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Conceptualizing Iranian Anthropology
During recent years, attempts have been made to move beyond the Eurocentric perspective that characterized the social sciences, especially anthropology, for over 150 years. A debate on the “anthropology of anthropology” was needed, one that would consider other forms of knowledge, modalities of writing, and political and intellectual practices. This volume undertakes that challenge: it is the result of discussions held at the first organized encounter between Iranian, American, and European anthropologists since the Iranian Revolution of 1979. It is considered an important first step in overcoming the dichotomy between “peripheral anthropologies” versus “central anthropologies.” The contributors examine, from a critical perspective, the historical, cultural, and political field in which anthropological research emerged in Iran at the beginning of the twentieth century and in which it continues to develop today.
Teaching Communication and Media Studies
Designed for communication/media educators and graduate students, Teaching Communication and Media Studies is a practical and conceptual guide to teaching university courses in communication and media studies. Relying on her extensive experience instructing graduate students on the ins and outs of teaching, Jan Fernback discusses theoretical and applied topics central to contemporary mediated communication instruction, offering instructors at all levels strategies they can use to create a successful classroom experience. Fernback also considers the logic, design and delivery of courses in communication and media studies, while encouraging readers to reflect on their own strategic pedagogical decisions. Supplemented with interviews of successful communication instructors and sample exercises, this book is a must-have resource for all those teaching communication and media studies courses, regardless of level of experience.
Populism and Feminism in Iran
Women presented the first effective challenge to the Islamic regime and the clerical authority in post-revolutionary Iran. Women's activism in support of their legal rights and personal freedom, however, did not develop into a strong movement against the rising fundamentalism. The Iranian socialists did not support women's autonomous organizations. The convergence of the Left's populism with Islamic populism, and the influence of the Iranian/Shiite political culture that promotes male authority and female submission, could not reconcile with women's claims to individual rights, choice, and personal freedom and their struggle for autonomy and self-determination in private or public life.
Politics of Culture in Iran
This first full-length study of the history of Iranian anthropology charts the formation and development of anthropology in Iran in the twentieth century. The text examines how and why anthropology and culture became part of wider socio-political discourses in Iran, and how they were appropriated, and rejected, by the pre- and post-revolutionary regimes. The author highlights the three main phases of Iranian anthropology, corresponding broadly to three periods in the social and political development of Iran: *the period of nationalism: lasting approximately from the constitutional revolution (1906-11) and the end of the Qajar dynasty until the end of Reza Shah’s reign (1941) *the period of Nativism: from the 1950s until the Islamic revolution (1979) *the post-revolutionary period. In addition, the book places Iranian anthropology in an international context by demonstrating how Western anthropological concepts, theories and methodologies affected epistemological and political discourses on Iranian anthropology.
Culturally Responsive Teaching and Reflection in Higher Education
Culturally Responsive Teaching and Reflection in Higher Education explores how postsecondary educators can develop their own cultural awareness and provide inclusive learning environments for all students. Discussing best practices from the Cultural Literacy Curriculum Institute at Lesley University, faculty and administrators who are committed to culturally responsive teaching reflect on how to create an inclusive environment and how educators can cultivate the skills, attitudes, and knowledge necessary for implementing culturally responsive curriculum and pedagogy. Rather than a list of "right answers," essays in this important resource integrate discussion and individual reflection to support educators to enhance skills for responding effectively to racial, cultural, and social difference in their personal and professional contexts. This book is as an excellent starting point or further enrichment resource to accompany program or institutional diversity and inclusion efforts.
Transforming Classroom Culture
Transforming Classroom Culture is an anthology of original work authored by diverse faculty who work in a variety of New England college and university settings - private and public, racially homogeneous and diverse. The authors focus on institutional contexts that promote innovation in teaching practice, faculty identity as a resource for effective pedagogy, and dilemmas and outcomes of student-faculty engagement in the classroom.
Family and Gender Among American Muslims
Since the beginning of the twentieth century, Muslims have been immigrating to the United States from nations such as Lebanon, Yemen, Palestine, Turkey, Iran, Pakistan, and Bangladesh. Previously underrepresented in ethnic studies literature, these nearly four million descendants of previous immigrants and the new arrivals have settled in large numbers in Los Angeles, Chicago, New York, Detroit, and other North American cities.From the social and historical conditions of the Muslim migration to a range of issues affecting Muslim American life, the contributors provide new and valuable information on topics like intergenerational conflict about identity and values, intermarriage, religious an...
