https://www.teachinganthropology.org/ojs/index.php/teach_anth/issue/feed Teaching Anthropology 2023-01-28T06:43:28-08:00 Dr Gavin Weston and Dr Natalie Djohari editors@teachinganthropology.org Open Journal Systems <h3><em><img src="/ojs/public/site/images/fukuzaw1/pandemic_large.jpg"></em></h3> <h3><em>Current issue:&nbsp;</em> Spring Issue<a title="Current Issue" href="https://www.teachinganthropology.org/ojs/index.php/teach_anth/issue/view/63">, Vol 9 No 2 (2020)</a></h3> <p>This issue of Teaching Anthropology contrasts with the unprecedented times that we are currently living in.&nbsp; As the COVID 19 pandemic closes educational insitutions and individuals practice social isolation and online learning, this Issue focuses on active experiential learning.&nbsp; The articles explore different ways that anthropology can take students out of the classroom to engage in collaborative research, ranging from community engagement, social justice, walking as an ethnographic tool, performative integration, as well as public and environmental anthropology. In these reflexive teaching practices students examine their positionality and see how anthropology can transform the way we communicate and work within the world around us.</p> <p><em>Image: 1918 influenza epidemic St. Louis Red Cross Motor Corps personnel wear masks as they hold stretchers next to ambulances in preparation for victims of the influenza epidemic in October 1918. (Library of Congress)</em></p> <p><a class="btn btn-primary read-more" href="https://www.teachinganthropology.org/ojs/index.php/teach_anth/issue/archive"> View All Issues </a></p> https://www.teachinganthropology.org/ojs/index.php/teach_anth/article/view/675 Observing Uno: Practicing participant observation through a card game 2023-01-28T06:43:14-08:00 Alexandra Supper a.supper@maastrichtuniversity.nl <p>In this article, I want to share and reflect upon a classroom activity that I have developed to practice participant observation skills with undergraduate students: a modified version of the card game Uno, in which some students are cast as players, while others slip into the role of observers. I have found this be a playful but effective way of creating a shared understanding of what it takes to do participant observation research. After sketching out the aims of the exercise and describing how it practiced in our class, I will reflect on some take-away lessons and adaptations.</p> 2023-01-11T00:00:00-08:00 Copyright (c) 2023 Alexandra Supper https://www.teachinganthropology.org/ojs/index.php/teach_anth/article/view/660 The Problem of Dialogue in Online Teaching and Learning During the Coronavirus Pandemic 2023-01-28T06:43:19-08:00 Jan Ketil Simonsen jan.ketil.simonsen@ntnu.no Astrid Syvertsen astrid.syvertsen@stud.ki.se <p>The covid-19 pandemic lockdowns of university campuses have been a catalyst for remote online teaching and learning. The lockdown forced teachers and students to transpose, adopt and adjust on-campus face-to-face classroom interaction to online interaction. In departments that did not have any previous experiences with distant learning courses, online teaching and learning was a novel field of interaction, with none or few institutionalised norms and codes of conduct. It is a culture in its making. Based on teachers’ and students’ experiences from an undergraduate course in ethnographic method, which consisted of lectures and debate-style seminars, we discuss the challenges we faced with dialogical teaching when the entire course went online. Online teaching and learning behaviours are relational phenomena involving social relations between students and between students and teachers, university policies and data protection regulations, digital communication technology, and an online classroom that stretches into peoples’ private spaces. Anticipating a future with blended learning we recommend that teachers and students join forces to develop an online culture of academic exchange, and that departments develop institutional memory on the possibilities and limits of remote online teaching.</p> 2023-01-05T00:00:00-08:00 Copyright (c) 2022 Jan Ketil Simonsen, Astrid Syvertsen https://www.teachinganthropology.org/ojs/index.php/teach_anth/article/view/670 Bodies Through Time: Student Reflections on Biocultural Health and Disease Research with Primary Documents 2023-01-28T06:43:23-08:00 Madeleine Mant maddy.mant@utoronto.ca Judy Chau judychau.chau@mail.utoronto.ca Bryce Hull bryce.hull@mail.utoronto.ca Maryam Khan maryamk.khan@mail.utoronto.ca Mollie Sheptenko mollie.sheptenko@mail.utoronto.ca Mia Taranissi mia.taranissi@mail.utoronto.ca <p>Incorporating primary documents into undergraduate teaching and research can provide opportunities for students to develop research skills and explore voices from the past. In this piece, I highlight the experiences of five undergraduate students who experienced working with primary documents for the first time. Their natural inductive inquiry while exploring a set of 18<sup>th</sup>-century hospital admission records will form the foundation of future research projects, while developing broader critical thinking skills. Biocultural investigations of historic health can be brought into contemporary classrooms through the use of primary documents.</p> 2022-11-08T00:00:00-08:00 Copyright (c) 2022 Madeleine Mant https://www.teachinganthropology.org/ojs/index.php/teach_anth/article/view/657 Object Based Learning in the Social Sciences: Three Approaches to Haptic Knowledge Making. 2023-01-28T06:43:28-08:00 Glenys McGowan g.mcgowan@uq.edu.au Gerhard Hoffstaedter g.hoffstaedter@uq.edu.au Jennifer Creese jlc60@leicester.ac.uk <p>Object-based learning, where students learn by hands-on interactive experiences with skills and objects, provides an active, multi-layered learning experience. Engaging haptic perceptual styles to build meaning and understanding through tactile stimuli, object-based learning can increase student engagement and satisfaction, and improve knowledge retention and higher-level critical thinking. This paper examines three case studies where haptic pedagogical principles were employed to develop learning experiences for key themes, practices and challenges of anthropology. The first, an archaeological laboratory interaction, gave students physical artefacts to touch, manipulate and critically consider, embedded within real-life archaeological case studies. The second, an interactive session using hand-written letters from asylum seekers drawn from an archival collection, connected students with otherwise-inaccessible asylum-seeker voices and multi-sensory modes of critical archival research. The third, a museum curation task, gave students the opportunity to curate and reflect critically on their own museum exhibition of household objects, both meaningful and mundane. All three case studies demonstrate the benefits of utilising the haptic perceptual style in learning design, with engaged and critically reflective understanding being developed. However, there are limitations and considerations inherent in such learning activities, including the ethics of handling objects and the constraints of digital formats for online learning.</p> 2022-07-08T00:00:00-07:00 Copyright (c) 2022 Glenys McGowan, Gerhard Hoffstaedter, Jennifer Creese