Call for Chapter Proposals
- Hello All,
I received a call for chapter proposals from the Society for Economic
Anthropology's email-list. I think this might be something many of us in
the SACC might be interested in.
Cheers,Jayant-----------------Assistant Professor of Anthropology &
SociologyUniversity of Wisconsin - Barron County-----------------Call
for Chapter Proposals On Teaching Anthropology: Philosophy, Purpose, and
Pedagogy. Anthropology lags behind other social science fields in
developing a significant body of research on the pedagogy of our
discipline. There is no anthropological equivalent of the journals
Teaching Sociology, Teaching Geography, or Teaching of Psychology, all
of which offer research-based discussions of the philosophy, methods,
and content of teaching and learning in their respective disciplines.
The journal Anthropology and Education Quarterly does include such
discussions occasionally; however, its central focus is the anthropology
of education as a distinct sub-field. Rice and McCurdy's
highly-successful book series on Strategies in Teaching Anthropology
demonstrates the demand for practical advice on teaching. The
collections offer a compendium of exercises and tips on how to tackle
particular issues, drawn from contributors' personal experience in
the classroom, and is widely used and appreciated. However, we believe
that now is the time to develop a mature body of research that
critically examines: 1) how anthropology is and should be taught at the
college level, and 2) explores what the distinct perspective of
anthropology brings to the teaching of particular concepts and topics.
Thus we are planning an edited volume that, for the first time, will
bring together systematic research studies of anthropological pedagogy.
Our goal is to define the teaching of anthropology as a legitimate
research endeavor in its own right, as well as to offer evidence-based,
practical assistance to anthropology faculty members. An academic
publisher has expressed interest in such a volume, and we have been
invited to submit a full proposal. Now we would like to hear from anyone
interested in participating. At this point, we are inviting potential
contributors to submit either:
* A title and 500-word abstract, describing your proposed chapter,
and the research questions and methodology you will be using
* A complete paper. Although we plan that most chapters will be
original, we are also willing to consider previously-published pieces
(possibly revised) if there is an especially good fit.
We are interested in work addressing all sub-fields of anthropology,
and that address teaching in any post-secondary context, whether
undergraduate or graduate. The research questions that might be
explored are many, and we are open to any and all suggestions. Some that
seem pertinent include:
* Anthropology's place in general education curricula. In
countless colleges and universities, anthropology courses are central,
especially in fulfilling such criteria as "cultural diversity"
or "multi-cultural perspectives, and most recently, "global
competence" or "global literacy." What do we know about the
intentions of anthropologists in developing courses for general
education? What do students take from such courses?
* In many institutions, there is increasing pressure to offer classes
online. How does online teaching and learning in anthropology differ
from traditional classroom-based experiences? Who teaches online and
* How has the new digital media environment impacted anthropological
* How do such experiences as study abroad programs, field schools,
internships, or other non-classroom-based programs contribute to
effective anthropological learning?
* What are some of the key concepts that undergird the teaching of
anthropology (e.g. cultural relativism, understandings of race, gender
roles, evolutionary theory etc.), and how do we theorize and apply them
* What do we know about the training of graduate students in
teaching? What approaches are effective, and how systematic is such
* What do we know about the anthropological professoriate? How is
teaching evaluated in tenure and promotion?
* What attracts students to anthropology? As a choice of major, what
does anthropology offer over other subjects, from the student point of
view? Do popular depictions of anthropologically-related topics (e.g.
Indiana Jones, CSI etc.) play into student interest?
* What do we know about the effectiveness of anthropological
pedagogy? How do we assess student learning in anthropology? What
efforts have been made to assess learning in anthropology at course,
program, and/or discipline/national levels?
* What innovations or lack thereof have there been in undergraduate
anthropology programs? What trends are there at the program level? Do
applied programs differ from more "traditional" programs? If so,
in what ways?
* What are the current trends/innovations in graduate anthropology
* What are the distinct contributions of community colleges?
* What is the rationale for the content of textbooks? Who decides the
content, and how/why?
We see this volume becoming a key resource that will establish
anthropological pedagogy as a field of scholarly research, and will
offer those teaching anthropology a source book of sound scholarship
across all sub-fields of our discipline. Please send abstracts/papers as
soon as possible, and no later than Sept. 30, 2010 to either Elizabeth
Bird (ebird@...) or Karla Davis-Salazar karladavis@...
Department of Anthropology, University of South Florida.
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