Editorial Collective

Teaching Anthropology is curated by a an international editorial collective of anthropologists.

Gavin Weston (Editor)

Photo of Gavin Weston Gavin is a lecturer in the Department of Anthropology at Goldsmiths. His primary research area is the anthropology of violence and vigilantism (his PhD research at Sussex was on Guatemalan vigilantism), but he has published on a broad array of subjects spanning anthropological controversies,  and Dunbar’s number. He is a Senior Fellow of the Higher Education Academy and he is particularly interested in the research and pedagogic potential of student/staff collaborative research. Research collaborations with students have spanned an ethnography of the Antiques Roadshow, a project on anthropologists’ bookshelves and research on children and parents’ recall of gambling advertising. His teaching includes undergraduate and postgraduate modules on controversies, violence and human rights, PhD supervision, as well as running a summer school and outreach work with sixth form colleges. He was an Associate Teacher at the University of Sussex, a Teaching Fellow at Durham University before becoming a full time, permanent Lecturer at Goldsmiths College. He can be followed on Twitter at @GavinWeston1

Natalie Djohari (Editor)

Photo of NatalieNatalie is Research Associate at the University of East Anglia and Visiting Researcher at Goldsmiths, University of London. Her current work on the multi-partner EU-India research programme ‘Coastal Transformations and Fisher Wellbeing’ (FISHERCOAST) explores the implications of coastal change over time for the equity, growth and wellbeing of coastal communities. Her research is primarily concerned with affective geographies and the way in which the lived environment transects with social exclusion, coping practice and aspirations, particularly as they relate to children and young people’s education.  Previous research projects have explored the role of angling in alternative and complementary education, and the use of experiental learning in moral education among elite international schools.  Natalie’s main pedagogical interest is in pushing the development and teaching of qualitative methodologies, which she has been exploing in her ongoing  involvement in the Staff/Student Collaboration Project at Goldsmiths. Follow Natalie on Twitter @NatalieDjohari

Patrick Alexander (Editor, Schools and Further Education) 

Patrick is a social anthropologist specialising in education, childhood and youth studies. He is a Senior Lecturer in Education (Anthropology and Sociology) and Director of the Centre for Educational Development and Consultancy at Oxford Brookes University. In 2014 Patrick was awarded a Fulbright Peabody Scholarship to conduct research as a Visiting Scholar at New York University. This project comprises a two year comparative ethnographic study exploring aspiration and imagined futures in urban public/state schools in NYC and London. Find out more at the project blog.  This project is also connected to Patrick’s research project with Professor Graham Butt exploring aspiration and imagined futures in rural and urban contexts in the UK (click here for more). Patrick’s teaching responsibilities include undergraduate and postgraduate modules; EdD modules; and doctoral supervision.  In the School of Education Patrick is also involved in developing research activity and strategy, and developing new avenues of funding for research. Patrick is a Research Fellow at the Institute of Social and Cultural Anthropology, University of Oxford, and a member of the Association of Social Anthropologists. He is also a board member of the Anthropology of Childhood and Youth Special Interest Group of the American Anthropological Association. Prior to joining Oxford Brookes Patrick was a College Lecturer in Social Anthropology at the University of Oxford (St. Hugh’s College), and a researcher in the Oxford University Department of Education working on a range of projects related to aspiration and social identity.  Follow Patrick on twitter here

Sherry Fukuzawa (Regional Editor, North America)

Sherry Fukuzawa is currently the Interim Associate Chair and a Limited Term Lecturer in the Department of Anthropology at the University of Toronto Mississauga, specializing in pedagogical research in biological anthropology.  She has been a sessional lecturer III at the University of Toronto for many years where she teaches 6-8 undergraduate anthropology courses per year, including large introductory courses in the Introduction to Biological Anthropology and Archaeology (800 students) and Sex, Evolution and Behavior (400 students), as well as upper year laboratory courses in human osteology and evolutionary anthropology.  Sherry has designed and implemented active learning components in several of her courses, and she is currently creating a departmental curriculum map.  Her experience in adult education is wide ranging.  She was a supply teacher for the Toronto District School Board in the Adult Literacy and Basic Learning Skills Program, and the Director of the Teaching Assistant Training Program at the University of Toronto during her years at graduate school.  Sherry’s current research interests involve mechanisms to engage students in large undergraduate classrooms, and the relationship between active learning outcomes and the development of critical thinking skills in the anthropology curriculum.  Sherry is currently involved in research investigating ways to utilize technology to implement problem-based learning experiences in biological anthropology.  Her online hybridized problem-based learning project called the virtual mystery has recently been awarded funding to expand to other anthropological sub-disciplines and across disciplines to the department of biology.  Her recent publications and presentations at conferences involve implementing problem-based learning in introductory and advanced courses in biological anthropology, and using technology to give students in large courses an active learning experience.  Sherry has also recently published on the role of the contingent instructor in the scholarship of teaching and learning.

Ioannis Manos (Regional Editor, Europe)

Ioannis is assistant professor in the Department of Balkan, Slavic and Oriental Studies at the University of Macedonia in Thessaloniki (Greece). He studied History and Archaeology at the Aristotle University of Thessaloniki and Social Anthropology at the Universities of Hamburg, Germany and Sussex, UK, where he received a post graduate certificate in social research methods (Graduate School in Social Sciences, Sussex University). He has worked as a Full Time Visiting Research Fellow at the Sussex European Institute. His publications and main research interests focus on Southeast Europe and include the geopolitical borders and border regions, nationalism and identity politics, anthropology of dance, methodology of teaching anthropology and epistemology and methodology of research. He is a founding member of the «Border Crossings Network», an academic network for the Anthropology in Southeast Europe and serves as member of its Advisory Board and co-editor of its publications series. He has also served as president of InASEA (International Association for Southeast European Anthropology) and a member of the Advisory Board. He is currently co-convenor of the EASA – Teaching Anthropology Network.