A few months ago, I was talking to a group of students after class. One of them commented that they appreciated my openness about different things as a prof, and how it made me more “human”. I responded by saying “Yeah, that’s intentional. Dr. Biittner and I are, like, aggressively human“.
It was a quick, off the cuff, semi-joking statement, but as we thought about it afterwards, we realized it was much more than that. It was, and is, our guiding principle in approaching teaching and doing anthropology. Anthropology as…aggressively human, if you will.
I’ve been thinking more and more about this idea as we’ve observed the discussion around the abusive practices that have characterized the work of the journal Hau. For a quick primer on the issues and concerns that have been raised, see this Twitter thread by Hilary Agro (and links within). There are also too many fantastic critical posts and threads to note, but I would highlight Zoe Todd’s powerful discussion of decolonial anthropology, as well as discussions and contributions organized by Allegra lab (disclosure: a short comment I made will be part of a discussion about the implications for teaching and education to appear there shortly), and of course, searching #hautalk will bring up a lot of great commentary and information.
As those links show, this story has quickly become one that is about how academic institutions, and anthropology in particular, can work to not only shield abusers, but also create contexts in which they able to perform their violence – for example, through the exploitative and insecure structures of employment and payment that make some members of our community very vulnerable to economic abuse, as well as preventing them from speaking up about other forms of abuse at the risk of losing their job (or, more commonly and frighteningly, losing the opportunity of a hypothetical job well in the future). As several BIPOC scholars have noted, the revelation of abusive practice of Hau’s editorial board was unsurprising to them, because the journal was premised on an exploitative, white-centric model of anthropology and ethnographic theory, visible immediately from its choice of name (see this illuminating discussion the Mahi Tahi collective of New Zealand scholars).
As I note in my contribution to the forthcoming Allegra post, this story reflects a pervasive pattern within academic, and specifically anthropological, teaching and training – the idea that learning occurs through suffering, and that suffering is therefore a necessary part of one’s experience as a student. This is especially true at the graduate levels, where we undergo our final set of rigorous tests to obtain credentials that admit us into the ranks of disciplinary experts, but certainly doesn’t start there. I have heard far too many colleagues justify teaching practices that leave their students in tears, dismiss traumas that they have experienced in the field, or suggest outright that emotions have no place in the academy. To be clear, academia is difficult. Knowledge can be upsetting. Fieldwork is inherently stressful. But it is possible to support students through those difficulties, rather than minimizing their suffering, or worse, actively creating it in the spirit of some kind of “trial by fire” – abuse disguised as pedagogy.
I link this back to our intention, here to be “aggressively human”, because to me, the model that I have seen reflected in the stories about the abuse at Hau, and the defenses of this abuse as some kind of “difficult but fair” authoritarian model of scholarly practice, is one that is profoundly inhuman and inhumane. This is especially ironic, to my mind, in a discipline that is about the human, and a subfield (ethnography) that develops knowledge through the human practice of connection and empathy.
So, then, an aggressively human anthropology, and specifically, an anthropological pedagogy, is one in which
- We place empathy at the core of our learning and teaching experiences, and the human at the centre of our approach to theory and method
- We engage directly, constantly, and actively in calls to decolonize the discipline, to move away from and explicitly renounce anthropological practice that is dehumanizing, dismissive, and exploitative of Indigenous and racialized people
- We use our positions of relative privilege and power to advocate for humane academic working conditions, to push against increasing precarity, and to protect students from exploitation and abuse within their learning environments
- We push against status hierarchies and the creation of academic ‘rock stars’ who can use their status to shield themselves from the consequences of their own abuse, and we advocate for a community of academics that is collaborative and mutually enforcing rather than competitive and egotistical.
- We exemplify kindness and care toward ourselves and others, and we aggressively insist on reminding people that we are humans first and scholars, teachers, and employees only in addition to that.
I write this post from my own position, but in consultation with my blogging partner Dr. Biittner, and these points are a shared commitment for us. Continuing this conversation, we need to define what kinds of attainable goals exist within each of these principles, and consider more fully what this looks like within our work as undergraduate instructors, or within our research practices in various communities. Suggestions from fellow aggressively human scholars and anthropologists more than welcome.