Community, Clinics, and Courts: An Applied Anthropology Journey

Abstract This article describes my non-linear path to becoming an applied medical anthropologist. After earning a Ph.D. in cultural anthropology (UC Berkeley), my career has spanned corporate finance, college teaching, psychiatry research, evaluation, health services research, and community-based research. Each career juncture provided opportunities to develop new skills and knowledge—with applications to medical anthropology.

Download Full-text

Youth-Led REP: Building Critical Consciousness for Social Change

Practicing Anthropology ◽

10.17730/praa.26.2.tx771257668m4345 ◽

2004 ◽

Vol 26 (2) ◽

pp. 45-50

Author(s):

Jonathan London ◽

Melissa Chabrán

Keyword(s):

Action Research ◽

Research Evaluation ◽

Popular Education ◽

Theory And Practice ◽

Social Critique ◽

Participatory Action ◽

Community Based ◽

Empowerment Evaluation ◽

Community Based Research ◽

The Social

If knowledge is a form of power, then to lack knowledge is to lack power, and to build knowledge is to build power. This seemingly basic notion is at the source of diverse streams of theory and practice entitled participatory action research, community-based research, counter mapping, popular education and empowerment evaluation. It is from these historical, political and methodological headwaters that a relatively new stream of work, called youth-led action research, evaluation and planning, arises. These practices, while distinct, all represent attempts to build the power and capacity of those at the margins of society to examine, define, and ultimately shape their worlds according to their needs, visions and values. Youth-led action research, evaluation and planning expands the social critique and progressive stance towards breaking the monopolies of power/knowledge to include age-based inequities, along with (and in relationship to) inequities based on race, ethnicity, class gender, sexuality and other markers of difference.

Download Full-text

Introduction: Practical Uses of Applied Anthropology

Practicing Anthropology ◽

10.17730/praa.32.4.d86u7j358uhxu08g ◽

2010 ◽

Vol 32 (4) ◽

pp. 2-3

Author(s):

Ron Loewe ◽

Jayne Howell

Keyword(s):

Water Resource Management ◽

Health Program ◽

Educational Interventions ◽

Applied Anthropology ◽

Policy Recommendations ◽

Community Based ◽

Community Based Research ◽

The Public ◽

Social Marketing Campaigns ◽

The Impact

This issue of Practicing Anthropology is an editors' choice issue that combines a number of articles on advocacy, law, health, program evaluation and community-based research, so there is surely something for everyone. At the same time, we would like to take this opportunity to put out a call for papers on anthropology and the environment. Possible topics include, but are not limited to the following: the impact of global warming on a community, region or nation-state and indigenous responses to this danger, the formation or activities of environmental justice organizations and networks, problems in (and solutions to) water resource management, case studies on the impact of environmental hazards on health, subsistence and development, educational interventions or social marketing campaigns designed to inform the public about environmental risk, and environmental problems related to agriculture or food production. We are also interested in receiving manuscripts on immigration, transnationalism and, voluntary or involuntary resettlement, especially pieces that contain interesting policy recommendations.

Download Full-text

Goals and Realities in Community-Based Research

Practicing Anthropology ◽

10.17730/praa.35.3.465401525638n182 ◽

2013 ◽

Vol 35 (3) ◽

pp. 28-32

Author(s):

Nancy Gillis ◽

Mariela Nuñez-Janes

Keyword(s):

Graduate Students ◽

Applied Anthropology ◽

Community Members ◽

Community Based Interventions ◽

Community Based ◽

Community Based Research ◽

Conducting Research

Just as an actor spends months to years perfecting a role, applied anthropology graduate students also must practice the various roles they may play in community-based research. It is important for students to practice and gain experience in the field so that they feel prepared to lead their own community-based interventions. In this We believe it is important to expose students to the skills and strategies needed to successfully work with community members so that they can be prepared to navigate the obstacles that arise when conducting research as engaged practicing anthropologists.

Download Full-text

Undergraduate Student Led Research: An Applied Anthropology Course as a Community-Based Research Firm

Journal ◽

10.22582/ta.v11i3.581 ◽

2021 ◽

Vol 10 (3) ◽

pp. 14-20

Author(s):

Jason Miller

Keyword(s):

Undergraduate Students ◽

Local Community ◽

Thinking Skills ◽

Applied Anthropology ◽

Critical Thinking Skills ◽

Research Experience ◽

Community Based ◽

Community Based Research ◽

Institutional Review ◽

Hands On Learning

Increasingly, undergraduate students desire hands-on learning experiences to prepare them for life after graduation. Research experience at the undergraduate level unlocks a key skill set students need and desire in terms of its anthropological value and also the value of transferable, critical thinking skills. This article explores the creation and continued development of my Applied Anthropology course which relies heavily on community-engaged research and community-engaged pedagogy. The course is structured as if participants are an independent, community-based research “firm” that has been contracted by a local community agency to undertake research on their behalf. Students manage every aspect of the project including developing data collection tools, seeking Institutional Review Board ethics approval, collecting and analyzing data, and ultimately preparing a technical report, policy recommendations, and presentation for the client. In addition, I will discuss the benefits to both students and community partners (including practical research experience and, in some cases, already implemented policy suggestions) as well as some of the challenges to this approach including time, capacity, and commitment. I conclude by reflecting on my role as mentor during this process and provide suggestions for those who would like to create a similar research experience for their own students.

Download Full-text