Listening to Images, Participatory Pedagogy, and Anthropological (Re‐)Inventions
Listening to Images, Participatory Pedagogy, and Anthropological (Re‐)Inventions
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聆听图像、参与式教学法和人类学（再）发明
DOI：
10.1111/aman.13205
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发表时间：
2019
影响因子：
3.5
通讯作者：
Arjun Shankar
中科院分区：
文献类型：
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作者：
Arjun Shankar
在这篇文章中，我提供了一些例子来说明聆听图像如何产生人类学重塑的可能性。我的分析基于在印度卡纳塔克邦进行的实地考察以及我们共同发起的参与式摄影项目。我将注意力集中在倾听的教学基础上，并建立在多模式发明人类学可以“促进参与和表演性教学”的前提下（Dattatreyan 和 Marrero-Guillamon 2019）。我认为，倾听是通过教学方法成为可能的，这些方法突出了现场教学和学习的经验，反过来又产生了一种具体化的认可，揭示了我的参与者关于他们的农村身份、农村人是谁以及他们做什么的许多“拒绝实践”（Campt 2017）。在认真对待这些拒绝的过程中，我被迫从一个尚未被无能为力、被剥夺和缺乏意志的叙述所过度决定的角度来看待。换句话说，倾听教学法实际上引导我进行了彻底的人类学改造。 [参与、多模式、教育学、青年、印度]
In this article, I provide examples of how listening to images produced the possibility for anthropological reinvention. I base my analysis on fieldwork conducted in Karnataka, India, and the participatory photography project we initiated together. I focus my attention on the pedagogic basis of listening and build on the premise that a multimodal anthropology of invention can “facilitate a pedagogy of engagement and performativity” (Dattatreyan and Marrero‐Guillamon 2019). I argue that listening is made possible through pedagogical methods that foreground an experience of teaching and learning in the field that, in turn, produces the kind of embodied recognition that revealed my participants’ many “practices of refusal” regarding their ruralness and who rural people are and what they do (Campt 2017). In taking these refusals seriously, I was forced to see from a perspective not already overdetermined by narratives of powerlessness, dispossession, and lack of will. In other words, a pedagogy of listening actually led me towards radical anthropological reinventions. [participation,multimodal,pedagogy,youth,India]