Power in the Southern Cone Borderlands: An Anthropology of Development Practice

2000 ◽  
Vol 27 (4) ◽  
pp. 993-994
Author(s):  
William M. Loker
Keyword(s):  
Southern Cone ◽  
Anthropology Of Development ◽  
Development Practice

scholarly journals Anthropology Through Development: Putting Development Practice into Theory

1970 ◽  
Vol 12 (2) ◽  
Author(s):  
Amy Pollard ◽  
Alice Street
Keyword(s):  
Development Policy ◽  
Research Process ◽  
Development Work ◽  
Special Issue ◽  
Policy And Practice ◽  
Anthropological Theory ◽  
Development Professionals ◽  
Ethnographic Methodology ◽  
Anthropology Of Development ◽  
Development Practice

This special issue of Anthropology Matters frames the canonical question for development anthropologists in reverse.  Instead of asking how anthropological theory might be put into practice in development, it asks how engagements with development policy and practice might transform anthropology.  What kinds of theoretical insights have emerged from the anthropology of development?  What does the overlapping language of anthropology and development mean for ethnographic methodology?  How do relationships between anthropologists and development professionals affect the research process?  What can anthropologists learn from development work?

Emancipatory Communitarianism: Facilitating Optimal Career Development Practice in Schools

2009 ◽  
Author(s):  
V. Scott H. Solberg ◽  
L. Allen Phelps ◽  
Joe Timmons ◽  
Julie Fitzgerald ◽  
Kristin Haakenson
Keyword(s):  
Career Development ◽  
Development Practice

Learning the anthropology of development: the university as a site of knowledge construction and identity formation

Journal ◽  
2015 ◽  
Vol 5 (1) ◽  
Author(s):  
Tanya Jakimow
Keyword(s):  
Identity Formation ◽  
Lifelong Learning ◽  
Knowledge Construction ◽  
Multiple Identities ◽  
Classroom Teachers ◽  
Practical Skills ◽  
Student Reactions ◽  
A Site ◽  
The University ◽  
Anthropology Of Development

Recent work exploring student reactions to the anthropology of development highlights the importance of going beyond simply imparting practical skills, or alternatively delivering content that offers an unrelenting critique (Djohari 2011; Handler 2013). In this paper, I argue that by casting an anthropological eye on the classroom, teachers can provide a learning environment in which students transform into reflective ‘novice’ practitioners equipped for lifelong learning. This involves making explicit the processes of knowledge construction in the classroom, and by extension, the development field. It entails providing the resources through which students can become social beings in the development sector, with attention to expanding the possibilities for the formation of multiple identities. 

Trojan hosts: the menace of invasive vertebrates as vectors of pathogens in the Southern Cone of South America

2021 ◽  
Author(s):  
Luciano F. La Sala ◽  
Julián M. Burgos ◽  
Alberto L. Scorolli ◽  
Kimberly VanderWaal ◽  
Sergio M. Zalba
Keyword(s):  
South America ◽  
Southern Cone
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