Public Anthropology as Public Pedagogy: An Autobiographical Account

Autor/in	Beck, Sam
Titel	Public Anthropology as Public Pedagogy: An Autobiographical Account
Quelle	In: Policy Futures in Education, 9 (2011) 6, S.715-734 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1478-2103
DOI	10.2304/pfie.2011.9.6.715
Schlagwörter	Foreign Countries; Higher Education; Autobiographies; Reflection; Critical Theory; Role of Education; Anthropology; Power Structure; Context Effect; Folk Culture; Housing; Participant Observation; Research Methodology; Career Development; Human Geography; World Views; Activism; Social Action; Perspective Taking; Systems Approach; New York; Rhode Island; Romania; United States + Suchen Sie Ihr Suchwort? Ausland; Hochschulbildung; Hochschulsystem; Hochschulwesen; Autobiography; Autobiografie; Autobiographie; Kritische Theorie; Bildungsauftrag; Anthropologie; Unterkunft; Teilnehmende Beobachtung; Research method; Forschungsmethode; Berufsentwicklung; Humangeografie; World view; Weltanschauung; Aktivismus; Politischer Protest; Soziales Handeln; Zukunftsperspektive; Systemischer Ansatz; Rumänien; USA
Abstract	This autobiographical account provides a historical map of landmarks in the author's personal and professional life that led him to his present understanding of public anthropology as public pedagogy and vice versa. He indicates that his experiences led him to study sociocultural anthropology to investigate learning from experience, a foundational method in anthropology that this discipline describes as participant observation. While not completely rejecting participant observation, he asserts that objective and value-free anthropology is not viable, and hence an activist approach may not only support research agendas but also support the needs of the people and communities under study. He explains some of the issues that are related to making this approach work and the ethical elements involved in an approach that is mutually advantageous. As an anthropologist, he became more involved in the political engagement of the people who were the subjects of his investigation. His position is that at this time in human history anthropology must become more activist, given that the vulnerable of the world are subjected to conditions that are increasingly more exploitative and oppressive. Public pedagogy developed out of his research experiences, and as his activist orientation grew, he found that his anthropological engagement was also an in-context and in-process pedagogy. Not only was he teaching, but he was also learning dialogically, as Paulo Freire might do. (Contains 14 notes.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10