Citation

Waterston A, Kukaj A. Am. Anthropol. 2007; 109(3): 509-518.

Copyright

(Copyright © 2007, American Anthropological Association, Publisher John Wiley and Sons)

DOI

10.1525/aa.2007.109.3.509

PMID

unavailable

Abstract

This article is a reflection by a teacher and a student on “structural-violence pedagogy,” the process of teaching and learning about the structures of inequality implicated in various forms of social violence, including those of everyday life, massacre, and genocide. Using a case study of an undergraduate course in anthropology, we explore the complexity and emotionally charged nature of this field, some innovative teaching strategies, and contributions of anthropology to understanding a world marked and marred by war, genocide, racialization, and structural poverty. The teacher shapes a course of study informed by critical pedagogy and theories about violence and power. The student draws on her personal experiences, her intellectual interests, and her yearning for fuller answers to deeper questions as she seeks to reciprocate what is being taught to her. Together, teacher and student explore the promise in the power of teaching for understanding the world as it does exist.