Care

Through the account of a co-taught module in Ethnographic Reading and Writing undertaken by the authors in 2023, the article seeks to underline the tensions and possibilities of anti-racist and decolonial pedagogies centred on care as they develop precariously within the neoliberal academy and from within a discipline born in the colonial encounter: anthropology. We reflect holistically on our experience as co-teachers, from our own relationship to each other and to the students, as well as our relationship to the subject of ethnographic reading and writing that determined our curriculum design, reading and assignment choices, to our precarity and tense embeddedness in the department of anthropology of a neoliberal university in Western Europe, where we were both precariously employed as “knowledge migrants”

Colonialism · Political science · Social science · Sociology · Adult and Continuing Education Topics · Gender Studies · Global Educational Policies and Reforms · Law · Tourism, Volunteerism, and Development