Abstract
AbstractThis article introduces a special issue ofMuseum Anthropologydevoted to innovative strategies for teaching with objects. Although a century ago anthropology, museums, and objects were intimately entwined, trends in many museology and anthropology courses have drifted toward focusing on ideas and people rather than objects. The contributors to this special issue have cultivated new pedagogical approaches that complement or realign literature‐focused classroom canons that can distance students from the very objects under study. In keeping with recent theoretical approaches to objects that highlight the sensory dimensions of material culture, many of the articles in this special issue examine the challenges and potential rewards when educators foster physical engagement with objects in and beyond the classroom. Taken together, the articles also underscore how object‐based teaching can yield new theoretical and practical insights, enhance the social relevance of classroom activities, and facilitate meaningful benefits for local communities. [material culture, praxis, pedagogy, embodied practices, object‐based teaching]
Published Version
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