The contributors gathered here revitalize “ethnographic performance”—the performed recreation of ethnographic subject matter pioneered by Victor and Edith Turner and Richard Schechner—as a progressive pedagogy for the 21st century. They draw on their experiences in utilizing performances in a classroom setting to facilitate learning about the diversity of culture and ways of being in the world. The editors, themselves both students of Turner at the University of Virginia, and Richard Schechner share recollections of the Turners’ vision and set forth a humanistic pedagogical agenda for the future. A detailed appendix provides an implementation plan for ethnographic performances in the classroom.

The Routledge Companion to the Anthropology of Performance provides a cutting-edge, comprehensive overview of the foundations, epistemologies, methodologies, key topics and current debates, and future directions in the field. It brings together work from the disciplines of anthropology and performance studies, as well as adjacent fields. Across 31 chapters, a diverse range of international scholars cover topics including: Ritual Theater Storytelling Music Dance Textiles Land Acknowledgments Indigenous Identity Visual Arts Embodiment Cognition Healing Festivals Politics Activism The Law Race and Ethnicity Gender and Sexuality Class Religion, Spirituality, and Faith Disability Leisure, Gaming, and Sport In addition, the included Appendix offers tools, exercises, and activities designed by contributors as useful suggestions to readers, both within and beyond academic contexts, to take the insights of performance anthropology into their work. This is a valuable reference for scholars and upper-level students in anthropology, performance studies, and related disciplines, including religious studies, art, philosophy, history, political science, gender studies, and education.

Knowledge comes from thinking with, from and through things, not just about them. We get to know the world around us from the inside of our being in it. Drawing on the fields of anthropology, art, architecture and education, this book addresses what knowing from the inside means for practices of teaching and learning. If knowledge is not transmitted ready-made, independently of its application in the world, but grows from the crucible of our engagements with people, places and materials, then how can there be such a thing as a curriculum? What forms could it take? And what could it mean to place such disciplines as anthropology, art and architecture at the heart of the curriculum rather than – as at present – on the margins? In addressing these questions, the fifteen distinguished contributors to this volume challenge mainstream thinking about education and the curriculum, and suggest experimental ways to overcome the stultifying effects of current pedagogic practice.

This new edition of the SAGE Handbook of Qualitative Research represents the sixth generation of the ongoing conversation about the discipline, practice, and conduct of qualitative inquiry. As with earlier editions, the Sixth Edition is virtually a new volume, with 27 of the 34 chapters representing new topics or approaches not seen in the previous edition, including intersectionality; critical disability research; postcolonial and decolonized knowledge; diffraction and intra-action; social media methodologies; thematic analysis, collaborative inquiry from the borderlands; qualitative inquiry and public health science; co-production and the politics of impact; publishing qualitative research; and academic survival. Authors in the Sixth Edition engage with questions of ontology and epistemology, the politics of the research act, the changing landscape of higher education, and the role qualitative researchers play in contributing to a more just, egalitarian society. To mark the Handbook’s 30-year history, we are pleased to offer a bonus PART VI in the eBook versions of the Sixth Edition: this additional section brings together and reprints ten of the most famous or game-changing contributions from the previous five editions. You can bundle the print + eBook version with bundle ISBN: 978-1-0719-2874-5.

As Europe becomes more integrated at the economic and political level, attempts are being made to harmonize education policies as well. This volume offers an important contribution in that the authors examine, for the first time,the politics and practices of social anthropology education across Europe. They look at a wide variety of current developments, including new teaching initiatives, the use of participatory teaching materials, film and video, fieldwork studies, applied anthropology, student perspectives, the educational role of museums, distance learning and the use of new technologies.

Reclaiming English Language Arts Methods Courses showcases innovative work in teacher education that fosters teachers’ capacities as reflective practitioners and public intellectuals; extends traditional boundaries of methods courses on teaching the English language arts, literacy, children’s and young adult literature; and embodies democratic and critical politics that go beyond the reductive economic aims and traditional classroom practices sanctioned by educational policies and corporate educational reforms. Featuring leading and emerging scholars in English language arts teacher education, each chapter provides rich and concrete examples of elementary and secondary methods courses rooted in contemporary research and theory, on-line resources, and honest appraisals of the possibilities, tensions, and limits of doing teacher education differently in a top-down time of standards-based education, high-stakes testing, teacher assessment, and neoliberal education reforms. This book offers important resources and support for teacher educators and graduate students to explore alternative visions for aligning university methods courses with current trends in English and cultural studies, critical sociocultural literacy, new literacies and web 2.0 tools, and teaching the English language arts in multiethnic, multilingual, and underserved urban communities.

Accompanying CD-ROM contains 15 video clips, duration ca. 21 min. Fuller listing of CD-ROM contents on p. 293-4.

This book provides fundamental principles of remote instruction and classroom management for diversity. Chapters explore the requisite characteristics of higher education administration and infrastructure that support both online and hybrid learning. It draws on proven practices to help research intensive faculty, instructional and clinical faculty, and adjunct faculty deliver efficient and effective online class construction for today's classrooms.

One of the more problematic sport spectacles in American history took place at the 1904 World?s Fair in St. Louis, which included the third modern Olympic Games. Associated with the Games was a curious event known as Anthropology Days organized by William J. McGee and James Sullivan, at that time the leading figures in American anthropology and sports, respectively. McGee recruited Natives who were participating in the fair?s ethnic displays to compete in sports events, with the ?scientific? goal of measuring the physical prowess of ?savages? as compared with ?civilized men.? This interdisciplinary collection of essays assesses the ideas about race, imperialism, and Western civilization manifested in the 1904 World?s Fair and Olympic Games and shows how they are still relevant. A turning point in both the history of the Olympics and the development of modern anthropology, these games expressed the conflict between the Old World emphasis on culture and New World emphasis on utilitarianism. Marked by Franz Boas?s paper at the Scientific Congress, the events in St. Louis witnessed the beginning of the shift in anthropological research from nineteenth-century evolutionary racial models to the cultural relativist paradigm that is now a cornerstone of modern American anthropology. Racist pseudoscience nonetheless reappears to this day in the realm of sports.

In this third edition, Peter McLaren engages with some of the latest anthropological thinking and presents the reader with a powerful manifesto for critical ethnography in the 21st century.