The SfAA Podcast Archive

Part One: Designs for Applied Anthropology

Designs for Applied Anthropology 
 
CHAIR: FISHER, Josh (WWU) 
 
ZHANG, Shaozeng (OR State U) Participatory Design of “Smart Forest” in the Brazilian Amazon Using Smart Phones, Apps, Algorithms and Ethnographic Methods 
 
KIESSLING, Brittany and MAXWELL, Keely (EPA) Designing an Applied Anthropology for Government Institutions 
 
RIOS, Jodi (UC Davis) Undisciplining Research: The Opportunities and Limitations of a DesignThinking Approach 
 
FISHER, Josh (WWU) and NADING, Alex (Brown U) Designs for Buen Vivir: Toward a Cohort-Model of Participatory Research 
 
DISCUSSANT: ESCOBAR, Arturo (UNCCH)
 
Designs for Applied Anthropology. Design has long occupied anthropological practice. From research to writing and teaching to intervention, design is the bridge between matter and form, vision and reality. The term calls to mind the creative capacity of human beings to build and negotiate the diverse worlds. This panel belongs to the special track, “Designs for Turbulent Times,” that seeks to rethink the application of anthropology as less concerned with producing forms and things for the world as it is, and more with engaging worlds and world-making practices that may come to be. Topics include: development, the commons, pedagogy, activism, and “applied” anthropology.
 
Session took place in Portland, OR at the 79th Annual Meeting of the Society for Applied Anthropology in March 2019.

Part Four: Designs for Teaching Other Worlds (Higher Ed TIG) - Q&A

Designs for Teaching Other Worlds (Higher Ed TIG) 
 
CHAIRS: LYON-CALLO, Vincent (W Michigan U) and SHEAR, Boone (UMass) 
SHEAR, Boone (UMass) Indeterminacy and Networked Mess as a Design for Teaching Other Worlds 
KAWA, Nick, LIPSCHITZ, Forbes, and RANCE, Logan (Ohio State U) Collaborative Design for Teaching about the Use of Human “Waste” as an Agricultural Resource in the American Midwest Saturday, march 2372 
LYON-CALLO, Vincent (W Michigan U) Despair, Desires, Distraught Students, and Design for Imagining/Enacting a Possible World 
HEALY, Stephen (W Sydney U) Diverse Economies, Design-Futures and Unmaking Unsustainability 
 
DISCUSSANT: HEALY, Stephen (W Sydney U)
 
ABSTRACT: LYON-CALLO, Vincent (W Michigan U) and SHEAR, Boone (UMass), Designs for Teaching Other Worlds. Design has long occupied anthropological practice. From research to writing and teaching to intervention, design is the bridge between matter and form, vision and reality. The term calls to mind the creative capacity of human beings to build and negotiate the diverse worlds. This panel belongs to the special track, “Designs for Turbulent Times,” that seeks to rethink the application of anthropology as less concerned with producing forms and things for the world as it is, and more with engaging worlds and world-making practices that may come to be. Topics include: development, the commons, pedagogy, activism, and “applied” anthropology. 
 
Session took place in Portland, OR at the 79th Annual Meeting of the Society for Applied Anthropology in March 2019.

Part Three: Designs for Teaching Other Worlds (Higher Ed TIG)

Designs for Teaching Other Worlds (Higher Ed TIG) 
 
CHAIRS: LYON-CALLO, Vincent (W Michigan U) and SHEAR, Boone (UMass) 
SHEAR, Boone (UMass) Indeterminacy and Networked Mess as a Design for Teaching Other Worlds 
KAWA, Nick, LIPSCHITZ, Forbes, and RANCE, Logan (Ohio State U) Collaborative Design for Teaching about the Use of Human “Waste” as an Agricultural Resource in the American Midwest Saturday, march 2372 
LYON-CALLO, Vincent (W Michigan U) Despair, Desires, Distraught Students, and Design for Imagining/Enacting a Possible World 
HEALY, Stephen (W Sydney U) Diverse Economies, Design-Futures and Unmaking Unsustainability 
 
DISCUSSANT: HEALY, Stephen (W Sydney U)
 
ABSTRACT: LYON-CALLO, Vincent (W Michigan U) and SHEAR, Boone (UMass), Designs for Teaching Other Worlds. Design has long occupied anthropological practice. From research to writing and teaching to intervention, design is the bridge between matter and form, vision and reality. The term calls to mind the creative capacity of human beings to build and negotiate the diverse worlds. This panel belongs to the special track, “Designs for Turbulent Times,” that seeks to rethink the application of anthropology as less concerned with producing forms and things for the world as it is, and more with engaging worlds and world-making practices that may come to be. Topics include: development, the commons, pedagogy, activism, and “applied” anthropology. 
 
