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Four years ago, Strategies in Teaching Anthropology was only a glimmer in our eyes. The AAA had finished its four year task force on teaching anthropology, and in 1997, a volume of pedagogy, the first in 35 years, titled The Teaching of Anthropology: Problems, Issues, and Decisions (edited by C. Quota. J. White, R. Furrow, and P. Rice), was published by Mayfield Publishing Company. But the 1997 volume was "delinquent" in one area due to lack of space, and that was an absence of any articles of a "how to do it" nature. Members of the General Anthropology Division of the AAA and its permanent teaching committee COTA (Committee On Teaching Anthropology) mounted a Call For Papers in hopes of filling that void. We were extremely happy when Nancy Robbers, publisher at Prentice-Hall, agreed to publish the volume in 2000.
In this second edition, we are pleased to present 30 new strategies for teaching our discipline. Like the strategies in the first edition, some are "quick fix tricks" for a one-class session (or less), some take a week or so, and some continue through a term, though on an occasional basis. It is not our intent to present course outlines or syllabi, but rather strategies to use in teaching introductory-level courses. Some of the principles used in these strategies can be used in upper division courses (for example, in fieldwork courses or those doing role playing), but all are suitable, and indeed "invented" for use in introductory level courses where students normally get their first taste of anthropology. Some 10 of the strategies in this second edition were published in the first edition, but because of their general applicability and timeliness, they are republished here.
We have had many positive unsolicited comments about the first edition, with people telling us they have used many of the strategies and thanking us for putting the volume together because the strategies "worked." One of us (PCR) mentored Danelle Marable, a first-time instructor in a summer Introduction to Anthropology course for 50 students when the book was only in manuscript form and loaned it to her. She used 10 of the strategies, reporting on a weekly basis how well they all worked. She particularly liked her first day in class when she sat in the back, looking and acting "just like them." While doing all 40 strategies in a single class might prove to be a bit too unorganized for most students, in the case of instructor Marable choosing 10 of the strategies, her class evaluated her as an excellent instructor in her first time teaching role.
The articles in the second edition are organized by anthropological subfield, and pages vii through xiii give a quick look at each article by topic, (expected) learning outcomes, and student activity. The Contributor's list also contains email listings for the authors. Some authors have written in their articles that they would be happy to supply further information. Feel free to get in touch with authors directly about any questions you might have. We are again happy to have both Conrad Quota and Yolanda Moses contribute to the volume, and thank Nancy Robbers and Sharon Chambliss at Prentice-Hall for not only seeing virtue in publishing a book that can only improve the teaching of anthropology, but for making our jobs seamless.
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