How Fieldwork in a TBL Classroom Shaped Landscapes of Social Learning
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lcjAbstract
The authors reflect on the redesign of an introductory anthropology course to incorporate team-based learning (TBL) and the use of collaborative co-inquiry with undergraduate anthropology students to conduct participant observation in the classroom. Changes in both teaching and research methods that occurred across the project led to a surprising convergence between what was happening in the spaces of the classroom and the spaces of research. Reciprocal learning and scaffolding through peer co-teaching were distributed across the members of the research team and across the students in classroom. Apprenticeship is one way to understand what the authors were seeing in this research. More significantly, perhaps, communities of practice were produced through both the collaborative ethnography and the collaborative learning in the TBL classroom. These emergent social landscapes supported forms of knowledgeability for both first-year students and anthropology majors alike.
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