The newest issue of Teaching and Learning Anthropology is now available!
Highlights from this issue:
- Beatriz Reyes-Foster and Aimee DeNoyelles examine the use of photovoice to facilitate concept mastery and help students connect course concepts to lived experiences in an online discussion forum in a linguistic anthropology course. https://escholarship.org/uc/item/8t33s63b
- Joyce Bennett and colleagues argue that community-engaged learning can play an important role in centering justice-based praxis and building solidarity when teaching about migration and immigration. doi.org/10.5070/T33246
- Samantha Primiano, Ananya Krishnan, and Thurka Sangaramoorthy describe the development of a decolonized pandemic syllabus. doi.org/10.5070/T33249Check out the final Fall 2020 syllabus for “Plagues, Pathogens, and Public Policy” at teachinglearninganthro.org/wp-content/upl
- Cara Ocobock shares her approach to infographic, podcast, and video assignments that promote creatively and build transferable skills. She includes detailed assignment guidelines, resources, assessment rubrics, and examples of student work. doi.org/10.5070/T33247
- In the Student Showcase, Nicholas Ashworth presents research in which he examines whether students and professors agree on the attributes that make up a good community college professor. doi.org/10.5070/T33246
- Alison Diefenderfer reviews Henry Heller’s The Capitalist University: The Transformations of Higher Education in the United States since 1945. doi.org/10.5070/T3324
- Neri de Kramer reviews Luis Vivanco’s Field Notes: A Guided Journal for Doing Anthropology doi.org/10.5070/T33246
- Cecil Worthen reviews Laura Enriquez’s Of Love and Papers: How Immigration Policy affects Romance and Family doi.org/10.5070/T33250
- Eric Macias reviews Max Greenberg’s Twelve Weeks to Change a Life: At-Risk Youth in a Fractured State doi.org/10.5070/T33250
New issue of Teaching and Learning Anthropology