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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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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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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

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Critical pedagogy and Socially Responsible Investing (SRI)

Questioning our post-secondary institutions’ investment strategies

David P. Thomas

Critical pedagogy can be used effectively to engage with a wide variety of important social issues in contemporary society. Within the post-secondary context, one such avenue of investigation involves critically analysing the investments of

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Making Lobsticks

Traveling Trails with Teetł’it Gwich’in

Jan Peter Laurens Loovers

), knowing, and engaging with trails and trail markers. Making trails and markers is a part of the wider pedagogy of traveling on the land that involves reading and becoming attentive to the land. It also involves learning about places, trails, and markers by

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Andrew Buckser

This article discusses structural, logistical, and administrative issues associated with the use of participant observation assignments in teaching the anthropology of religion. Fieldwork presents extraordinary opportunities for teaching students about the nature of cultural difference, but it also poses pedagogical challenges that require careful planning and supervision. The article reviews problems including the scope and nature of the observation, student preparation and guidance, connecting with fieldsites, presentation formats, issues of ethics and confidentiality, and university administrative considerations.

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Naïve scientists and conflict analysis

Learning through case studies

R. William Ayres

Abstract

Much of our teaching about conflict relies on theoretical ideas and models that are delivered as finished products. This article explores the supposition that what students need is not already-formed theoretical ideas, but exposure to more real-world cases of conflict from which to build theory. The article presents an experiment in pedagogy: teaching a conflict resolution class using only case studies. This approach was expected to have two benefits: better understanding of the underlying concepts and a significant contribution to students’ knowledge about the world. The case-only approach appears to be at least as good as the theory-based version of the class, with some significant side benefits beyond comprehension of the material.

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The Boy Is Not a Well-Behaved Henry

Images and Goals of Education in Dutch Educational Literature about Boys (1882-2005)

Angela J.M. Crott and Fabian Schurgers

Representations of the boy in Dutch educational literature shift considerably during the twentieth century while educational goals remain importantly unchanged. Optimism in education seen before the Second World War diminishes after the war as a result of social changes. While representations of boys take on increasingly negative tones, boys themselves may be changing little. This is suggested by the goals of education that remain constant during the entire century, goals which aim to free the boy as much as possible from troublesome behavior as mischief. Pedagogical aims to have boys adopt desired behavior, like courteousness, change during the 1970s and stress those of care and emotional strength. However, boys’ adoption of caring behaviors progresses so slowly the boy, often embraced as the hope of the fatherland in the first half of the twentieth century, is increasingly seen as a problem at the end of it.

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Henry A. Giroux

This article argues that democracy is on life support in the United States. Throughout the social order, the forces of predatory capitalism are on the march—dismantling the welfare state, corrupting politics with outside money, defunding higher education, expanding the corporate-surveillance-military state, widening inequalities in wealth and income, and waging a war on low income and poor minorities. As market mentalities and moralities tighten their grip on all aspects of society, democratic institutions and public spheres are being downsized, if not altogether disappearing. As these institutions vanish—from higher education to health care centers—there is also a serious erosion of the discourses of community, justice, equality, public values, and the common good. This article argues that given this current crisis, educators, artists, intellectuals, youth, and workers need a new political and pedagogical language centered around the notion of radical democracy in order to address the changing contexts and issues facing a world in which capital draws upon an unprecedented convergence of resources—financial, cultural, political, economic, scientific, military, and technological—to exercise powerful and diverse forms of control.