Early ViewVol. 12 No. 2 (2023)
View the latest Articles for Vol 12, no 2 of Teaching Anthropology here first in Early View
Photo by Pixabay from Pexels
Teaching AnthropologyVol. 11 No. 2 (2022)
This issue collates innovative teaching practices from contributors around the world as they grapple with teaching anthropology during these curious times. In many accounts, covid-19 remains a looming presence, driving innovations or causing reflection on some very old anthropological questions about how and what we teach. The significance of teaching through sounds, feelings, touch and alternative forms of expression dominates many accounts as educators get to grips with remote learning. Consequently, many papers within this collection stand as testimony to the very unusual times we have lived through, and the ways educators have attempted to bring closeness and collaboration back into socially distanced education.
Cover image: Aerial View of City Buildings by Mikhail Nilov from Pexels.
Brian Street Memorial IssueVol. 11 No. 1 (2022)
Brian Street was a leading figure in New Literacy Studies. He drew upon his anthropological background to introduce the idea of literacy as a social practice rather than an autonomous, technical skill. Throughout his life he worked tirelessly both to promote anthropology, through his role as Chief Examiner for the IB Anthropology, and as an intellectual activist, driven by a strong commitment to social justice and widening participation in public education. His work always sought to uncover power relations, from his analysis of representations of ‘otherness in early ‘ethnographic novels’, to questioning the meaning of academic literacies as ‘appropriate writing’ in institutions such as universities. With this Memorial Issue we hope to celebrate the breadth of Brian’s work, allowing space for friends and colleagues to remember Brian, and hopefully introduce new readers to the enduring relevance of his work for understanding anthropology, literacy and education today.
Image: Brian Street (1943-2017). Photography by Constant Leung, with permisison.
Special Issue: Decolonizing Anthropology: Race, Emotions and Pedagogies in the European ClassroomVol. 10 No. 4 (2021)
This Special Issue on decolonizing the discipline of anthropology is an honest and important discourse on the emotionality of race, racism, and whiteness experienced by students and scholars in our field. The contributors to this issue represent the future of scholarship in anthropology, and I hope that their reflections, experiences and perspectives resonate and reverberate toward a revolution in anthropological canons and curriculums. I am proud to host the inaugural publication of The River and Fire Collective, and I look forward to their future projects of activism and accountability in anthropology. A special thank you to our guest editors Olivia Barnett-Naghshineh and Antony Pattahu.
Sherry Fukuzawa on behalf of the TAJ editorial team
IMAGE: A ZINE on surviving & dismantling the Academic Industrial Complex (Midvage Diallo & Miskow Friborg, 2021, pp. 3-4).
Teaching AnthropologyVol. 10 No. 3 (2021)
We are often quite insulated in our teaching habits, too infrequently hearing about teaching practices beyond our own organisations. This can lead to teaching practices becoming quite insular, with institutions adopting the usual lecture/seminar formats their lecturers and tutors have themselves known in the assumption that most universities function in a similar way. Editors in Chief, Gavin Weston and Natalie Djohari introduce this collection by reflecting on their first year curating submissions and what can be learnt from sharing our diverse teaching practices. These last few years have been challenging for teachers around the world, but in sharing how educators adapt to meet diverse padagogical needs, this collection hopes to inspire continued innovation and experimentation in anthropological teaching.
Image: from Pexels by Ron Lach
Special Issue: Teaching Anthropology in Southern EuropeVol. 10 No. 2 (2021)
This Special Issue collects contributions that address aspects of teaching and learning anthropology and ethnography in Southern and, more specifically, South-Eastern Europe and parts of Eastern Europe, in both discipline-related and interdisciplinary, academic and non-academic contexts. It offers a forum for an inter-disciplinary exchange about the ways we study society and culture in these contexts. Thus, it brings together papers that discuss the teaching practices and the state of anthropology and the other ‘kin’ disciplines concerning the specificities of the national educational systems and the particular teaching environments. It also involves anthropology’s and the other disciplines’ flexibility to engage with alternative methodologies and reflexive approaches towards the prevailing political ideologies, the role of education and the perceptions of the ‘Self’ and the ‘Other’.
