research. Our interest focused on the dilemmas arising from the definition of the field itself, in the guise of the epistemological delimitation of its boundaries and how these affect the relational world within it. We focused on the co-dependence between these factors and on the influence of increasing interconnectedness through advanced and progressively widespread communication technologies (cf. Kelty 2009).
Journal of the Royal Anthropological Institute of his recent collection of “explorations into aspects of some societies in and from the Mediterranean” ( Factions, Friends, Feasts. Anthropological Perspectives on the Mediterranean [Berghahn Books, 2013
A Theoretical Introduction
. 2014a . Introduction: Doubt, Conflict, Mediation: The Anthropology of Modern Time . Journal of the Royal Anthropological Institute ( Special Issue ) 20 ( S1 ): 3 – 30 . Bear , L. (ed.). 2014b . Doubt, Conflict, Mediation: The Anthropology of
A General Introduction
Roxana Moroşanu and Felix Ringel
think with. References Adam , B. 2004 . Time . Cambridge : Polity Press . Bear , L. 2014 . Doubt, Conflict, Mediation: The Anthropology of Modern Time . Journal of the Royal Anthropological Institute 20 : 3 – 30 . Castells , M. 1996
The Person, the Role, the Theory
introduction of sociology in Cambridge, his basic argument was that anthropology dealt with primitive society, and so was quite different from sociology. After all, he noted, introducing his presidential address to the Royal Anthropological Institute in 1966
Anthropological Knowledge Making, the Reflexive Feedback Loop, and Conceptualizations of the Soul
Katherine Swancutt and Mireille Mazard
. 3 : 511 – 526 . Corsín-Jiménez , Alberto , and Rane Willerslev . 2007 . “ ‘An Anthropological Concept of the Concept’: Reversibility among the Siberian Yukaghirs .” Journal of the Royal Anthropological Institute 13 , no. 3 : 527 – 544
Lenience in Systems of Religious Meaning and Practice
Maya Mayblin and Diego Malara
Memory: Toward a Comparative Anthropology of Religion , ed. Harvey Whitehouse and James Laidlaw , 65 – 78 . Walnut Creek, CA : AltaMira Press . Douglas , Mary . 1978 . Cultural Bias . London : Royal Anthropological Institute . Douglas