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Teaching Anthropology (TA) is a peer-reviewed, open-access journal of the Royal Anthropological Institute dedicated to the development of pedagogical theory and educational practice in Anthropology across schools, colleges, and higher education settings. The journal aims to inspire our community with new and emergent ways of working, as well as stimulate dialogue on the development of pedagogical theory, our shared practice, and educational values.

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  • Mentorship in motion: Student perceptions of experiential learning in forensic anthropology
    Cristina Abbatangelo, Brendan Newton, Ellie Wan, University of Toronto, Canada The experiential learning course “FSC485: Professional Opportunity in Forensic Science” at the University of Toronto Mississauga (UTM) provides upper-year students a unique opportunity to engage in self-directed professional forensic […]
  • Gerd Leonhard - https://www.flickr.com/photos/gleonhard/33661764490The Emic Perspective of Generative AI
    Chloe Beckett, M.A., Nightingale College, South Dakota, US As I grade my Cultural Anthropoloy class’s Emic and Etic Perspectives of Halloween essay, two things strike me: 1. How often I write the comment “Capitalize proper nouns,” and 2. How the Turnitin AI scores keep creeping higher and higher. For anyone who has […]
  • Teaching Syndemics
    Merrill Singer, PhD, University of Connecticut The COVID-19 pandemic brought enhanced global attention to the anthropological concept of syndemics. A pivotal moment occurred when Richard Horton, Editor-in-Chief of The Lancet, one of the world’s highest-impact academic journals, declared: COVID-19 is not a pandemic. It […]
  • Active learning as a pedagogical strategy to enhance the learning of anthropology
    Marilou Polymeropoulou, University of Oxford, School of Anthropology and Museum Ethnography Active learning is a well-established pedagogical strategy in secondary and tertiary education where independent learning and critical thinking are nurtured. Learners’ engagement, active participation, and reflection are […]
  • Welcome back to in-person teaching – or is it?
    Sherry Fukuzawa, University of Toronto Mississauga, Toronto Canada My post-COVID in-person lectures seem to have significantly less attendance than my pre-pandemic courses and I am wondering if this is a widespread trend? As I treaded through the cold snowy January morning to the first day of the Winter session I was […]