As a result of the numerous recent methodological and theoretical shifts in anthropological knowledge production and practice, this panel explores how, and if, the teaching of anthropology reflects these changes.
Extending the overall theme of this conference, this panel explores what it means to teach anthropology today. Making the assumption that teaching anthropology emerges or projects out from the 'doing' of anthropologists, this panel hopes to circulate, nudge at, contemplate and demonstrate how current changes in both practice and the subjects of anthropology are affecting not only what is included in classes but also how those classes are formed, flavoured and articulated. Thus, in the light of Ingold's apparent exasperation regarding ethnography (2014), the 'bringing in' of other species' and substances' voices that confront human exceptionalism (for example - Bennett, 2010; Chen et al., 2013) and the many other existing contemporary epistemological challenges that could be considered to be chipping away at the previously established boundaries of this thing we all call anthropology, this panel explores what teaching anthropology now means - or should mean. This panel accepts papers that are excited, troubled, perplexed and determined to include, establish and impart these new anthropological flavours in curricula. Bennett, J. 2010 Vibrant Matter Duke Press Chen, C., Macleod, J., and Neimanis, A. (eds.) 2013 Thinking with Water London: McGill-Queen's University Press Ingold, T. 2014 'That's enough about ethnography!' Hau: Journal of Ethnography Theory 4 (1): 383-395