The Margin Speaks: On the Radical Possibilities of Embodied Knowledge as Decolonial Pedagogy
Year: 2022
Type: article
Abstract: In this essay, I argue for an engagement with students’ embodied knowledge as a means by which to rethink what it means to “do anthropology” as well as produce knowledge. I center auto-ethnography and photovoice as emancipatory teaching strategies that ask students to think about their own lived experiences as knowledge, their own communities as sites of theory making, and their own voices as the authority. This essay takes seriously the classroom at the academic margins as integral to the renewed calls to decolonize anthropology.
Source: Cultural Anthropology
DOI: 10.14506/ca37.3.03
Author: Kimberley McKinson
Institution: Vanderbilt University
Language: English
Subfield: Sociology and Political Science
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: diamond
OpenAlex ID: W4294957975