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Transforming Teaching towards Empowered Learning: What #MeToo Taught Us about Anthropology

  • Author(s): Torres, M. Gabriela
  • Shandy, Dianna
  • et al.

Published Web Location

https://doi.org/10.5070/T32245871Creative Commons 'BY-NC' version 4.0 license
Abstract

This article calls for revisiting how we teach anthropology in light of three mutually reinforcing “moments” – the #MeToo Movement, the development of the American Anthropological Association’s first Sexual Harassment and Sexual Assault Policy, and shifting student expectations regarding personal safety and wellbeing. By thinking anthropologically about anthropology, against a backdrop of larger questions for the discipline as a whole, we single out the consequences of the “lone anthropologist” trope as it reproduces idealized notions of fieldwork in ways that limit access to the discipline. We suggest ten practical strategies for changing normative pedagogies as a way to increase benefits and reduce harms as we work to minimize risk for sexual violence while preserving the benefits of immersive fieldwork. We conclude by exploring how the classroom itself is feeding back into transforming cultures and institutional structures.

 

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