Social distancing and public safety measures enacted in response to COVID-19 created a surge in methodological “advice” for researchers facing disruption to fieldwork. Based on the analysis of syllabi in combination with current pedagogical literature, we suggest how cultural anthropologists can revise their ethnographic methods courses to incorporate pedagogy that promotes methodologies and skills to align with the needs of today's students and communities. However, we also find that, by centering the completion of largely individual research projects, most ethnographic methods courses otherwise adhere to best practices in regard to experiential and active learning. There is little evidence of either active reflection or team-based pedagogy, both identified as necessary to meet career opportunities and diversification goals for the wider field of cultural anthropology. Analyzing syllabi from 107 ethnographic methods training courses from the United States, we find the tradition of the "lone researcher" persists and is the basis of ethnographic training for the next generation. This approach creates challenges for teaching in ways that respond to the next generation's calls to decenter anthropology's White, heteropatriarchal voices and engage in collaborative community-based research. Historically, ethnographic methods were learned by cultural anthropology students in individual research projects.
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That training works best when students work in groups to formulate clear research questions (following principles described in Luker, 2008), are guided on how to move from field note "jottings" to more complex "scenes" (Emerson et al., 2011), develop interview protocol guides based on exemplars, periodically participate in small breakout problemsolving groups, experience hands-on software training (with programs like MAXQDA for qualitative data management and analysis), and move iteratively in a collaborative and reflexive lab setting from less-structured participant-observation activities to more structured forms of data collection and analysis, like interviews and questionnaires. Activities for learning teambased skills can be done in collaborative ethnographic research in online virtual worlds (Snodgrass, 2016)-a strategy that one author (JGS) found particularly useful during the COVID-19 pandemic.
To do this thoughtfully and effectively, instructors need dedicated curriculum time to design their classes (and learn about inclusive and decolonizing pedagogies-see recommendation #3). In this article, I discuss strengths and also challenges of ERTL, illustrating in the process how my lab's linked research and teaching model illuminates one way forward for empirically minded anthropologists hoping to move beyond the lone ethnographer. As a teaching tool, online virtual worlds provide a convenient way to get students quickly into the “field,” with online games being for some students (based on their play experience or lack of it) akin to foreign cultures.
The research and teaching unfold primarily in Internet-based games-such as World of Warcraft and Guild Wars 2-persistent online networked social spaces of hundreds and even thousands of players. My “ethnographic research and teaching laboratory” (ERTL), ambitious in scope, conducts original and even cutting edge research, while teaching students field methods in the process.
It is noteworthy that you can attack any character at any time, but not more than once every 15 minutes. The combat system is extremely simple - it all depends on the characteristics of the character.
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There are no differences between races, so feel free to choose brothers "in spirit." Then we have to pump our unusual hero and measure our strength with other players. This is the real hack of pigs and sheep, where the strongest survive with a fair amount of humor.Īctually, we select the character from the pigs and banatuses.
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This is not insidious elves and formidable dwarves with goblins, which are full of all typical MMORPG projects. Botva Online is an unusual MMORPG about the confrontation between pigs and barantuses.
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