Inviting discomfort: Foregrounding emotional labour in teaching anthropology in post-apartheid South Africa
HM Macdonald - Teaching in Higher Education, 2013 - Taylor & Francis
Teaching in Higher Education, 2013•Taylor & Francis
This article examines the potential and limitations of Megan Boler's 'pedagogy of
discomfort'in a post-apartheid yet heavily racialised South Africa. Taking an 'ethnographic
sensibility'to anthropological teaching, this paper sketches the social and historical context
of discomfort produced by everyday classroom practices at a historically privileged
university. This paper argues that new patterns of thought, if achieved at all in the course of
learning through 'discomfort', are deeply embedded within uneasy social relationships.
discomfort'in a post-apartheid yet heavily racialised South Africa. Taking an 'ethnographic
sensibility'to anthropological teaching, this paper sketches the social and historical context
of discomfort produced by everyday classroom practices at a historically privileged
university. This paper argues that new patterns of thought, if achieved at all in the course of
learning through 'discomfort', are deeply embedded within uneasy social relationships.
This article examines the potential and limitations of Megan Boler's ‘pedagogy of discomfort’ in a post-apartheid yet heavily racialised South Africa. Taking an ‘ethnographic sensibility’ to anthropological teaching, this paper sketches the social and historical context of discomfort produced by everyday classroom practices at a historically privileged university. This paper argues that new patterns of thought, if achieved at all in the course of learning through ‘discomfort’, are deeply embedded within uneasy social relationships.
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