Session took place in Portland, OR at the 79th Annual Meeting of the Society for Applied Anthropology in March 2019.

Part Two: Designs for Teaching Other Worlds (Higher Ed TIG)

Designs for Teaching Other Worlds (Higher Ed TIG) 
 
CHAIRS: LYON-CALLO, Vincent (W Michigan U) and SHEAR, Boone (UMass) 
SHEAR, Boone (UMass) Indeterminacy and Networked Mess as a Design for Teaching Other Worlds 
KAWA, Nick, LIPSCHITZ, Forbes, and RANCE, Logan (Ohio State U) Collaborative Design for Teaching about the Use of Human “Waste” as an Agricultural Resource in the American Midwest Saturday, march 2372 
LYON-CALLO, Vincent (W Michigan U) Despair, Desires, Distraught Students, and Design for Imagining/Enacting a Possible World 
HEALY, Stephen (W Sydney U) Diverse Economies, Design-Futures and Unmaking Unsustainability 
 
DISCUSSANT: HEALY, Stephen (W Sydney U)
 
ABSTRACT: LYON-CALLO, Vincent (W Michigan U) and SHEAR, Boone (UMass), Designs for Teaching Other Worlds. Design has long occupied anthropological practice. From research to writing and teaching to intervention, design is the bridge between matter and form, vision and reality. The term calls to mind the creative capacity of human beings to build and negotiate the diverse worlds. This panel belongs to the special track, “Designs for Turbulent Times,” that seeks to rethink the application of anthropology as less concerned with producing forms and things for the world as it is, and more with engaging worlds and world-making practices that may come to be. Topics include: development, the commons, pedagogy, activism, and “applied” anthropology. 
 
Session took place in Portland, OR at the 79th Annual Meeting of the Society for Applied Anthropology in March 2019.

Part One: Designs for Teaching Other Worlds (Higher Ed TIG)

Designs for Teaching Other Worlds (Higher Ed TIG) 
 
CHAIRS: LYON-CALLO, Vincent (W Michigan U) and SHEAR, Boone (UMass) 
SHEAR, Boone (UMass) Indeterminacy and Networked Mess as a Design for Teaching Other Worlds 
KAWA, Nick, LIPSCHITZ, Forbes, and RANCE, Logan (Ohio State U) Collaborative Design for Teaching about the Use of Human “Waste” as an Agricultural Resource in the American Midwest Saturday, march 2372 
LYON-CALLO, Vincent (W Michigan U) Despair, Desires, Distraught Students, and Design for Imagining/Enacting a Possible World 
HEALY, Stephen (W Sydney U) Diverse Economies, Design-Futures and Unmaking Unsustainability 
 
DISCUSSANT: HEALY, Stephen (W Sydney U)
 
ABSTRACT: LYON-CALLO, Vincent (W Michigan U) and SHEAR, Boone (UMass), Designs for Teaching Other Worlds. Design has long occupied anthropological practice. From research to writing and teaching to intervention, design is the bridge between matter and form, vision and reality. The term calls to mind the creative capacity of human beings to build and negotiate the diverse worlds. This panel belongs to the special track, “Designs for Turbulent Times,” that seeks to rethink the application of anthropology as less concerned with producing forms and things for the world as it is, and more with engaging worlds and world-making practices that may come to be. Topics include: development, the commons, pedagogy, activism, and “applied” anthropology. 
 
Session took place in Portland, OR at the 79th Annual Meeting of the Society for Applied Anthropology in March 2019.

