In 2021, the Society for Urban, National, Transnational/Global Anthropology (SUNTA), a section of... more In 2021, the Society for Urban, National, Transnational/Global Anthropology (SUNTA), a section of the American Anthropological Association, changed its name to Critical Urban Anthropology Association (CUAA). This essay addresses the question “What is Critical About Critical Urban Anthropology?” by reflecting on problematic assumptions about African cities that are perpetuated over time and the need to critique these ideas. I suggest a more active and participatory approach to pedagogy is necessary to creating a critical urban anthropology that can help to challenge these assumptions.
During the 2006-07 school year, the TNE Evidence Committee conducted an evaluative study of the i... more During the 2006-07 school year, the TNE Evidence Committee conducted an evaluative study of the impact of a Department of Secondary Education (SED) teaching-credential program. The specifics: Research Questions � To what degree do new credential-program graduates implement CSUN-identified effective teaching practices in their classrooms? � What factors facilitate or impede implementation of pedagogies taught in the credential program? � Future question: Is the program improving over the years in terms of this implementation? Participants � All 1 st and 2 nd-year fulltime secondary math teachers who earned CSUN Traditional Single-Subject Math credentials from Fall 2004 to Spring 2006, and who agreed to be observed Methods � Collaborative development with key SED personnel of a structured protocol for classroom observations (the “tool”) to detect the presence/significance of research-based “effective practices” � Collection of written background information from each participant prior...
In 2021, the Society for Urban, National, Transnational/Global Anthropology (SUNTA), a section of... more In 2021, the Society for Urban, National, Transnational/Global Anthropology (SUNTA), a section of the American Anthropological Association, changed its name to Critical Urban Anthropology Association (CUAA). This essay addresses the question “What is Critical About Critical Urban Anthropology?” by reflecting on problematic assumptions about African cities that are perpetuated over time and the need to critique these ideas. I suggest a more active and participatory approach to pedagogy is necessary to creating a critical urban anthropology that can help to challenge these assumptions.
During the 2006-07 school year, the TNE Evidence Committee conducted an evaluative study of the i... more During the 2006-07 school year, the TNE Evidence Committee conducted an evaluative study of the impact of a Department of Secondary Education (SED) teaching-credential program. The specifics: Research Questions � To what degree do new credential-program graduates implement CSUN-identified effective teaching practices in their classrooms? � What factors facilitate or impede implementation of pedagogies taught in the credential program? � Future question: Is the program improving over the years in terms of this implementation? Participants � All 1 st and 2 nd-year fulltime secondary math teachers who earned CSUN Traditional Single-Subject Math credentials from Fall 2004 to Spring 2006, and who agreed to be observed Methods � Collaborative development with key SED personnel of a structured protocol for classroom observations (the “tool”) to detect the presence/significance of research-based “effective practices” � Collection of written background information from each participant prior...
This article explores how teaching Urban Anthropology can engender new relationships between citi... more This article explores how teaching Urban Anthropology can engender new relationships between cities, students, and classrooms. We discuss the generative connections between these actors as processes of becoming, which connect students with practices and theories for understanding urban life. Serving also as an introduction to a Special Issue on "Teaching the City," this article introduces the issue's pieces, which discuss teaching and learning across three continents. It also reflects on their collective contributions as an opportunity to think anew about the city through teaching. The four authors of this piece contributed equal labor.
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Papers by Suzanne Scheld