Teaching Anthropology https://www.teachinganthropology.org/ojs/index.php/teach_anth <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> en-US <p>Teaching Anthropology publishes journal content under a Creative Commons Attribution 4.0 license (CC-BY) <a href="https://creativecommons.org/licenses/by/4.0/legalcode">https://creativecommons.org/licenses/by/4.0/legalcode</a>.&nbsp; &nbsp;Video and audio content submitted by authors falls under Creative Commons Attribution-Non Commercial-No Derivatives 4.0 license (CC-BY-NC-ND), &nbsp;<a href="https://creativecommons.org/licenses/by-nc-nd/4.0/legalcode">https://creativecommons.org/licenses/by-nc-nd/4.0/legalcode</a>.</p> editors@teachinganthropology.org (Dr Gavin Weston and Dr Natalie Djohari) eli@nomadit.co.uk (Eli Bugler) Thu, 16 Apr 2020 10:12:56 -0700 OJS 3.1.2.4 http://blogs.law.harvard.edu/tech/rss 60 ‘Covid-19 and Me’. A Serendipitous Teaching and Learning Opportunity in a 1st Year Undergraduate Medical Anthropology Course https://www.teachinganthropology.org/ojs/index.php/teach_anth/article/view/604 <p>‘Covid-19 and Me’ was an affective learning blog post exercise assigned to 1<sup>st</sup> year undergraduate students taking a medical anthropology module at the start of academic year 2020-21.&nbsp; We describe the way in which a collective analysis of the accounts was undertaken and how these were presented and discussed in a set of online and face-to-face seminars. We discuss whether Covid-19 was indeed a ‘portal’ in Arundhati Roy’s use of the term, arguing that it was the written reflection and collective anthropological analysis of their accounts, rather than the virus itself, that enabled students to ‘imagine the world anew’.</p> Andrew Russell, Lucy Johnson, Emily Tupper, Alice-Amber Keegan, Halima Akhter, Jordan Mullard Copyright (c) 2021 Teaching Anthropology https://www.teachinganthropology.org/ojs/index.php/teach_anth/article/view/604 Thu, 20 May 2021 01:05:17 -0700 Plagiarism, rote memorizing and other "bad" habits in the Greek University and beyond. https://www.teachinganthropology.org/ojs/index.php/teach_anth/article/view/600 <p>Drawing on my experience as professor of Anthropology in Greece, this paper focuses on student practices like rote learning and plagiarism academics commonly consider inimical to meaningful learning, intellectual empowerment and the cultivation of critical independent thinking. &nbsp;In this paper I refrain from viewing such practices from the standard academic perspective according to which they must be eradicated, and try to appreciate them from the perspective of the students who engage in them.&nbsp; I suggest that they serve as means through which students navigate in and cope with the university environment, but they also provide a point of view from which the university appears as a setting within which the “bad habits” academics so despise are sensible and helpful.&nbsp;&nbsp;</p> Alexandra Bakalaki Copyright (c) 2021 Teaching Anthropology https://www.teachinganthropology.org/ojs/index.php/teach_anth/article/view/600 Tue, 09 Feb 2021 01:30:42 -0800 ‘Ultimate Introvert’ to the ‘Touchy-Chummy’: Using Simulations to Teach Interviewing Skills https://www.teachinganthropology.org/ojs/index.php/teach_anth/article/view/476 <p>In-depth interviews represent one of the most commons forms of qualitative data used in social science research, especially in ethnography.&nbsp; Yet preparing students to conduct good in-depth interviews is an area of relative neglect in social science literature, despite the potential marketability of this skill for anthropology and sociology students. Practice in communities may be impractical and/or problematic because of wariness due to historical legacies, as well as current political and economic uncertainty.&nbsp; However, relying on peer-interactions for “mock” interviews is problematic because of students’ collective inexperience.&nbsp; Without sufficient preparation, mistakes can be costly for all.&nbsp; In this paper, we advocate for the use of a simulated interview participant (SIP) to better prepare students as interviewers.&nbsp; We provide 12 SIPs and guidance for implementing them in classrooms.&nbsp; Through SIPs, instructors or other actors expose students to common interviewer pitfalls and better prepare them for research in diverse communities.&nbsp; &nbsp;</p> Timi Lynne Barone, Samantha K Ammons Copyright (c) 2021 Teaching Anthropology https://www.teachinganthropology.org/ojs/index.php/teach_anth/article/view/476 Mon, 25 Jan 2021 01:14:21 -0800 Undergraduate Student Led Research: An Applied Anthropology Course as a Community-Based Research Firm https://www.teachinganthropology.org/ojs/index.php/teach_anth/article/view/581 <p>Increasingly, undergraduate students desire hands-on learning experiences to prepare them for life after graduation. Research experience at the undergraduate level unlocks a key skill set students need and desire in terms of its anthropological value and also the value of transferable, critical thinking skills. This article explores the creation and continued development of my <em>Applied Anthropology</em> course which relies heavily on community-engaged research and community-engaged pedagogy. The course is structured as if participants are an independent, community-based research “firm” that has been contracted by a local community agency to undertake research on their behalf. Students manage every aspect of the project including developing data collection tools, seeking Institutional Review Board ethics approval, collecting and analyzing data, and ultimately preparing a technical report, policy recommendations, and presentation for the client. In addition, I will discuss the benefits to both students and community partners (including practical research experience and, in some cases, already implemented policy suggestions) as well as some of the challenges to this approach including time, capacity, and commitment. I conclude by reflecting on my role as mentor during this process and provide suggestions for those who would like to create a similar research experience for their own students.</p> Jason Miller Copyright (c) 2021 Teaching Anthropology https://www.teachinganthropology.org/ojs/index.php/teach_anth/article/view/581 Fri, 15 Jan 2021 00:00:00 -0800