Category: Adventures in Pedagogy

The Second Project: Teaching Research through Collaboration

Editor’s Note: This is the third entry in the Second Project Series. You can read the second post here. This series explores an often undiscussed moment in professionalization: the shift from the research you began as a graduate student to the new work undertaken as an early- or mid-career scholar. This series is especially interested in personal journeys and institutional features that enabled or constrained this transition. If you are interested in contributing, please contact Lisa. Monday afternoons at least a dozen students and I gather to work on a collaborative ethnographic project. Some weeks we meet around a long, boardroom style table where we discuss article outlines, literature reviews, and “findings” crafted by our team members. Other weeks we organize around a handful of circular tables where small working groups tackle different pieces of the project—analyzing quantitative data using SPSS, creating GIS maps, coding qualitative survey questions, or co-writing a white paper, (more...)

An Anthropologist Visits the Classroom: On teaching science (and religion)

Although I’ve never taught the book cover-to-cover, my copy of Latour and Woolgar's (1986[1979]) Laboratory Life has been unpacked four times since I finished my Ph.D., six years ago during a final sweltry Florida summer. Their re-inscription of the Salk Institute has moved with me through the planned communities of D.C.’s suburbs, the tech-ifying Research Triangle of central North Carolina, and the cotton-cultivating arid flatland of west Texas. Now, Lab Life and I cohabitate—more peacefully than we used to—at one of New England’s dark-brick collegiate beauties. I’ve offered courses on the anthropology of science, in different iterations and incarnations, at George Mason University, North Carolina State University, Texas Tech University, and now Mount Holyoke College. As my nomadism gives way to more permanent settlement, I’m pausing to reflect on the modest successes (and felt frustrations) of sharing my passion for anthropology through attention to its liaison with science and technology (more...)

What Can Twitter Do to/for the Field?

By Andrea Ballestero, Baird Campbell, and Eliot Storer* Between June 15 and 22, 2015, a group of anthropologists and graduate students convened by the Ethnography Studio linked our fieldsites via Twitter. The experiment, entitled “Ethnography Studio in the Field: #ESIFRice,” was designed to open conversations about how being in the “field” might shape the ways in which we conceptualize our problems of inquiry. How are the problems that mobilize us imagined once we are “in situ”? So we set up a structure for a parallel co-inhabitation of different sites. Each participant tweeted from her own location and with her own research interests in mind. The idea was not to establish a single multisited space or a joint research project but to keep the separation between sites alive, while linking them as an attempt to think together. If there was any purpose to the experiment, we could say that it was (more...)

Teaching the Anthropology of Outer Space

I think I’ve been most surprised by how effectively exploring anthropology in the context of [outer] space has educated me on anthropology in general. Having never taken a prior anthropology class, I think learning about it (and consequently, us) through a specific topic, such as space anthropology, has been a great way to learn. This is the kind of student endorsement that makes a professor’s heart sing. A few weeks ago, I asked students in my “Anthropology of Outer Space” class to provide me with some feedback on what “surprised” them most about this class. I did this to confirm a hunch that as much as the students were excited about outer space, they were becoming equally excited about anthropology. Sure enough, a third of the anthropology of outer space class said that what surprised them most was their interest in and the relevance of anthropology both for understanding human (more...)

In Search of Convergence, In Search of Consensus: Design media in a university architecture studio

That’s not meant to be a comprehensive design drawing. That’s meant to say, ‘Scape is comprised of people, plants, hardscape materials,’ and that’s the language. So, we should squint at it, see the language, accept the language, the density, how it’s allocated over the site, and—boom—move on. But we get struck with confusion that says, ‘What’s that green thing? How does that fit into the scape?’ So we end up having a conversation about what it is we’ve done, or how we’ve done it, or communicated it, rather than the substance of the idea. We have to note that—we can’t build consensus on stuff we can’t communicate—because everyone’s trying to figure out what we’ve done. With these comments, the architecture professor tried to reclaim control over his students’ design review, which had been sidetracked by the jury’s questioning. The jury, composed of other faculty in the architecture and landscape architecture (more...)

