Description
As Europe becomes more integrated at the economic and political level, attempts are being made to harmonize education policies as well. This volume offers an important contribution in that the authors examine, for the first time,the politics and practices of social anthropology education across Europe. They look at a wide variety of current developments, including new teaching initiatives, the use of participatory teaching materials, film and video, fieldwork studies, applied anthropology, student perspectives, the educational role of museums, distance learning and the use of new technologies.
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Part two of a pair of volumes addressing anthropological pedagogy in Europe, this collection of 15 papers presented by Dracklé (social anthropology and intercultural studies, U. of Bremen, Germany) and Edgar (anthropology, Durham U., UK) critically reflects on current educational practices, pedagogic philosophies, and teaching methodologies being adopted by social anthropologists (the first volume looked at more historical issues). The papers are grouped under three themes: the ethnography of the university classroom as a window into institutions and policies; the use of media in the teaching of anthropology; and "experiential" use of groupwork, imagework, and performance-based approaches to teaching the field. Annotation ©2004 Book News, Inc., Portland, OR (booknews.com)
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