Paper Short Abstract:

The pressure to succeed in academia creates a crisis for scholars. They need to produce measurable and visible work and follow a specific career path. How can we create an educational environment that values emotional reflexivity, not one that discourages emotional expression in the name of success?

Paper Abstract:

The way we teach and learn influences our understanding of what is considered appropriate from an anthropological perspective and what is not. Traditionally, emotions have been viewed as a feminine trait, which results in the difficulties and emotional struggles faced in the field being overlooked. The main focus is on routine practices such as publishing, applying for funding, and peer review. This standardization can negatively impact healthy dialogue between researchers and inhibit honest work. This creates a false image of scientific practice that is at odds with the reality of fieldwork and hinders the acquisition of anthropological knowledge. By acknowledging these feelings and humanizing the field, we can encourage open discussions about the fieldwork and the writing process (which is particularly important for non-native speakers of English, who face additional challenges when writing for academic journals). It is essential to include emotional reflexivity in the teaching and learning process for developing empathy and nuanced insights.

For anthropologists, there is no specific job description. There is no checklist to follow. Outside of fieldwork, researchers face hours of questions, anxieties, thoughts, projections, hopes, disappointments, self-struggles, and frustrations. The anthropologist is never the same person. Even if there were a best practice guideline, it would not be helpful because research cases and individuals differ greatly. But no one prepares you for the emotional impact of conducting research. As a researcher, you have to be your emotional support system.

The emotional work inherent in anthropology should be acknowledged, encouraged, and included in methodological courses.