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Vol. 37 No. 3 (2022) Colloquy

The Margin Speaks: On the Radical Possibilities of Embodied Knowledge as Decolonial Pedagogy

By Kimberley D. McKinson

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Cite As:
McKinson, Kimberley. 2022. “The Margin Speaks: On the Radical Possibilities of Embodied Knowledge as Decolonial Pedagogy.” Cultural Anthropology 37, no. 3: 395–403. https://doi.org/10.14506/ca37.3.03.
https://doi.org/10.14506/ca37.3.03

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.

Keywords

embodied knowledge; auto-ethnography; photovoice; decolonial pedagogy

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