• Teaching Anthropology
    Vol. 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: Re-imagining Diversity in Higher Education
    Vol. 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

  • 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) Spring issue
    Vol. 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, Practice
    Vol. 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 Issue
    Vol. 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 Amidst Change
    Vol. 5 No. 1 (2015)
  • Learning by example
    Vol. 4 (2014)
  • Learning Unlearning
    Vol. 2 No. 1 (2012)
  • Teaching Anthropology
    Vol. 3 No. 1 (2011)
  • Teaching Anthropology
    Vol. 1 No. 2 (2011)
  • Inaugural Issue
    Vol. 1 No. 1 (2011)