Radicalizing Anthropology? Toward Experiential Learning

Beck, Sam

doi:10.1525/awr.2001.22.2.1

Cited by 6 publications

(6 citation statements)

References 4 publications

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“…Sometimes disparaged as a vestige of exploit ative feudal labor regimes (Lancy 2012;Wolf and Silverman 2001), apprenticeship is being revital ized due to the paucity of skilled labor in the Global North at large and the potential for informal, sit uated learning in effective experience based peda gogies (Beck 2001;Lave and Wenger 1991). Still, during informal training, employers in the Global North largely foist the financial responsibilities onto trainees, who must find ways to manage their ap prenticeship without pay for their work (c.f.…”

Section: Apprenticeship and Anthropologymentioning

confidence: 99%

Learning and Labor in Ethnographic Apprenticeship

Waugh‐Quasebarth

2021

Anthropology of Work Review

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This article describes apprenticeship as an ethnographic field method, exploring the forms ethnographic apprenticeship takes, the working knowledge passed through situated practice, and the impacts that working as a craft apprentice has on the work of anthropology. I draw on my experience as an apprentice luthier in West Virginia with two musical instrument makers to show how apprenticeship is a relational process contingent on context, its efficacy in communicating affective and embodied practices essential to understanding the meaning of craft labor to practitioners, and the implications for collaboration, reciprocity, learning, and documentation within ethnographic fieldwork and the discipline of anthropology.

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Section: Apprenticeship and Anthropologymentioning

confidence: 99%

Learning and Labor in Ethnographic Apprenticeship

Waugh‐Quasebarth

2021

Anthropology of Work Review

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“…In the context of research and applied practice, it calls on anthropologists to direct their efforts toward the public and civic spheres. As a discipline, anthropology has promoted models of faculty-student-community engagements in which students learn through experience (Beck 2001) and communities' agendas and needs are prioritized and addressed. Students "learn better and remember more what they are taught through service-learning" (Whiteford and Strom 2013, 78), which indicates that this type of pedagogy is not only the application of knowledge in service of others, but is critical in the formation of knowledge within students.…”

Section: Perhapsmentioning

confidence: 99%

Teaching and Learning Anthropology in the Museum: Developing an Exhibit with the Ignatian Pedagogical Paradigm

Nichols¹

2019

TLA

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Elements of the Ignatian Pedagogical Paradigm (IPP), or teaching and learning in the Jesuit tradition, can be successfully integrated into both formal anthropology courses and informal environments such as museum exhibits to advance anthropological pedagogy. This article discusses how I integrated the IPP into the design of an anthropology course on museum exhibit development and into the exhibit itself. Students benefitted from direct activities such as opportunities to study and interpret material culture, and they were asked to reflect on the experience of applying their anthropological knowledge and interests in a public venue. Visitors to the exhibit were provided opportunities for reflection, which may lead to changes in their actions.

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“…One aspect of the program that complemented student experiences in coveted internships was community service that placed students in a variety of pre-and after-school settings in North Brooklyn one day each week and during one other day. In these informal learning settings, students participated in site visits that exposed them to ethno-religious diversity in the city, further enabling them to explore issues of diversity in context and experientially, mostly in low-income communities of color to contrast with the mostly upscale internship placements held by students (Beck, 2000(Beck, , 2002 and with the wealthy zip-code neighborhood in which they lived on the Upper East Side of Manhattan.…”

Section: The Urban Semester Programmentioning

confidence: 99%

Public Anthropology as Public Pedagogy: An Autobiographical Account

Beck

2011

Policy Futures in Education

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This autobiographical account provides a historical map of landmarks in the author's personal and professional life that led him to his present understanding of public anthropology as public pedagogy and vice versa. He indicates that his experiences led him to study sociocultural anthropology to investigate learning from experience, a foundational method in anthropology that this discipline describes as participant observation. While not completely rejecting participant observation, he asserts that objective and value-free anthropology is not viable, and hence an activist approach may not only support research agendas but also support the needs of the people and communities under study. He explains some of the issues that are related to making this approach work and the ethical elements involved in an approach that is mutually advantageous. As an anthropologist, he became more involved in the political engagement of the people who were the subjects of his investigation. His position is that at this time in human history anthropology must become more activist, given that the vulnerable of the world are subjected to conditions that are increasingly more exploitative and oppressive. Public pedagogy developed out of his research experiences, and as his activist orientation grew, he found that his anthropological engagement was also an in-context and in-process pedagogy. Not only was he teaching, but he was also learning dialogically, as Paulo Freire might do.

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Radicalizing Anthropology? Toward Experiential Learning

Cited by 6 publications

References 4 publications

Learning and Labor in Ethnographic Apprenticeship

Learning and Labor in Ethnographic Apprenticeship

Teaching and Learning Anthropology in the Museum: Developing an Exhibit with the Ignatian Pedagogical Paradigm

Public Anthropology as Public Pedagogy: An Autobiographical Account

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