Notes from Art of the Archive: Rethinking Archival Practices in a Digital Era

This post describes a workshop on archival practices in the digital era that took place on May 21, 2015, at the University of California, Davis. The essay is co-authored by Alessandro Delfanti, Allison Fish, and Alexandra Lippman. Delfanti, Fish, and Lippman are postdocs with UC Davis' Innovating Communication in Scholarship (ICIS) project. On May 21, 2015, the Innovating Communication in Scholarship project at the University of California, Davis held a one-day workshop on Art of the Archive. Papers given by the fifteen invited speakers explored the changing nature of the archive given the emergence of new information and communication technologies. These presentations largely focused on how these new digital archives are not merely technical creations, but are also constructed through social processes, have social impacts, and are not seamlessly implemented in everyday life. Instead, these digital storehouses are vibrant spaces for curating, organizing and publishing cultural heritage and expressive culture (more...)

Shifting Fields of Academic Publishing

I've been thinking about academic publishing lately. Some of that is related to being in the middle of Michigan State University's tenure process. It also has to do with having chaired an ad-hoc committee to revise my department's annual review process. It also has a bit to do with Issue 30.1 of the journal Cultural Anthropology (CA) being released last week. Since graduate school, I have wandered the borderlands between Anthropology, Game Studies and Science and Technology Studies. I've been (somewhat oddly sometimes) employed by "communication" colleges of various sorts, in part due to Game Studies having found its most disciplinary home in such locations. But I think most importantly it has put me in conversation with a variety of approaches to and perspectives on what academic scholarly activity should/ought/might look like. Add to this my work as a game designer/developer and conversations within the institutions I inhabit how those materials should/ought (more...)

Doing Critique in K-12: Kim Fortun on Ethnography, Environment, and the EcoEd Research Group

By Beth Reddy and Kim Fortun Since 2012, the EcoEd Research Group ( has run over thirty workshops in New York. The group brings faculty and college students (mostly from Rensselaer Polytechnic Institute) together with K-12 students in collaborative environmental education. EcoEd workshops have focused on green building, environmental photography, and county-level sustainability assessments, among other topics – engaging both the environment and education in new ways. Dr. Kim Fortun is an anthropologist and professor in the Department of Science and Technology Studies at RPI, and has been a key participant in the development of EcoEd. I sent her a few simple questions about what EcoEd is up to and how she’s thinking about this kind of work. Her responses, below, touch on issues that won’t be unfamiliar to many CASTAC readers: experiments in ethnography and in the classroom that engage with what Fortun calls “late industrialism” in creative and (more...)

Speed-Bump, Meet Knee Defender

Bruno Latour's Science in Action remains an unparalleled introduction to science studies because of its conversational style and clever use of the conventions of the "how-to" genre. And Latour has other shorter, more pedagogical, articles that show wonderfully how non-living objects are deeply embedded in complex social relations. But I sometimes wonder if his examples--the door-closer, the speed-bump, or sometimes, even the gun -- are too simple. I worry about teaching these examples to savvy undergraduates in an introductory STS class. Will they just laugh it off dismissing it as obvious? Will they look at it as philosophy, as a conceptual case, rather than as anthropology? Could there be a more immediate example where the politics is not abstract, but more concrete? Where the students can use the immediacy of their own experience, but also where the stakes are higher? (more…)

Facing the Selfie

Last weekend I had the pleasure of participating in the symposium entitled Face It: Photography, Ethics, and Identity in the Age of the Selfie, which was held at the San Francisco Art Institute (SFAI). The program featured an eclectic mix of voices representing artists and scholars interested in exploring how photographic images blur or highlight the distinctions between authenticity and enactment of identity on social media sites. Of particular interest was exploring the political and ethical obligations and ramifications of a seemingly unabated proliferation of images. (more…)