Conclusion

This conclusion reflects on the overall development of this volume, on our engagements with the writings of our contributors, and on the living, emergent shifts from our initial introduction to the mobilities turn as anthropologists and South Asianists. It also reflects on how to bring a mobilities orientation into a classroom and into fieldwork in South Asia and beyond. I provide some concrete ways that mobilities scholars could translate paradigmatic thinking into a pedagogical and methodological toolbox. These pedagogical examples come from my work with both graduate and undergraduate students at three universities and in three distinct disciplinary/interdisciplinary programs. It centers on how to get our students to grasp the range of theory over the last fifteen years of the mobilities turn, and on how to translate motional theory into doing mobilities teaching and research. I hope it provides some guidance to Anthropology students on how to embark on their ethnographic work while keeping movement in mind

Epistemology · Mathematics education · Pedagogy · Anthropological Studies and Insights · Philosophy · Psychology · South Asian Studies and Conflicts · Water Governance and Infrastructure