This article explores the pedagogical strategies of applying anthropology in the field of Education, particularly in the initial training courses for teachers. It shows a way of doing applied anthropology by anthropologists who work as non-anthropologists but use their anthropological training and knowledge in their work. This study presents anthropology as a productive discipline in promoting different perspectives for the analysis and understanding of the social phenomena which, used in the classroom, facilitates students in training as educators to critically approach the fundamentals of Education as much as the processes of teaching and learning. Ultimately, this article points out how the shifts in Education students' perspectives instigated by the use of anthropology in the classroom might eventually lead to changes in education policies.
Caridad Hernández Sánchez
Bob Simpson and Robin Humphrey
In the training of doctoral researchers in the use of qualitative research methods, considerable effort goes into preparation for fieldwork and the collection of data. Rather less attention, however, goes into what happens when they have collected their data and begin to make sense of it. In particular, relatively little attention has been paid to the ways in which doctoral researchers might be supported as they begin to write using qualitative data. In this article we report on an inter-disciplinary project that set out to develop research training for qualitative researchers who had completed their fieldwork and were about to embark on writing their theses. An important issue in the delivery of this training was the question of boundaries - disciplinary, academic, technological and personal - and how these might be productively negotiated in the quest for good social science writing.
Components of Vocational Training for University Tutors
Nikolai Neustroev, Anna Neustroeva and Tuyaara Shergina
The article discusses professional teaching training for tutoring and primary education at a small-scale rural school, where there are prolific opportunities for individualizing the educational process and creating conditions that foster personal development of primary schoolchildren. Educational quality is indicated by the formation of ethnocultural identity and ethnic self-knowledge; this is the basis for the development of harmonious interethnic relations in multicultural societies. The article presents a model for the development of ethnopedagogical competence in the primary school teacher, the ethnopedagogy of the educational process, and the formation of the pan-Russian civic identity as a condition for the successful implementation of the new primary school standards.
Egor Antonov and Venera Antonova
*Translated by Tatiana Argounova-Low
This report discusses the role of the Soviet government and the leadership of Iakutiia in increasing the intellectual potential of the region in the second half of the twentieth century through the development of specialist personnel. The authors draw attention to both positive and negative factors related to the process of growth of specialist personnel in the region. The article discusses some aspects related to the provision of training and education for native men and women, such as individual business sense and organizational skills, the system of attracting and training indigenous cadres, and the language of instruction.
Kearsley A. Stewart
Interest in short-term international placements in global health training for U.S.-based medical students is growing; the trend is mirrored for global health undergraduate students. Best practices in field-based global health training can increase success for medical students, but we lack a critical framework for the undergraduate global health field experience. In what ways does an undergraduate field experience in global health resemble a medical student's first international health elective? Is it more similar to a study-abroad programme or a service-learning experience with a focus on personal development, civic responsibility and community engagement? This article suggests that an undergraduate global health field experience contains features of both the international medical elective and a traditional service-learning programme. I analyse a case study of a short-term U.S.-based undergraduate global health project and explore the intersections of research, professional training and service learning.
The article investigates how university lecturers taking part in the compulsory teacher training at Stockholm University (SU) conceive of the effects of standardised and formalised training on their teaching. The study explores the emotions and responses evoked among academics when everyone is required to embrace the same pedagogic philosophy of constructive alignment (Biggs 2003), adopt the language of learning outcomes and assign the same standards to diverse academic practices. The article attempts to shed light on different conceptions of the quality of teaching and learning in higher education and the interplay between the lecturers' values of academic freedom, collegiality and disciplinary expertise and the university leadership's values of efficiency, accountability and measurability of performance. The article considers how these conceptions coexist and are negotiated within the university as an organisation.
Machismo, Chivalry, and the Aggressive Pastimes of the Medieval Male Youth
This article draws on research into medieval childhood to argue that the violence of male youth activities was not simply a result of their age and hormones—“boys will be boys”—but was positively encouraged by society and the state as training for their potential roles in conflicts, for war was all pervasive and all important. The violent games and pastimes of male youths are discussed in light of their relevance to war, as they progress into sports that served as military training. The focus here is on the chivalric tournament, the apogee of such entertainments and a form of medieval war games within a violent sports spectacle. A primary intention of such training was to foster combat primary group cohesion among the male youths preparing to engage in war with its codes of chivalry.
Teaching the Female Body in the Anglo-Egyptian Sudan
This chapter explores the process of reforming ‘refractory’ female bodies in the Anglo-Egyptian Sudan. It discusses the goals of the Midwives Training School in Omdurman and the methods of the British women who established it during the 1920s and 1930s in light of ethnographic data from the rural north. I suggest that while midwifery training had contradictory outcomes and failed to under- mine the logic that underpinned the practice of pharaonic (female) circumcision, some aspects of it became woven into the fabric of Sudanese daily life in unexpected ways. Parties to the colonizing venture looked, inescapably, in two directions at once: to the imme- diate situation in which they were mutually engaged, and to the respective cultural contexts of health from whence they came and in which they remained grounded.
Methodological Reflections from the Field
This article focuses on the training context of private military and security (PMS) contractors. The training they undergo varies considerably, though the majority of training providers offer instruction in how to work in armed close protection (CP) as so-called bodyguards of dignitaries or on convoy protection. Set against this backdrop, the article reports on two periods of ethnographic field research of armed CP training where the author trained as a bodyguard in the first, and played the role of dignitary in the second. The discussion notes the very particular ways in which security is co-constituted between training instructor, author, and student. Here, a form of embodied reflexivity is used to show how security is translated between actors. Acknowledging that security is mediated through time, space, and the body can help to explain the experiences of host populations whose security has at particular moments been jeopardized by these armed actors.
Florian Berding and Ilka Lau
Epistemic beliefs are individuals’ beliefs about knowledge and knowing. Research assumes that epistemic messages embedded in learning materials shape learners’ beliefs. In order to provide information about these epistemic messages, this article analyzes 4,169 accounting exercises and 1,265 marketing exercises found in training textbooks for retailers, wholesalers, bank assistants, and industrial business management assistants. A latent class analysis identifies four types of exercises. The findings indicate that most epistemic messages emphasize knowledge that consists of stable, interconnected elements that are not useful for professional situations. Knowledge is transmitted by an authority and does not need to be justified. This article provides ideas on the basis of which exercises in textbooks may be revised.