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27-31 August 2019
Poznań, Poland
Europe/Warsaw timezone
programme last update: 23 August 2019
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Teaching and Learning Anthropology [IUAES Commission on Anthropology and Education]

Place

Location: Poznań, Poland
Date: 30 Aug 11:00 - 15:30

Description

Room 3.129

How is anthropology being taught and learned around the world? We warmly invite papers which give examples of the similarities and differences between the teaching and learning of anthropology in schools, colleges, universities, adult education centres, extra-curricular events and for independent study. How are people introducing anthropology to students new to the subject and why are they taking this approach? Is anthropology part of schooling in your country or is it only found at the university level? Are formal anthropology qualifications offered, or are there elements of anthropology in other subject areas? What formal and informal learning opportunities exist for different age groups? How do students and independent learners encounter anthropological themes? What forms of syllabi, course content and pedagogy are being used by teachers? What branches of anthropology are represented? What wider social contexts influence the opportunities for educational outreach and engagement? Papers could discuss teaching anthropological topics or teaching using an anthropological approach. What connections exist between anthropology education and literacy, wellbeing, bilingual education and teaching about local culture and traditions? What skills are associated with an education in anthropology? How exactly do students learn about ethnographic examples and anthropological theory?

Conveners

  • P 77.1
    • Dr. Purday, Kevin (University of Cape Town)
    • Dr. Hendry, Joy (Oxford Brookes retired)
  • P 77.2
    • Dr. Purday, Kevin (University of Cape Town)
    • Dr. Hendry, Joy (Oxford Brookes retired)

Timetable | Contribution List

Displaying 11 contributions out of 11
Multiple choice tests are not preferable method of knowledge evaluation in anthropology teaching, and this is as it should be. However, sometimes there is no other option, especially in teaching of introductory courses with very large number of enrolled students. This paper will present some of well-established psychometric methods how to evaluate anthropological (multiple choice) tests from Kotta ... More
Presented by Prof. Martin KANOVSKY on 30/8/2019 at 12:20
How to prepare the ground for socio-cultural anthropology in schools? How to translate, in Italy, the experience of years in various countries of the world both in the field of anthropological research and education? After returning to Italy and starting around the year 2000 my work in a public educational office, there were for me two major challenges: both were aimed at showing that intercultu ... More
Presented by Prof. Giovanna GUSLINI on 30/8/2019 at 12:00
In the past, the study of cultural anthropology claimed that in order to gain a cultural perspective one needs to acquire the ability to “stand outside oneself, to maintain a non-judgmental attitude, to empathize with people of alien cultures and to appreciate fully that their actions and beliefs made perfect sense from their point of view”. In other words, they were contradicting ethnocentris ... More
Presented by Dr. Avigail MORRIS on 30/8/2019 at 14:05
This paper seeks to explore my personal pedagogical approach in teaching students coming to University of Delhi (India) from different backgrounds (class, caste, religion, ethnicity, language etc). The first part of my paper is about a class exercise that revealed frustrations encountered by students in their daily lives. What was supposed to be a simple class exercise turned out to be the reflect ... More
Presented by Dr. Avitoli G. ZHIMO on 30/8/2019 at 11:00
Japans history of anthropological education, usually at the university level, spans over 100 years. Some major universities offer undergraduate courses in anthropology, but anthropologists or ethnographers are largely scattered across various departments in the humanities and social sciences, such as Area Studies and Geography. Kyushu University, which was one of seven imperial universities, cur ... More
Presented by Dr. Shuji IIJIMA on 30/8/2019 at 11:20
The teaching of Brazilian anthropology has been dissolved in some academic disciplines, with emphasis on the area of "Brazilian Social Thought", which deals with the formation of the social sciences and the formulation of the classical interpretations of Brazil. In this area authors such as Gilberto Freyre, Darcy Ribeiro and Roberto DaMatta are taught from their classic works in the training cours ... More
Presented by Dr. Amurabi OLIVEIRA on 30/8/2019 at 14:25
This is a critical view of the situation of the teaching of undergraduate social Anthropology in Cameroon. In this short paper we give a brief statement of what Anthropology is about, the broad traditions in the discipline, the relevance of Social Anthropology as a social science discipline, how the discipline at the undergraduate level is taught in some of the Universities of Cameroon, and probab ... More
Presented by Dr. Mbeleck MANDENGE on 30/8/2019 at 14:45
The International Baccalaureate (IB) Diploma Programme (DP) was established in 1968. Its intention was to provide a values-driven education of the highest quality to students in the last two years of their schooling. Social Anthropology was one of the original subjects in the Diploma Programme and it is still at its heart. The Social Anthropology course that forms part of the International Ba ... More
Presented by Dr. Kevin PURDAY on 30/8/2019 at 11:40
The ethnic groups of southwest China have been the interest for anthropologists.the cultures of this region are known to the world through anthropologists'descriptions,but how to make the young people inherit and familiarize themselves with their own culture?In recent years,through collecting and organizing of local knowledge,and by means of teaching,the local anthropology knowledge is imparted to ... More
Presented by Zhiyong(Latzzi) YANG(AXYUR) on 30/8/2019 at 15:05
This paper examines the experience of teaching a course on intercultural communication in a Canadian university. One of my main objectives was to implement class contents and activities for groups composed of students from very diverse geographic and academic backgrounds. The course’s conceptual core includes a critique of cultural essentialism as manifested in many discourses of national, ethni ... More
Presented by Dr. Benjamin AMAYA on 30/8/2019 at 11:45
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