Ioannis Manos, Guest Editor, On behalf of the TAJ editorial team
Image by Dimitry Anikin from Pexels.
Special Issue: Re-imagining Diversity in Higher EducationVol. 10 No. 1 (2021)
From Athena Swan accreditations to Access and Widening Participation agendas, diversity training and renewed pedagogic approaches to inclusive learning, the higher education landscape is now awash with the language of ‘diversity’ as policy and practice. The institutionalisation of ‘diversity’ is a welcome method of inclusion, yet it is often reproduced as ‘happy talk’ (Bell and Hartmann 2007) that pacifies the call for meaningful structural and institutional change, silencing and even reinforcing the inequality it seeks remedy. Taking these paradoxical dimensions of diversity as ethnographic and conceptual points of departure, this special issue seeks to unravel some of the everyday experiences, practices and policies encoded in diversity ‘speak’ and ‘diversity work’ (Ahmed 2012) across anthropology departments in the UK. By giving credence to accounts of the daily graft of ‘diversity work’, together with embodied and lived experiences of what ‘being diverse’ entails on the ground, we strive to productively mobilise decentred ‘situated knowledges’ (Haraway, 1988) in order to displace the continued centrality of white / elite / heteronormative / ableist reference points at the heart of much higher education institutional diversity strategies and inclusion agendas (cf. also Puwar, 2004). For us, the term ‘re-imagining’ is a call for positive political transformation in which we hope the difficult, uncomfortable - but hopefully - fruitful questions and critiques posed by papers in this special issue galvanise a space for diverse-led action. It is thus against this backdrop that we try to re-imagine diversity in a new light: to bear witness to those who live its effects and thereby reveal the potential to democratically and holistically re-structure anthropology from the ground up.
Image: Photo by Bruno Pires from Pexels
Spring issueVol. 9 No. 2 (2020)
This issue of Teaching Anthropology contrasts with the unprecedented times that we are currently living in. As the COVID 19 pandemic closes educational insitutions and individuals practice social isolation and online learning, this Issue focuses on active experiential learning. 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.
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)
Learning Through Ethnography: Product, Process, PracticeVol. 9 No. 1 (2020)
This special issue explores the place of ethnography in the anthropology classroom. Articles and reflections here speak to the challenges and affordances which ethnographic fieldwork, ethnographic thinking and ethnographic tools present in anthropologists’ pedagogical practice. Here we also push the boundaries of what constitutes the anthropological classroom itself and of what might count as fodder for our students’ intellectual mastication. We hope for this issue to encourage anthropologists to broaden their understandings of how anthropology as a discipline – and indeed its histories – can provide creative and innovative points of departure and foundations for rich and engaged teaching.
Roger Norum, Guest Editor
Creativity and Controversy Special IssueVol. 8 No. 1 (2019)
This special issue explores creative, experimental, and controversial approaches to teaching anthropology. Articles address the embodied, sensory, and affective qualities of teaching and learning about anthropology, as well as considering creative means of engaging with challenging subject matter through art, dance, and drama. Here we also consider ways of challenging the ways that anthropology is taught and the language used to frame the discipline, especially for those encountering anthropology for the first time.
Teaching Anthropology in Uncertain TimesVol. 7 No. 1 (2017)
A-level Anthropology: A retrospectiveVol. 6 (2016)
Teaching Amidst ChangeVol. 5 No. 1 (2015)
Learning by exampleVol. 4 (2014)
Special Issue: Teaching in the FieldVol. 2 No. 2 (2012)
Learning UnlearningVol. 2 No. 1 (2012)
Teaching AnthropologyVol. 3 No. 1 (2011)
Teaching AnthropologyVol. 1 No. 2 (2011)
Inaugural IssueVol. 1 No. 1 (2011)