Dorle Dracklé is Professor for Social Anthropology and Intercultural Studies at the University of Bremen, Germany.

List of Figures

Foreword
László Kürti

Introduction: Learning Fields, Disciplinary Landscapes
David Mills, Dorle Dracklé and Iain R. Edgar

PART I: ANTHROPOLOGIES OF HIGHER EDUCATION: POLICY, PRACTICE AND POLITICS

Chapter 1. Knowing, Doing and Being: Pedagogies and Paradigms in the Teaching of Social Anthropology
Simon Coleman and Bob Simpson

Chapter 2. Politically Reflexive Practitioners
Susan Wright

Chapter 3. Studying Social Anthropology in the U.K.: A Report from the Field
J. Shawn Landres and Karen Hough

Chapter 4. Away from Home: Some Reflections on Learning Anthropology Abroad
Alex Strating

PART II: MEDIATED LEARNING

Chapter 5. Anthropology and ICT: Experiences of a Dutch Pilot Project
Marjo de Theije and Lenie Brouwer

Chapter 6. Lessons Learnt from the Experience Rich Anthropology Project
David Zeitlyn

Chapter 7. Ethnography, Experience and Electronic Text: A Discussion of the Potential of Hypermedia for Teaching and Representation in Anthropology
Sarah Pink

Chapter 8. Films in the Classroom
Beate Engelbrecht and Rolf Husmann

Chapter 9. Teaching Museum Anthropology in the Twenty-First Century
Mary Bouquet

PART III: EXPERIENTIAL LEARNING

Chapter 10. Professional Practice in Anthropology: Course Overview, Disciplinary and Pedagogic Approaches
Stella Mascarenhas-Keyes

Chapter 11. Living Learning: Teaching as Interaction and Dialogue
Dorle Dracklé

Chapter 12. Ethnodrama in Anthropology Education
Giuliano Tescari

Chapter 13. Travelling Cultures: Study Tours in the Social Anthropological Curriculum and Beyond
Andrew Russell

Chapter 14. Beginning with Images: An Introduction to Imagination-Based Educational Methodologies
Iain R. Edgar

Chapter 15. Performance and Experiential Learning in the Study of Ethnomusicology
Tina K. Ramnarine

Epilogue
Keith Hart

Notes on the Contributors
General Index

As Europe becomes more integrated at the economic and political level, attempts are being made to harmonize education policies as well. This volume offers an important contribution in that the authors examine, for the first time,the politics and practices of social anthropology education across Europe. They look at a wide variety of current developments, including new teaching initiatives, the use of participatory teaching materials, film and video, fieldwork studies, applied anthropology, student perspectives, the educational role of museums, distance learning and the use of new technologies.