Main Article Content
This paper uses Jack Mezirow’s concept of the disorienting dilemma to discuss opportunities in anthropological teaching to transform student beliefs. It compares the connections between classroom instruction in cultural relativity, a core concept in cultural anthropology, and field-based anthropology experiences related to the same concept. Drawing on examples from my classroom and from a research-oriented field school, my observations suggest that while students are good at understanding cultural relativity intellectually, and identify or define the concept easily on tests, they are not as capable at applying the concept to observations made of films or in field settings, situations which are disorienting for students despite the fact they have the conceptual tools to work through them. Further, the paper asks if trigger warnings and disorienting dilemmas are actually the same thing, wondering too if trigger warnings are consistent with the transformative potential of higher education promoted by Mezirow.
How to Cite
MCILWRAITH, Thomas. The Disorienting Dilemma in Teaching Introductory Anthropology. Teaching Anthropology, [S.l.], v. 6, nov. 2016. ISSN 2053-9843. Available at: <https://www.teachinganthropology.org/ojs/index.php/teach_anth/article/view/432>. Date accessed: 23 jan. 2020. doi: http://dx.doi.org/10.22582/ta.v6i0.432.
teaching; anthropology; disorienting dilemmas; cultural relativity
Developing Teaching: Reports and Reflections
The Copyright Notice entered below will appear in About the Journal and in each published item's metadata. While it is up to the journal to determine the nature of its copyright agreement with authors, the Public Knowledge Project recommends the use of the Creative Commons license. To that end, it provides sample Copyright Notice wording that can be cut and pasted into the space below for journals that (a) offer open access, (b) offer delayed open access, or (c) do not offer open access.