Students are demanding for an anthropology they can relate to, which is both locally grounded and globally conscious to past and ongoing processes of colonisation. This panel opens up questions of how decolonising anthropology in the classroom can inspire new research praxis and methodologies.
The past years have seen energetic student movements urging for a decolonised anthropology across Europe, South Africa and other settler colonial contexts. Some educator-anthropologists are thinking through decolonisation in terms of who is on our reading lists, embracing critical pedagogies in the classroom, and accounting for intersectional dynamics of age, class, race, sexuality and gender as part of their teaching. But how do we translate a critical, decolonial and intersectional turn in our classrooms to a change in our research methodologies? What does decolonising anthropology mean for carrying out research and how we teach research methods? How does it shift the nature of anthropological knowledge when we ask ourselves 'who is this knowledge for'? What do our relationships to our interlocutors look like in a decolonial frame? How do our research outputs centre both the locality of where we are writing from (Vasquez 2018), and where we are writing about?
This panel will be an opportunity to share experiences of critical pedagogical practices and offer ideas and suggestions for a decolonial approach to anthropological research, and critically consider whether and how this is possible. Our goal is to mobilize a discussion around the relationship between teaching and research praxis that can help us imagine and practice an anthropology that actively and reflexively integrates a colonial past within an epistemological colonial present (Maldonado-Torres 2017), in ways that can inspire creative, ethical, collaborative and engaged research.