Today’s guest blog post is by Kamela Heyward-Rotimi. Kamela Heyward-Rotimi is a postdoctoral fellow at the Center for African and African American Research at Duke University. She is a visiting research scholar in the Department of Sociology and Anthropology at Obafemi Awolowo University in Nigeria, and is an adjunct affiliate in the Department of Anthropology at University of Massachusetts at Amherst. Her research interests include race, gender, science, digital media, and education. She is presently working on a manuscript that looks at the impact of Internet Fraud, also known as “419” or “Yahoo-Yahoo”, in the lives of everyday Nigerian communities.
Anthropologists are reconstituting ways to communicate anthropology with communities that host our meetings. At the 112th AAA Annual Meeting, anthropologists did just that in the Anthropologists Back to School initiative.
The past two AAA annual meeting themes addressed the imagined place of anthropology and the place of anthropology in our communities in the 21st century. In line with this reflexive inquiry of contemporary anthropology, anthropologist and public intellectual Johnnetta Betsch Cole challenged her anthropology colleagues to reach out to the youngest members of the host cities of our AAA meetings. The program chairs for the 2013 AAA meetings, Alaka Wali and Dana-Ain Davis, responded to the challenge and invited anthropologists to participate in the Anthropologist Back to School initiative in Chicago.
Dr. Cole’s invitation to partner with her in the Anthropologists Back to School initiative brought earlier lessons of “giving back” to communities, and engaged anthropology full circle for me. My initial consideration of what is public anthropology would occurred after Dr. Cole’s inaugural address to the student body as the President of Spelman College. In that speech she stressed that we budding professionals and scholars had a responsibility to our West End neighbors. She challenged each of us to get involved with community service in the West End area, the area that both the Spelman community and the West End communities shared. Community involvement was not a new concept for me but one I largely associated with civic and grassroots organizations, not higher institutions or anthropology. The possibility of an anthropology advocating for community development challenged my previous understandings of anthropology as an immutable discipline. I questioned how to pair my activism with my new found interest in anthropology; I never stopped asking where a “community involved” anthropology fits within the definition of anthropology.
In many ways, questioning the positionality of anthropology in society benefits from the legacy of anthropologists across subfields who have questioned anthropology’s role in addressing societal problems (Blakey 1998; Borofsky 2005; Cole 2009; Gwaltney 1980; Harrison 1991; Mead 2004; Sanday 1976). It is increasingly clear, both in our research and everyday lives, that current understandings of society and anthropology require anthropologists’ active contribution. The rapid exchange of information on digitized forums and open content online encyclopedias which shape peoples’ interpretation of everyday life highlight an opportunity and responsibility for anthropologists to be a part of these conversations in multiple mediums. The conversations at the Anthropologist Back to School initiative presented a public space to engage in conversations about anthropology with young community members.
The Anthropologist Back to School initiative involved anthropologists representing all subfields engaging with students of all ages in and around exhibits at Loyola University, The University of Illinois at Chicago’s Latino Cultural Center and The Field Museum.
At the Field Museum site I found it meaningful to talk with young students about what it means to be an anthropologist, anthropological concepts, world cultures, and how to critically digest images in popular culture. It was especially significant to share this time with colleagues who were also engaged in sharing their narratives of anthropology, and to anxiously admit that we hoped our presentations were relevant to these very young communities of primary and secondary school learners.
At the Field Museum, anthropologists engaged with local students in connection with various presentations they had prepared on a range of topics: racial categories and diversity, ethnographic practices and fieldwork and interviewing techniques, vernacular and contemporary African culture; African innovation through the ages; Ghanaian culture, Adinkra symbols and ideographs; and African cities. I discovered, as did my colleagues, that it was great fun talking with groups of cross learners.
I joined Dr. Cole in the Africa exhibit for our presentation, “Africa Connected,” where we discussed African stereotypes vs. contemporary African life and digitally connected African communities. Dr. Cole began our presentation with a critical discussion of current perceptions of Africa based on tropes of a primitive and Dark Continent. I then shared contemporary images of West Africans digitally connected through social media and various new media technologies. Our goal was to initiate a dialogue about Africa for young learners who are far too often instructed from curricula that codifies Africa and nations of the South as subpar civilizations. An example of this kind of instruction was shared with me by a parent whose teen age son attends a magnet high school in southeast Chicago. This student’s ninth grade history teacher said the following to his class: “Colonialists brought a gift to West Africa, the gift of reading and writing.” Many of our discussions with student groups ranging from 5th grade through 10th grade reflected this troubling popular misunderstanding of the history of colonialism in Africa and first world/third world dichotomies that are traded as fact. It was encouraging to see that students who may well have been exposed to distorted and factually incorrect information about African people and cultures were willing to listen to ethnographic and anthropological data depicting a more complex African existence.
One of the most memorable moments for Dr. Cole and me was our conversation with a 5th grade class and their teacher Ms. West*. The students of this 5th grade class expressed informed perspectives about the diverse and dynamic realities on the African continent. The students’ responses caused me to revise the unofficial script I found myself following when talking with previous classes. When we asked children from other visiting classes their impressions of Africa they generally listed diversity of animals, poverty, and ‘primitive societies.’ However, when the students of Ms. West’s class were asked the question, “What do you know about Africa?” A little girl responded with little hesitation: “It is an interesting place with smart people.” Her comment was immediately followed by a fellow classmate’s observation, “And, West Africans are using the Internet.” Because their responses differed greatly from the responses given by fellow students also educated in Chicago area schools, I assumed that Ms. West’s class was sharing information they gained outside of the classroom. Which prompted me to break with the script and ask, “Where did you learn all of these things?” The students unanimously replied, “Ms. West is teaching us about Africa.” Following our presentation, I asked Ms. West to briefly speak with Dr. Cole and myself. We first commended her for presenting a perspective of Africa seldom presented at the primary level in American Public school curricula. She said, “This perspective you all and the other anthropologists presented about Africa is not in the units I am told to cover in my class. So, I referred to sources outside of the mandated Common Core Curriculum to find information that talks about positive views of Africa. This is a part of my lessons on world history.” Finally, she added that she would like to incorporate these kinds of analyses in her lesson plans. After sharing with her some websites with images of contemporary Africa, Ms. West said she was inspired to widen her search for more complex stories of other countries.
Those conversations with the students, their teachers and side debriefs with participating colleagues reinforced the importance of a responsible anthropology that gives back and assumes an active role in understandings of culture writ large and in the margins. The Anthropologists Back to School initiative allows me to extend my community engagement to the host cities of the AAA meetings. Coincidently, in the past year some of my own community involvement included work with students from pre-K through college both at home and abroad. In Nigeria I spoke with recently graduated secondary school students about anthropology and demystifying notions of democratic wealth of all American citizens. In Durham, NC I conducted an interactive presentation for pre-K through high school aged students that addressed the presence of cultural symbols in our everyday lives. And, on my way to the 111th AAA meetings in San Francisco and during a visit to my childhood home, Los Angeles, I was invited to speak to the young women of the Women’s Leadership Project, a feminist service learning program based at two LAUSD high schools in South Los Angeles. My topic affirmed questions I asked of anthropology as an undergraduate; I discussed the perfect fit of anthropology for women of color who are community advocates. I look forward to the continuation of the Anthropologists Back to School initiative and opportunities for anthropologists to engage with local communities during our AAA meetings in Washington, D.C..
Filed under: Advocacy, Annual Meeting, Commentary, Events and Exhibits Tagged: | #AAA2013, 112th AAA Annual Meeting, Anthropologists Back to School, anthropology in Chicago, community engagement, Kamela Heyward-Rotimi, The Field Museum