The “educated teacher”

Author(s)

Christa Markom, Jelena Tosic

Abstract

Building on the core epistemological features and aims of Educational Anthropology, in this paper we explore the perception of anthropological educational knowledge among teachers and their related reflections on the educational standards of their profession, as well as their own role in society. Following an overview of (the emerging) intersections between teacher education and Educational Anthropology in Austria, the paper focuses on conversations with teachers in Austria on the outputs of an educational anthropological project (TRANSCA) and their applicability. Two of the project outputs – a Concept Book and a Whiteboard Animation (on “Worldmaking”) – serve as the ground for focusing on three aspects emerging from the conversations with teachers: firstly, the concept of the “educated teacher”; secondly, conceptualization as a form of translation of anthropological knowledge via both text and animation; and thirdly, the differentiation between teaching in terms of schooling versus pedagogy. The latter is explored as a crucial dimension of the discussions among and with teachers and lies at the heart of potential future synergies between anthropology and education.

Organisation(s)

Department of Social and Cultural Anthropology, Department of Education

External organisation(s)

Universität St. Gallen

Journal

Teaching anthropology : TA : a journal of the Royal Anthropological Institute

Volume

10

Pages

46-58

No. of pages

13

ISSN

2053-9843

DOI

https://doi.org/10.22582/ta.v10i3.611

Publication date

08-2021

Peer reviewed

Yes

Austrian Fields of Science 2012

503006 Educational research, 504017 Cultural anthropology

Keywords

Portal url

https://ucrisportal.univie.ac.at/en/publications/25b85b65-9989-4bd8-a98c-d270d840cdfe