'Breaking Other People's Toys': Reflections on Teaching Critical Anthropology in Development Studies

Natalie Djohari

doi:10.22582/ta.v1i1.253

Abstract

This paper explores the personal transformations of students learning critical anthropology on a Development Studies course. Students� personal projects intertwine with their disciplinary and professional choices. I show how learning that radically challenges the development paradigm may lead to internal personal conflicts and life-project crises. How should teachers of anthropology design and teach such courses and what is the impact on students and on the disciplines?

Highlights

In 2007, I found myself teaching anthropology on a Development Studies undergraduate degree in a UK university
I focus, in particular, on the potentially powerful challenges that anthropology‘s critical and deconstructing practices may pose to students‘ self-identification and self-worth, in fields where they are very strongly self-invested both as people and professionals
The Department of Development Studies at Sussex University has recently undergone restructuring, during the years I was teaching from 2005-2009, it was an interdisciplinary department with courses being offered by lecturers and tutors employed both within its own department and from departments across politics, geography, sociology and anthropology

Summary

Introduction

In 2007, I found myself teaching anthropology on a Development Studies undergraduate degree in a UK university. As we increasingly find ourselves teaching across disciplinary boundaries, developing an understanding of the relationship between students and their choice of subject as well as their learning experiences can be critical to the successful communication of anthropological knowledge.

Results

Conclusion