Building a #Covidsyllabus

Lessons for the Future of Collaborative Pedagogy

Datos Bibliográficos

ID2641513
AutoresA C Jenks (0000-0001-7057-5123, University of California, Irvine, autor de correspondencia)
Año2021
Volumen4
Número1
Fecha de publicación2021-07-21
Peer ReviewedSí
Open AccessSí
TipoARTICLE
RevistaTeaching and Learning Anthropology (JOURNAL)
Identificadores de la revistaISSN: 2641-4260 • E-ISSN: 2641-4260
EditorialCalifornia Digital Library (CDL) (PUBLISHER)
DOI10.5070/t34153698
OpenAlexW3186600912
IdiomaEN
Citas recibidas2
Referencias citadas11

In early March 2020, Teaching and Learning Anthropology (TLA) initiated a crowdsourced document entitled “Teaching COVID-19: An Anthropology Syllabus Project.” This essay reflects on TLA’s #COVIDSyllabus in the context of a broader shift toward the use of crowdsourced hashtag syllabi – or #syllabi – in social justice movements. I argue that the #COVIDSyllabus holds important lessons for anthropological teaching and learning. As a collaborative, open-access pedagogical project, the syllabus points to new possibilities for 1) expanding public anthropological engagement with contemporary social issues; 2) democratizing knowledge practices and centering the contributions of often marginalized scholars and activists; and 3) building shared communities of praxis within the discipline and among scholar-activists. The full syllabus can be downloaded from this essay’s supplemental materials; the live document is available at https://bit.ly/TeachCOVID19

Engineering ethics · Geography · Pedagogy · Political science · Praxis · Social justice · Social science · Sociology · Syllabus · Collaborative Teaching and Inclusion · Engineering · Higher Education Practises and Engagement · Innovative Teaching and Learning Methods