Teaching Anthropology (TA) is a peer-reviewed, open-access journal
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A journal of the Royal Anthropological Institute dedicated to the teaching of anthropology, TA promotes dialogue and reflection about anthropological pedagogies in schools, colleges, universities and beyond.

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A collection of resources, teaching tools and links for classrooms and seminars that foster interactivity and engagement with anthropology.

Current Issue: Vol. 9 No. 2 (2020): Spring issue
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In contrast to the unprecedented times we are living in, this Issue considers the importance of active experiential learning that takes students out of the classroom to engage in collaborative research.

Multimedia collection
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A multimedia repository sharing teaching practices and interviews as well as a curated list of ethnographic films and media for teaching

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Featured content

Latest blog posts

  • Teaching Anthropology during a Global Pandemic
    By Sherry Fukuzawa Social distancing, masks, and quarantines changed the way we all live in this world. As post-secondary institutions closed their campuses and scrambled to move online, anthropology departments had little time to reflect on the impact of this global pandemic and what it means to teach and learn […]
  • Feeling theory in the classroom
    by: Olivia Barnett-Naghshineh https://www.oliviabarnettnaghshineh.com/ Anthropology as a discipline has an almost inherent assumption that our methodology makes every experience or social phenomena potentially knowable through sufficient participating, observing and long-term interactions. As a woman of mixed Iranian […]
  • Welcome to Teaching Anthropology 2021
    As the incoming editors of Teaching Anthropology we’d like to say hello and give you a sense of our future direction. We want to expand the practical content, sharing resources, experiences and reflections that will directly help others in their teaching. Our vision for Teaching Anthropology, and its online platform, is that it becomes both a record of the evolution of anthropological teaching and a go to hub for pedagogical inspiration. […]
  • Hybridized Project-based Learning in a local cemetery: Changing course design and student responses
    by: Heather Battles, University of Auckland In my article for Teaching Anthropology (Battles, 2020), I used a case study of my experience with a cemetery project in an anthropological demography course in 2016, as an example of a hybrid approach aimed getting the benefits of project-based and service learning in […]
  • Another piece about doing ethnographic research during the pandemic crisis
    by: Jolynna Sinanan, University of Sydney We all agree that participant observation, ‘hanging out’, ‘being there’ and ‘being in the field’ is essential to conducting fieldwork, so as fieldwork plans have been dashed during this pandemic, it is understandable to feel deflated. There has been renewed interest in digital […]