Vol. 37 No. 3 (2022)
By Kimberley D. McKinson
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.
embodied knowledge; auto-ethnography; photovoice; decolonial pedagogy