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To be relevant to the contemporary world, anthropologist arguably have not only to reflect on their research methodologies (e.g., Marcus 1998) and adjust their analytical concepts to current conditions (e.g., Collier & Ong 2005; Pink & Salazar 2017), but also to rethink their teaching strategies.
As mentioned in the theme, the first EASA conference was held in a spirit of optimism and hope after the end of the cold war. But as the theme also reminds us, the world has changed and new challenges have emerged. Teaching is one of the key areas where these developments register and where the discipline of anthropology is reproduced. We contend, however, that educational practices have not been offered the scholarly attention they deserve. If sociocultural anthropology is to be a useful and relevant to the contemporary world, it arguably has to adapt not only its research methodologies to an altered global situation (e.g., Marcus 1998) and adjust its analytical concepts to current sociopolitical conditions (e.g., Collier and Ong 2005; Pink and Salazar 2017), but also need to rethink its educational strategies: How do we as educators respond to the changes above? How do we engage our students in the society that surrounds them? How do we cherish 'the view from afar' in our teaching when most of our students do fieldwork 'at home'? The idea of this panel on teaching and learning anthropology is to explore, compare, and discuss different forms of anthropological engagement in education and also to reflect on the way that anthropological education has changed over the past 30 years in different parts of Europe. We invite papers that investigate how teachers of anthropology across Europe (and beyond) have tried to engage their students and make anthropology relevant to the contemporary world.