Paper short abstract:

l outline the use of the imagework method in the learning of social anthropology; I argue that imagework facilitates the articulation of students' implicit awareness and intuitive knowledge of the subject being addressed. I offer a brief experiential example.

Paper long abstract:

My paper will outline the use of the imagework method in the teaching and learning of social anthropology; my 2004 book (Guide to Imagework: imagination-based research methods; Routledge) developed the use of imagework or guided fantasy as a distinctive research methodology in the qualitative research domain; in this workshop I will summarise the main types of imagework, their theoretical basis, and give a series of examples from educational settings; I will argue that imagework facilitates the articulation of students' implicit awareness and uncovers their emotional and intuitive knowledge of the theme or subject being addressed. I will offer a brief experiential example to give an idea of both the process and potential of this method and subsequently discuss with participants their possible usage of this method. I will further outline guidelines for the use of imagework in the classroom.

Imagework educational methodologies may prove of particular interest to those educating visual anthropologists and sociologists. Experiential educational methods such as imagework can be utilised in part or on their own in educational practice in such diverse fields as the social sciences, health and social care, development. The imagework method is particularly effective in accessing participants' implicit awareness of such areas as personal and cultural identity, interpersonal dynamics, organisational culture and individual and collective vision development. Imagework is particularly useful for linking biographical experience and social structure and process to develop a 'personal anthropology (Pocock 1975).