Introduction

Abstract

This special edition of Teaching Anthropology explores the common ground between pedagogy and the practice of anthropology. In particular we focus on the process of learning in order to think critically about unlearning – that parallel process of loss, of reshaping, of uncertainty, of shedding intellectual skins, that makes up part of how we gain new knowledge and new forms of academic, institutional or disciplinary identity. To this end, learning unlearning is an exploration of the revelatory paradoxes that lie at the heart of pedagogy and anthropological inquiry.