Environmental Justice Ethnography in the Classroom: Teaching Activism (Higher Ed TIG) - Q&A

Environmental Justice Ethnography in the Classroom: Teaching Activism (Higher Ed TIG) 
 
CHAIR: ALEXANDER, William (UNC Wilmington) SHERWOOD, Yvonne (UCSC) When We Follow: Social Movement Camps as Learning Places 
DAVIS, Brittany (Regis U) Critical Self-Reflection and Personal Transformation in the EJ Classroom 
WELLS, E. Christian (USF) Cultivating a Critical Environmental Justice Perspective among Students through University-Community Engaged Research in Tampa Bay, Florida 
LINCOLN, Martha (SFSU) Teaching Environmental Justice in the Field 
ALEXANDER, William (UNCW) The Classroom After the Disaster: Hurricane Florence and Environmental Justice Ethnography in Coastal North Carolina 
 
DISCUSSANT: LITTLE, Peter C. (RIC)
ABSTRACT: ALEXANDER, William (UNC Wilmington) Environmental Justice Ethnography in the Classroom: Teaching Activism, Inspiring Involvement. Ethnographic research on ways people organize and take action to protect their families and communities from exposure to toxins while demanding accountability is a significant topic in applied anthropology. When students encounter this through curriculum they come to understand policies and factors that place communities at risk and appreciate the role of activist ethnography in documenting inequities and promoting change. In this session, anthropologists share experiences teaching ethnography courses on environmental justice issues. Panelists discuss course design, ethnographic literature, pedagogy, and class projects in which students apply what they learn to participation in environmental justice movements in their own communities. 
 
Session took place in Portland, OR at the 79th Annual Meeting of the Society for Applied Anthropology in March 2019.

Part Six: Environmental Justice Ethnography in the Classroom: Teaching Activism (Higher Ed TIG)

Environmental Justice Ethnography in the Classroom: Teaching Activism (Higher Ed TIG) 
 
CHAIR: ALEXANDER, William (UNC Wilmington) SHERWOOD, Yvonne (UCSC) When We Follow: Social Movement Camps as Learning Places 
DAVIS, Brittany (Regis U) Critical Self-Reflection and Personal Transformation in the EJ Classroom 
WELLS, E. Christian (USF) Cultivating a Critical Environmental Justice Perspective among Students through University-Community Engaged Research in Tampa Bay, Florida 
LINCOLN, Martha (SFSU) Teaching Environmental Justice in the Field 
ALEXANDER, William (UNCW) The Classroom After the Disaster: Hurricane Florence and Environmental Justice Ethnography in Coastal North Carolina 
 
DISCUSSANT: LITTLE, Peter C. (RIC)
ABSTRACT: ALEXANDER, William (UNC Wilmington) Environmental Justice Ethnography in the Classroom: Teaching Activism, Inspiring Involvement. Ethnographic research on ways people organize and take action to protect their families and communities from exposure to toxins while demanding accountability is a significant topic in applied anthropology. When students encounter this through curriculum they come to understand policies and factors that place communities at risk and appreciate the role of activist ethnography in documenting inequities and promoting change. In this session, anthropologists share experiences teaching ethnography courses on environmental justice issues. Panelists discuss course design, ethnographic literature, pedagogy, and class projects in which students apply what they learn to participation in environmental justice movements in their own communities. 
 
Session took place in Portland, OR at the 79th Annual Meeting of the Society for Applied Anthropology in March 2019.

Part Five: Environmental Justice Ethnography in the Classroom: Teaching Activism (Higher Ed TIG)

Environmental Justice Ethnography in the Classroom: Teaching Activism (Higher Ed TIG) 
 
CHAIR: ALEXANDER, William (UNC Wilmington) SHERWOOD, Yvonne (UCSC) When We Follow: Social Movement Camps as Learning Places 
DAVIS, Brittany (Regis U) Critical Self-Reflection and Personal Transformation in the EJ Classroom 
WELLS, E. Christian (USF) Cultivating a Critical Environmental Justice Perspective among Students through University-Community Engaged Research in Tampa Bay, Florida 
LINCOLN, Martha (SFSU) Teaching Environmental Justice in the Field 
ALEXANDER, William (UNCW) The Classroom After the Disaster: Hurricane Florence and Environmental Justice Ethnography in Coastal North Carolina 
 
