Transforming Teaching towards Empowered Learning
What #MeToo Taught Us about Anthropology
Bibliographic Data
| ID | 2641480 |
|---|---|
| Authors | M Gabriela Torres (0000-0003-0750-946X, Wheaton College - Massachusetts), Dianna Shandy (0000-0003-0117-9332, Elon University, corresponding author) |
| Year | 2019 |
| Volume | 2 |
| Issue | 2 |
| Publication date | 2019-12-30 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Teaching and Learning Anthropology (JOURNAL) |
| Journal identifiers | ISSN: 2641-4260 • E-ISSN: 2641-4260 |
| Publisher | California Digital Library (CDL) (PUBLISHER) |
| DOI | 10.5070/t32245871 |
| OpenAlex | W2997658350 |
| Language | EN |
| Citations received | 4 |
| References cited | 9 |
This article calls for revisiting how we teach anthropology in light of three mutually reinforcing “moments” – the #MeToo Movement, the development of the American Anthropological Association’s first Sexual Harassment and Sexual Assault Policy, and shifting student expectations regarding personal safety and wellbeing. By thinking anthropologically about anthropology, against a backdrop of larger questions for the discipline as a whole, we single out the consequences of the “lone anthropologist” trope as it reproduces idealized notions of fieldwork in ways that limit access to the discipline. We suggest ten practical strategies for changing normative pedagogies as a way to increase benefits and reduce harms as we work to minimize risk for sexual violence while preserving the benefits of immersive fieldwork. We conclude by exploring how the classroom itself is feeding back into transforming cultures and institutional structures
Art · Harassment · Inequality · Normative · Pedagogy · Political science · Sociology · Structural inequality · Evaluation of Teaching Practices · Gender Studies · Global Education and Multiculturalism · International Student and Expatriate Challenges · Law · Psychology · Social Psychology
| Citations per year | 0.67 |
|---|---|
| Citation span | 2020 - 2025 (6) |
| Highly cited | No |