Selected Paper/ Paper Seleccionado
Epistemic itineraries
Abstract (English)
While learning anthropological research, I experienced an epistemic shift captured by the motto 'You don't do fieldwork, fieldwork does you' (Simpson 2006). To teach anthropological knowledge, I now approach another epistemic shift, transforming the classroom into a field for practising ‘anthropology as education’ (Ingold 2018). This process has challenged me to move from a professional episteme (Nascimento 2013) to an amateur one (Ingold 2020). I have learned new ways to locate my episteme (Harrison 2008), and new epistemic orientations have emerged for me (Harrison 2022). I reflected on graduate student experience in a previous account of my doctoral journey (Corrigan & Nascimento 2021). In this paper, I examine anthropological education, epistemic justice, and diverse ways of knowing by reflecting on my teaching experience at an international and interdisciplinary postgraduate program on its 10th anniversary. I aim to approximate anthropological epistemic pluralism through engaging examples of curriculum design. What epistemic shifts have I observed among students, alumni, and faculty, and how have they affected me? How can I respond to the World Anthropologies’ call for critical and urgent epistemic redefinitions in my teaching?Keywords (Ingles)
anthropology, education, episteme, pluralismpresenters
Roger Nascimento
Nationality: Brazil
Residence: United Kingdom
University of Oxford
Presence:Online