[ecrea] Call for Chapters: The Anthropology of Teaching and Pedagogy

>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
>Or:
>*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 why?
>
>*How has the new digital media environment impacted anthropological teaching?
>
>*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 in teaching?
>
>*What do we know about the training of graduate students in 
>teaching? What approaches are effective, and how systematic is such training?
>
>*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 programs?
>
>*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 /at/ usf.edu)<mailto:(ebird /at/ usf.edu)>)
>or Karla Davis-Salazar (karladavis /at/ usf.edu)<mailto:(karladavis /at/ usf.edu)> 
>both Department of Anthropology, University of South Florida.
>

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