Paper short abstract

This paper explores the transformative potential of anthropology as a practice of 'relational reflection' where 'informed subjectivity', 'capacity for inclusion' and ontological and epistemological openness matter.

Paper long abstract

In this paper, I discuss the potential of anthropology for 'transformative learning' through the embodied experience of engaging with 'the Other' where students reassess their own worldview and change. I explore examples of such transformations or obstacles to transformations among university students and draw out implications for teaching and learning anthropology to younger students, in schools. I focus in particular on some key elements of transformative learning discussed in education research such as: engaging individual experience, developing critical reflection, holistic orientation, and awareness of context; and the use of dialogue and authentic practice. If, as I argue, some of the key skills for anthropologists who practice relational reflection, include 'informed subjectivity', a 'capacity for inclusion' and an ontological and epistemological openness, should and could schools facilitate such learning outcomes for their GCE A-Level students? What teaching strategies and learning activities might be prioritized?