DISCUSSANT: LITTLE, Peter C. (RIC)
ABSTRACT: ALEXANDER, William (UNC Wilmington) Environmental Justice Ethnography in the Classroom: Teaching Activism, Inspiring Involvement. Ethnographic research on ways people organize and take action to protect their families and communities from exposure to toxins while demanding accountability is a significant topic in applied anthropology. When students encounter this through curriculum they come to understand policies and factors that place communities at risk and appreciate the role of activist ethnography in documenting inequities and promoting change. In this session, anthropologists share experiences teaching ethnography courses on environmental justice issues. Panelists discuss course design, ethnographic literature, pedagogy, and class projects in which students apply what they learn to participation in environmental justice movements in their own communities. 
 
Session took place in Portland, OR at the 79th Annual Meeting of the Society for Applied Anthropology in March 2019.

Part Four: Environmental Justice Ethnography in the Classroom: Teaching Activism (Higher Ed TIG)

Environmental Justice Ethnography in the Classroom: Teaching Activism (Higher Ed TIG) 
 
CHAIR: ALEXANDER, William (UNC Wilmington) SHERWOOD, Yvonne (UCSC) When We Follow: Social Movement Camps as Learning Places 
DAVIS, Brittany (Regis U) Critical Self-Reflection and Personal Transformation in the EJ Classroom 
WELLS, E. Christian (USF) Cultivating a Critical Environmental Justice Perspective among Students through University-Community Engaged Research in Tampa Bay, Florida 
LINCOLN, Martha (SFSU) Teaching Environmental Justice in the Field 
ALEXANDER, William (UNCW) The Classroom After the Disaster: Hurricane Florence and Environmental Justice Ethnography in Coastal North Carolina 
 
DISCUSSANT: LITTLE, Peter C. (RIC)
ABSTRACT: ALEXANDER, William (UNC Wilmington) Environmental Justice Ethnography in the Classroom: Teaching Activism, Inspiring Involvement. Ethnographic research on ways people organize and take action to protect their families and communities from exposure to toxins while demanding accountability is a significant topic in applied anthropology. When students encounter this through curriculum they come to understand policies and factors that place communities at risk and appreciate the role of activist ethnography in documenting inequities and promoting change. In this session, anthropologists share experiences teaching ethnography courses on environmental justice issues. Panelists discuss course design, ethnographic literature, pedagogy, and class projects in which students apply what they learn to participation in environmental justice movements in their own communities. 
 
Session took place in Portland, OR at the 79th Annual Meeting of the Society for Applied Anthropology in March 2019.

Part Three: Environmental Justice Ethnography in the Classroom: Teaching Activism (Higher Ed TIG)

Environmental Justice Ethnography in the Classroom: Teaching Activism (Higher Ed TIG) 
 
CHAIR: ALEXANDER, William (UNC Wilmington) SHERWOOD, Yvonne (UCSC) When We Follow: Social Movement Camps as Learning Places 
DAVIS, Brittany (Regis U) Critical Self-Reflection and Personal Transformation in the EJ Classroom 
WELLS, E. Christian (USF) Cultivating a Critical Environmental Justice Perspective among Students through University-Community Engaged Research in Tampa Bay, Florida 
LINCOLN, Martha (SFSU) Teaching Environmental Justice in the Field 
ALEXANDER, William (UNCW) The Classroom After the Disaster: Hurricane Florence and Environmental Justice Ethnography in Coastal North Carolina 
 
DISCUSSANT: LITTLE, Peter C. (RIC)
ABSTRACT: ALEXANDER, William (UNC Wilmington) Environmental Justice Ethnography in the Classroom: Teaching Activism, Inspiring Involvement. Ethnographic research on ways people organize and take action to protect their families and communities from exposure to toxins while demanding accountability is a significant topic in applied anthropology. When students encounter this through curriculum they come to understand policies and factors that place communities at risk and appreciate the role of activist ethnography in documenting inequities and promoting change. In this session, anthropologists share experiences teaching ethnography courses on environmental justice issues. Panelists discuss course design, ethnographic literature, pedagogy, and class projects in which students apply what they learn to participation in environmental justice movements in their own communities. 
 
Session took place in Portland, OR at the 79th Annual Meeting of the Society for Applied Anthropology in March 2019.