Angela D Storey
Biographic Data
| ID | 3635286 |
|---|---|
| NAME | Angela D Storey |
| GIVEN NAMES | Angela D |
| FAMILY NAME | Storey |
| SIGNATURE | STOREY A D |
| AFFILIATIONS | University of Louisville Hospital |
| ORCID | 0009-0004-5870-3419 |
| VERIFIED | Yes |
| TOTAL WORKS | 12 |
| TOTAL CITATIONS | 8 |
| AUTHOR COUNT | 12 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2014 |
| LATEST PUBLICATION YEAR | 2024 |
| H-INDEX | 2 |
Teaching the City: Exploring Pedagogies of Urban Becoming
This article explores how teaching Urban Anthropology can engender new relationships between cities, students, and classrooms. We discuss the generative connections between these actors as processes of becoming, which connect students with practices and theories for understanding urban life. Serving also as an introduction to a Special Issue on “Teaching the City,” this article introduces the issue’s pieces, which discuss teaching and learning ac…
Mentoring Undergraduate Research and Centering Collaboration
In this article, faculty members from three United States colleges and universities reflect upon mentoring undergraduate research in cultural anthropology and consider the educational and practice-based outcomes of student mentorship. Following a multi-year experience jointly mentoring students, we discuss our trajectories, lessons, and challenges in learning to support and advise undergraduate researchers. We reflect upon the impact of the “lone…
Hooked: How Undergraduate Students Become Anthropology Majors
How and why do undergraduate students decide to become anthropology majors? We explore this question through mixed methods research conducted by undergraduate students at two public universities in the United States and one in New Zealand. We found that students often discovered anthropology once in college and many spoke about it as a dynamic major through which they might enact change. The major can affirm students' identity, interests, and way…
Where Do I Even Start: Exploring Resources for Anthropology Students' College-to-Career Transitions
This article explores the resources that are available, or should be made available, to support college-to-career transitions for undergraduate anthropology students. Using mixed methods, this research was conducted by undergraduate anthropology students at a small Christian college in Illinois and at a large public university in Kentucky, in conjunction with a wider project for the American Anthropological Association. Based on our two case stud…
Student Researchers' Reflections on the AAA Undergraduate Fellowship
When the American Anthropological Association offered its Undergraduate Research Fellows program in 2019-2020, the intent was not only to obtain ethnographic insights into the college-workforce transition for anthropology majors, but also to provide a meaningful educational experience to the participating student-researchers. Previously (Ginsberg and Jackson, this issue), we have situated the fellowship program with reference to ethnography of hi…
An Introduction to the Special Issue
An Introduction to the Special Issue Amanda Hilton (bio) and Angela D. Storey (bio) Introduction In July 2020 the authors in this special issue assembled at a digital conference amidst a global pandemic—an experience that seemed in many ways to defy time. Instead of gathering in Lisbon at the European Association of Social Anthropologists meetings, we sat in front of computer screens, in homes and offices spread from Arizona to Germany. For some,…
Peer Teaching on Repeat: Reflecting on Time in Shared Pedagogical Praxis
Why take the same class three times in a row? This simple question sits at the heart of our article's exploration of higher education and temporality. We examine the disruptive and generative potential of a pedagogical collaboration in which undergraduate students may enroll for three semesters in a course focusing on peer-based teaching in anthropology. Against a neoliberal educational ethos that positions courses as mere steppingstones toward g…
Developing an Ecology of Seeing: Teaching with Participant Observation for Urban Environments
As a central method of ethnographic research, participant observation is often utilized in college-level courses to prompt the development of applied and anthropological thinking. This article examines the possibilities of participant observation as a mode of experiential environmental learning that can encourage reflection upon understandings of urban nature. We draw from the writing of, and interviews with, undergraduate and graduate university…
“It’s a Long Walk to Development”: Navigating Capacity and Time in Cape Town’s Informal Settlements
In Cape Town’s informal settlements, the difficulties of living without permanent housing or basic services are compounded by frustrations of waiting for this development—a waiting permeated by the engagement of residents in political and social actions calling for fulfillment of promised development. In this article, I examine the involvement of informal settlement residents within an NGO-coordinated, state-funded participatory development proje…
Waste and the neoliberal work of blame: Reading politics from Cape Town’s informal landscapes
Nearly one quarter of Cape Town’s population lives in informal settlements, sites characterized by limited access to basic infrastructure. This article examines how local experiences with waste management reinforce resident understandings of squatted sites as political and material landscapes, emphasizing the structural and spatial foundations of persistent exclusion. Such local understandings are set against the municipality’s neoliberal framing…
Rappaport Finalist Interview: Angela Storey
Making Experience Legible: Spaces of Participation and the Construction of Knowledge in Khayelitsha
This paper examines how knowledge and accountability are framed and challenged within participatory spaces. I focus on an April 2013 case study from Khayelitsha, a township at the margins of the City of Cape Town. Over the course of one week, local members of a non-governmental organisation undertook a 'social audit', an attempt to dissect one of the city's many service provision contracts and to investigate local delivery of these services withi…
Making Experience Legible: Spaces of Participation and the Construction of Knowledge in Khayelitsha
This paper examines how knowledge and accountability are framed and challenged within participatory spaces. I focus on an April 2013 case study from Khayelitsha, a township at the margins of the City of Cape Town. Over the course of one week, local members of a non-governmental organisation undertook a 'social audit', an attempt to dissect one of the city's many service provision contracts and to investigate local delivery of these services withi…
