Drackle - Introduction
Amidst the diverse professional lives of European social
anthropologists, teaching and training are important common
denominators, to which we devote a great deal of time, energy and
creativity. Yet this work is not always a cause for pride or even
debate, but instead can become a 'fugitive activity' (Huber 2001).
Whilst we may care deeply about our students, our courses and our
educationnal role, we do not always see these as topics for scholarly
inquiry or sustained critical attention. If 'anthropologists are
inclined to think of themselves first and foremost as researchers'
(Hannerz 2002), then teaching comes in a rather bedraggled second. We
pay surprisingly little ethnographic attention to the ways in which we
impart, embody and reproduce our own anthropological skills and
perspectives to our students.