Teaching Anthropology Annual Conference 2017
Teaching Through Ethnography:
Process, Product, Practice
Oxford Brookes University, Headington Campus
10am-4pm, 7th December, 2017
Deadline for abstract submissions: October 1st, 2017
We warmly welcome contributions to the inaugural annual conference of Teaching Anthropology. The conference theme encourages papers that address the value and challenge of engaging with ethnography in the teaching and learning of anthropology, particularly in the context of constrained curricula where educators may struggle to carve out the time and space required for critical engagement with ethnography. We welcome dialogue particularly about the value of teaching through ethnography as a fundamental but contested component of anthropological practice. We encourage papers exploring diverse forms of ethnographic representation and ethnographically-informed pedagogy. We invite teachers and learners of anthropology to consider how they nurture ethnographic sensibilities, or ways of seeing.
Papers may address the following questions:
– What role does teaching about and through ethnography have in helping students to develop a deep and critical understanding of culture?
– What is the added epistemological value of making the strange familiar, and the familiar strange, through ethnography?
– In constrained curricula, how do we make time and space for thinking ethnographically?
Please send an abstract of maximum 300 words (including paper title, institutional affiliation, and three keywords) to: firstname.lastname@example.org
The deadline for submitting abstracts is 5pm on October 1st, 2017.
In the spirit of encouraging dynamic approaches to engagement, we welcome alternative contributions to the conference beyond standard 15-minute academic presentations. This may include: demonstrating best practice in teaching through ethnography; showcasing innovative ethnographically-informed resources, artwork, and performance; multimedia and ethnographic film; and presentations/activities that actively involve students.
We look forward to seeing you in December!
On behalf of the editorial collective, Teaching Anthropology
Anthropology in Schools: Teaching about Culture and Difference in Uncertain Times (Free Event)
Friday July 7th 2017, 10am-4pm, Headington Campus, Oxford Brookes University
This initiative is organised by the journal Teaching Anthropology and funded by the Economic and Social Research Council (ESRC), in collaboration with Oxford Brookes University, Oxford University, and the Royal Anthropological Institute.
Call for Contributions and Special Issue: Teaching Anthropology in Uncertain Times (Deadline 30th April 2017)
Call for Contributions: Teaching Anthropology (A journal of The Royal Anthropological Institute)
Teaching Anthropology will be relaunched in 2017 with a new international editorial collective led by Dr Patrick Alexander at Oxford Brookes University (UK). We warmly invite you to contribute to a shared critical inquiry into the pedagogy of anthropology. We welcome:
– Peer-reviewed articles (max. 6000 words)
– Developing Teaching: Reports and Reflections (max. 3000 words)
– Blogposts (max. 600 words)
– Photo-essay submissions
– Audiovisual contributions (profiled lectures, ethnographic film, performances)
– Teaching resources and syllabi (with an accompanying testimony/narrative).
Special Issue: Teaching Anthropology in Uncertain Times (Deadline for submissions: April 30th 2017)
This special issue will explore how we teach and prepare students for futures defined by uncertainty, dislocation and rupture. Paper are invited on:
Uncertainty: What futures are we teaching anthropology for, and how? What are the pedagogic challenges of engaging secondary school, undergraduate and graduate students in conceptualising and preparing for uncertainty?
Rupture: When and how should we disrupt or challenge disciplinary pedagogies? What is at stake in advocating radically new ways of learning and teaching? Do these new pedagogies approaches offer opportunities for reimagining anthropology?
Stewardship: What disciplinary legacies should teachers nurture and protect, and why?