Waste and the neoliberal work of blame: Reading politics from Cape Town’s informal landscapes
Nearly one quarter of Cape Town’s population lives in informal settlements, sites characterized by limited access to basic infrastructure. This article examines how local experiences with waste management reinforce resident understandings of squatted sites as political and material landscapes, emphasizing the structural and spatial foundations of persistent exclusion. Such local understandings are set against the municipality’s neoliberal framing…
Making Experience Legible: Spaces of Participation and the Construction of Knowledge in Khayelitsha
This paper examines how knowledge and accountability are framed and challenged within participatory spaces. I focus on an April 2013 case study from Khayelitsha, a township at the margins of the City of Cape Town. Over the course of one week, local members of a non-governmental organisation undertook a 'social audit', an attempt to dissect one of the city's many service provision contracts and to investigate local delivery of these services withi…
Rappaport Finalist Interview: Angela Storey
Waste and the neoliberal work of blame: Reading politics from Cape Town’s informal landscapes
Nearly one quarter of Cape Town’s population lives in informal settlements, sites characterized by limited access to basic infrastructure. This article examines how local experiences with waste management reinforce resident understandings of squatted sites as political and material landscapes, emphasizing the structural and spatial foundations of persistent exclusion. Such local understandings are set against the municipality’s neoliberal framing…
“It’s a Long Walk to Development”: Navigating Capacity and Time in Cape Town’s Informal Settlements
In Cape Town’s informal settlements, the difficulties of living without permanent housing or basic services are compounded by frustrations of waiting for this development—a waiting permeated by the engagement of residents in political and social actions calling for fulfillment of promised development. In this article, I examine the involvement of informal settlement residents within an NGO-coordinated, state-funded participatory development proje…
An Introduction to the Special Issue
An Introduction to the Special Issue Amanda Hilton (bio) and Angela D. Storey (bio) Introduction In July 2020 the authors in this special issue assembled at a digital conference amidst a global pandemic—an experience that seemed in many ways to defy time. Instead of gathering in Lisbon at the European Association of Social Anthropologists meetings, we sat in front of computer screens, in homes and offices spread from Arizona to Germany. For some,…
Peer Teaching on Repeat: Reflecting on Time in Shared Pedagogical Praxis
Why take the same class three times in a row? This simple question sits at the heart of our article's exploration of higher education and temporality. We examine the disruptive and generative potential of a pedagogical collaboration in which undergraduate students may enroll for three semesters in a course focusing on peer-based teaching in anthropology. Against a neoliberal educational ethos that positions courses as mere steppingstones toward g…
Developing an Ecology of Seeing: Teaching with Participant Observation for Urban Environments
As a central method of ethnographic research, participant observation is often utilized in college-level courses to prompt the development of applied and anthropological thinking. This article examines the possibilities of participant observation as a mode of experiential environmental learning that can encourage reflection upon understandings of urban nature. We draw from the writing of, and interviews with, undergraduate and graduate university…
Mentoring Undergraduate Research and Centering Collaboration
In this article, faculty members from three United States colleges and universities reflect upon mentoring undergraduate research in cultural anthropology and consider the educational and practice-based outcomes of student mentorship. Following a multi-year experience jointly mentoring students, we discuss our trajectories, lessons, and challenges in learning to support and advise undergraduate researchers. We reflect upon the impact of the “lone…
Hooked: How Undergraduate Students Become Anthropology Majors
How and why do undergraduate students decide to become anthropology majors? We explore this question through mixed methods research conducted by undergraduate students at two public universities in the United States and one in New Zealand. We found that students often discovered anthropology once in college and many spoke about it as a dynamic major through which they might enact change. The major can affirm students' identity, interests, and way…
Where Do I Even Start: Exploring Resources for Anthropology Students' College-to-Career Transitions
This article explores the resources that are available, or should be made available, to support college-to-career transitions for undergraduate anthropology students. Using mixed methods, this research was conducted by undergraduate anthropology students at a small Christian college in Illinois and at a large public university in Kentucky, in conjunction with a wider project for the American Anthropological Association. Based on our two case stud…
Student Researchers' Reflections on the AAA Undergraduate Fellowship
When the American Anthropological Association offered its Undergraduate Research Fellows program in 2019-2020, the intent was not only to obtain ethnographic insights into the college-workforce transition for anthropology majors, but also to provide a meaningful educational experience to the participating student-researchers. Previously (Ginsberg and Jackson, this issue), we have situated the fellowship program with reference to ethnography of hi…
Teaching the City: Exploring Pedagogies of Urban Becoming
This article explores how teaching Urban Anthropology can engender new relationships between cities, students, and classrooms. We discuss the generative connections between these actors as processes of becoming, which connect students with practices and theories for understanding urban life. Serving also as an introduction to a Special Issue on “Teaching the City,” this article introduces the issue’s pieces, which discuss teaching and learning ac…
Sociology (11 works) · Pedagogy (7 works) · Psychology (5 works) · Anthropology (4 works) · Computer Science (4 works) · Medical education (4 works) · Medicine (4 works) · Political science (4 works) · Anthropology: Ethics, History, Culture (3 works) · Ethnography (3 works)