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Residential Anthropology Learning and Teaching Material(ities)
Teaching, learning and strategies for enhancing the delivery of teaching materials: positioning, talking, building dialogue with students
These were materials, lectures, PowerPoint for students to use. In class I talk through all sorts of materials, lecture notes, online sites, quotes, student's notes. I position myself within larger anthropological debates using as many authors and sources as possible. I rarely read lectures; rather I talk through the lecture and with the students.
So I guess another teacher may do a very different use of these materials here. Ultimately, in a pedagogic process, it is not the lecturer's notes or their origin that matter most but the way in which the students use these in their learning process. Thus, what is distinctive of some of these materials, and where I put most work with, was in building up personal, borrowed, shared, learned materials into a framework that would be conducive to helping students improve their learning process.
My overall aim in the makign of these courses was to build up and design a learning context that would allow students and teacher come togehter in the production of anthropological knowlege.
All these materialities here were approved, mediated internally, shared and assessed by external examiners.
All the teaching materials for e-learning and distance, blended learning are in the section ‘e-learning' but the two complement each other. Click on each Module Name title. T indicates taught (not longer taught at present). The BA and MA are both in Social Anthropology.
| Level |
Credits |
Module Name |
|
Details |
Reflections/teaching |
| 1 & 2 |
40 |
Visual Anthropology / Visualising Ethnography |
|
BA |
Shared & Developed T |
| 2 & 3 |
30 |
Economic Anthropology |
|
BA |
Created T |
| 1 |
20 |
Reading and Writing Anthropology |
|
BA |
Created T |
| 1 |
20 |
Understanding Culture and Religion in Japan |
|
BA |
Created T |
| 1 |
20 |
Exploring Cultures |
|
BA |
Created |
| 1 |
20 |
Exploring Cultures and Religions |
|
BA |
Created & Co-taught |
| 2&3 |
20 |
Japanese Ethnography |
|
BA |
Created T |
| 3 |
20 |
Gender and Sexuality |
|
BA |
Shared & Developed T |
|
30 |
Fieldwork, Ethics and Methods |
|
BA |
Created T |
| 1 |
5 |
Study Skills |
|
Foundt |
Shared Contribution T |
| 2 & 3 |
5 |
Advanced Issues in Anthropology |
|
BA |
Shared Co-taught |
| 4 |
20 |
Anthropology Theory Group |
|
BA |
Shared Contribution |
| 3 |
20 |
Political Anthropology |
|
BA |
Shared & Co-taught |
|
40 |
Research Methods I and II |
|
MA |
Created T |
| 4 |
20 |
Key Debates in Anthropological Theory |
|
MA |
Shared & Created T |
| 3 |
20 |
Body and Society: bodies and cultures |
|
BA |
Created not taught |
| 2 & 3 |
10 |
Contemporary Japan: film, fashion and identity |
|
BA |
Created T |
| 3 |
20 |
Project design |
|
BA |
Created T |
| Admin |
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Handouts and Handbooks |
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| Admin |
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Curriculum Strategies |
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| Admin |
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Additional Course Materials |
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The Project list is an archive of the residential teaching materials I used between 2000-2008
Most of the modules and courses I taught were created and delivered by me. There are, however, some courses that I co-taught with other members of staff, lecturers, tutors, visiting lecturers. On these cases I have tried to be careful in locating each element of authorship as carefully as possible.
Some of these teaching 'materialities' were composed using borrowed material (explicitly borrowed and consented within departmental practice) and using examples of good practice already found amongst my colleagues and online. The use of these materialities was sometimes eclectic but it was always strategically used within a pedagogic intention and developed as a larger teaching programme that served the purpose of teaching the anthropology curriculum.
As with all the course and teaching materials, the delivery, the actual teaching is not replicated in the notes here.
For queries, an email.
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