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Pedagogy in Action

Rethinking Ethnographic Training and Practice in Action Anthropology

Mark K. Watson

In a recent article, Budd Hall and Rajesh Tandon (2017), noted educationalists and pioneers of community-based research, describe an implicit paradox shaping pedagogy in participatory research today. As they put it, participatory research has

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The Accession Pedagogy

Power and Politics in Turkey's Bid for EU Membership

Bilge Firat

From 1989, new plans to enlarge the EU caused growing public disenchantment with the future of European integration as a viable model of cooperation among states and peoples in Europe. To manage disenchantment, EU actors designed various policy tools and techniques in their approaches to European peripheries such as Turkey. Among these, they intensified and perfected processes of pedagogy where EU actors assume that they have unique knowledge of what it means to be 'European' and that they must teach accession candidates how to become true Europeans. Based on accounts of EU politicians and officials, past experiences of government officials from former EU candidate states and Turkish officials' encounters with the EU's accession pedagogy, this article explores the EU's enlargement policy as a pedagogical engagement and the responses it elicits among Turkish governmental representatives, in order to test the reconfigurations of power between Europe and the countries on its margins.

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Collaborative Options and Pedagogical Experiment in Anthropological Research on Experts and Policy Processes

George E. Marcus

This article engages the current challenges that the ecology of designing and implementing ethnographic research today presents to the still powerful culture of method in anthropology, especially as it is manifested in the production of apprentice graduate dissertation research by anthropologists in the making. The Anthropology of Public Policy defines a recent and emerging terrain of anthropological research that challenges the culture of fieldwork/ethnographic method at the core of anthropology's practice and identity. Thus, what might emerge, in the author's view, is not a new or adjusted handbook of method, but a more far-reaching discussion of how the very function of ethnographic research shifts in response to this challenge in terms of collaboration and pedagogy.

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Critical Pedagogies for Mobilities Studies

Judith A. Nicholson

Pedagogies: A Symposium on Theories, Practices, and Networks (MobPed), which I co-organized with my colleagues Jenna Hennebry and Carol Duncan. It's important to acknowledge MobPed participants up front because they are among many scholars who have

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Emplacing Students through Everyday Mobilities

From Practice to Theory

Bradley Rink

Mobilities Pedagogy and Epistemic Disobedience We all “live” mobilities, but how do we go about teaching about them in socially just 1 and pedagogically sound ways? This has been the subject of my reflections on teaching practice since 2017

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Nurturing Empathy for a Better World

Carmen Collins and Basilio Monteiro

robust relationships could be built. The assessment of pedagogical efficacy operates along a spectrum that varies between context and content – what is taught and how it is taught. That spectrum is both presented and institutionalised at all levels of

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“Defining Ourselves for Ourselves”

Black Girls Conceptualize Black Girlhood Online

Cierra Kaler-Jones

above, brings me to the centrality of art and community in the pedagogy and curriculum of teaching Girlhood Studies, particularly Black girlhood. As Christina Carney et al. state, “Art is the dialogue that occurs in response to the happenings of the

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Mobilizing Landscape Pedagogies

Enskillment and Frictions in Informal Educational Practices

Margherita Cisani

—or perhaps because of this—aura of powerful pedagogical tools, Macpherson herself warns us that they risk becoming a sort of “methodological orthodoxy,” unless we consider the politics, cultures, histories, and lived experiences implied while moving through a

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The Pedagogy of Song

Teaching Israel through Music

Daniel Stein Kokin

—at least most of the time—mercifully short. For all these reasons, song represents a memorable, powerful, and pedagogically economical way in which to convey meaning to students, while simultaneously initiating them in the art of close textual analysis

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Mixed Message Media

Girls’ Voices and Civic Engagement in Student Journalism

Piotr S. Bobkowski and Genelle I. Belmas

-of-school programs also allow facilitators greater pedagogical freedom than do school-sponsored settings ( Moscowitz and Carpenter 2014 ), perhaps resulting in more authentic relationships between girls and their mentors. Formal journalism education, however, also