Teaching Im/migration through an Ethnographic Portrait Project
Bibliographic Data
| ID | 2641483 |
|---|---|
| Authors | Jennifer R Guzmán (0000-0003-1769-0119, SUNY Geneseo, corresponding author), Melanie A Medeiros (0000-0002-7528-3151, SUNY Geneseo), Gwendolyn Faulkner (SUNY Geneseo) |
| Year | 2020 |
| Volume | 3 |
| Issue | 1 |
| Publication date | 2020-07-15 |
| Peer Reviewed | Yes |
| 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/t33146968 |
| OpenAlex | W3043345074 |
| Language | EN |
| References cited | 1 |
The Im/migrant Ethnographic Portrait Project was designed for introductory cultural anthropology courses and has a threefold aim: 1) to familiarize students with research methods, 2) to facilitate students’ deeper understanding of migration by connecting course readings with a hands-on project, and 3) to humanize im/migrants by bringing students into one-on-one conversations where they will hear a person’s story in their own words. To support students’ success with this semester-long project and to ensure (as far as is possible) that no harm is done, we provide instruction and feedback through a series of progressive assignments. In this essay we explain each of these steps before concluding with remarks about the challenges and benefits of teaching this project
Art · Ethnography · Harm · Mathematics education · Pedagogy · Portrait · Sociology · Visual arts · Anthropology · Anthropology: Ethics, History, Culture · Global Education and Multiculturalism · Migration, Ethnicity, and Economy · Psychology · Social Psychology
| Citation velocity | historical |
|---|---|
| Highly cited | No |