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