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Minestrone Stories

Teaching anthropology through serendipitous cultural exchanges

Regnar Kristensen

make you guys meet each other?’ (Kai lives in the provinces.) I hesitated and replied with something like: ‘I have a lot of work teaching anthropology, you know, no time …’ ‘You've got it all wrong’, Kai interrupted me abruptly. ‘You have to make your

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Stephanie Bunn

This article is an exploration of how the interdisciplinary relationship between art and anthropology can contribute to teaching anthropology in schools. The argument is made that through practical engagement with the environment - whether 'natural', social or built - one can develop important and complementary approaches to teaching and thinking about anthropology. Three specific areas of activity are examined: skill and practical work with materials, doing children's ethnographies and 'playing house'. The author draws upon her own experience of working both as an artist and an anthropologist.

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Jonathan Ventura

The definition of 'applied anthropology' varies from period to period and from culture to culture. However, anthropology's centrality is, in my eyes, unquestionable. With that in mind, a significant part of the discipline's basic principles remained unchanged, despite recent socio-cultural, economic and technological changes sweeping the world in recent years. In this article I wish to present two case studies in which the inherent connection between anthropology, as a discipline, and other professions, is challenged. Through teaching anthropological theories and methodologies to industrial designers and architects I will present a somewhat different approach from those practiced by anthropologists. As a result I will redefine the role of the applied anthropologist as an essential member of the design team.

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Susan Wright and Penny Welch

Teaching Anthropology Network ( Krause Jensen and Garsten 2014 ) and has published several special issues arising from sessions at conferences of national disciplinary associations, not least in the U.S.A. ( Feldman and Henry 2009 ; Hunter and Abelmann

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Feelings in the Field

The Emotional Labour of the Ethnographer

Maria Concetta Lo Bosco

emotional experiences as a form of meaningful knowledge ( Davies and Spencer 2010 ), acknowledging the transformative potential of teaching anthropology when emotions are embraced amongst the strengths of its qualitative method ( Spencer 2011 ). A very

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When Facebook Is the Internet

A Halfie Anthropologist Grapples with Evolving Social Media Connectivity

Rosa Cordillera A. Castillo

.” Time , 17 January . https://time.com/5505458/facebook-maria-ressa-philippines/ . Spencer , Dimitrina . 2011 . “ Emotions and the Transformative Potential of Fieldwork: Some Implications for Teaching and Learning Anthropology .” Teaching

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Annika Strauss

. Rice and D. McCurdy (eds), Strategies for Teaching Anthropology 3rd ed., Upper Saddle River, NJ : Prentice Hall , 1 – 4 . Geertz , C. ( 2007 ) Works and Lives: The Anthropologist as Author , Stanford, Calif. : Stanford University Press

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Religion through the Looking Glass

Fieldwork, Biography, and Authorship in Southwest China and Beyond

Katherine Swancutt

– 186 . 10.1080/02757200802332228 Coleman , Simon . 2011 . “ Teaching Anthropology Today .” Teaching Anthropology 1 ( 1 ): 3 – 11 . 10.22582/ta.v1i1.251 Coleman , Simon . 2015 . “ Anthropological Tropes and Historical Tricksters: Pilgrimage as

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Introduction

Anthropological Knowledge and Practice in Global Health

Rodney Reynolds and Isabelle L. Lange

nature of the problems we hope our work addresses ( Prince and Marsland 2014 )? Davis (2018) poses the same problem that we point to with reference to Berger's text and its utility in teaching anthropological awareness. How do we make sense of entangled

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From rite of passage to a mentored educational activity

Fieldwork for master’s students of anthropology

Helle Bundgaard and Cecilie Rubow

disciplinary pedagogy ’, Teaching Anthropology 1 , no. 1 : 12 – 20 . 10.22582/ta.v1i1.252 Nicol , D.J. and Macfarlane-Dick , D. ( 2006 ) ‘ Formative assessment and self-regulated learning: a model and seven principles of good feedback practice