TY - JOUR
T1 - Pedagogies of the Senses Multimodal Strategies for Unsettling Visual Anthropology
AU - Dattatreyan, Ethiraj Gabriel
AU - Marrero-Guillamón, Isaac
N1 - Funding Information:
Gabriel and Isaac would like to thank Olivia Barnett-Naghshineh and Antony Pattathu for inviting us to present an early version of this article in a panel on decolonizing anthropology at the European Association for Social Anthropology Conference in 2019. We would also like to thank all the students who graciously gave us their feedback on our experiments in teaching. Last, but not least, we wish to thank the three reviewers and VAR's editorial team for their sharp and insightful feedback. This article greatly benefited from their collective inputs.
Publisher Copyright:
© 2021 American Anthropological Association
PY - 2021/9/1
Y1 - 2021/9/1
N2 - Drawing from our experiences teaching the subdiscipline of visual anthropology, we coin the term pedagogies of the senses to refer to a series of teaching strategies aimed at unsettling anthropology's visual archive through sonic displacements, figure–background reversals, and redactions. We argue for an attention to how experiments with the senses in the visual anthropology classroom have the capacity to actively interrupt colonial visual regimes, disrupt universalizing assumptions regarding the nature of knowledge transmission, and, in so doing, foster opportunities for a more inclusive classroom engagement by centering affects that are often sidelined.
AB - Drawing from our experiences teaching the subdiscipline of visual anthropology, we coin the term pedagogies of the senses to refer to a series of teaching strategies aimed at unsettling anthropology's visual archive through sonic displacements, figure–background reversals, and redactions. We argue for an attention to how experiments with the senses in the visual anthropology classroom have the capacity to actively interrupt colonial visual regimes, disrupt universalizing assumptions regarding the nature of knowledge transmission, and, in so doing, foster opportunities for a more inclusive classroom engagement by centering affects that are often sidelined.
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U2 - 10.1111/var.12248
DO - 10.1111/var.12248
M3 - Article
AN - SCOPUS:85116356512
SN - 1058-7187
VL - 37
SP - 267
EP - 289
JO - Visual Anthropology Review
JF - Visual Anthropology Review
IS - 2
ER -