Pedagogical Experiments in an Anthropology for Liberation

  • Lorena Gibson

Abstract




This piece began as a series of conversations with colleagues about the joys and frustrations I experienced in my endeavours to practice commoning in a new course, ‘Anthropology for Liberation.’ In it, I reflect on my efforts to place pedagogical practices of commoning and decolonising anthropology – critically examining and making space for different ways of learning, knowing, and being – at the centre of our classroom agenda. I go on to discuss how working to untangle the knot of colonialism with my students has been simultaneously the most challenging and the most rewarding aspect of teaching this course. I also examine some of the tensions involved in creating an educational common that encourages dialogue and critique yet sits within a university system built on inherently unequal power relations between lecturer and student. Finally, I reflect on some of the reasons why I was not entirely successful in creating an anthropological community that commons.




Published
2017-12-18
How to Cite
GIBSON, Lorena. Pedagogical Experiments in an Anthropology for Liberation. Commoning Ethnography, [S.l.], v. 1, n. 1, p. 94-106, dec. 2017. ISSN 2537-9879. Available at: <https://ojs.victoria.ac.nz/ce/article/view/4131>. Date accessed: 22 aug. 2019. doi: https://doi.org/10.26686/ce.v1i1.4131.
Section
Special Section: Debating the Commons in Aotearoa