Since 1989, visual anthropology has undergone extensive institutionalisation, been affected by new technologies, and has access to new teaching methods, eg internet-based packages. What are the implications for a growing sub-discipline?
In 1989, Paolo Chiozzi edited a book called 'Teaching Visual Anthropology', the first publication dealing specifically with an assessment of teaching a rapidly growing sub-discipline. Since then, the sub-discipline has undergone extensive institutionalisation, been affected by the advent of first analogue and then digital video technology, and increasingly has access to completely new teaching and learning methods through, for example, internet-based visual ethnography packages. What have the implications of all this been for visual anthropology? Has it radically changed our notion of the sub-discipline, including its theoretical foundations? Are there major differences (or similarities) between the ways in which visual anthropology is taught at the growing number of programmes across Europe and on other continents? How can the internet and other web-based platforms open up new ways of teaching and learning and what are the characteristics of current projects in this field? Finally, how has this period enabled us to re-think the whole sub-discipline? While there was, initially, a strong focus on ethnographic film, there may be other forms of audio-visual expression emerging, which may force us to reconsider the subject, while one form older than the medium of cinema, the still photograph, now in its digital form, may be entering a stage of renaissance. The workshop invites both theorists and practitioners of teaching visual anthropology to submit proposals for papers and presentations while in particular looking for new and innovative ways of teaching.