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Using Anthropological Principles to Transform the Teaching of Human “Difference” and Genetic Variation in College Classrooms
Science & Education ( IF 2.8 ) Pub Date : 2020-10-15 , DOI: 10.1007/s11191-020-00164-0
Amelia R Hubbard 1 , Laurel A Monnig 1
Affiliation  

Exposure to information about genetics is at an all-time high, while a full understanding of the biocultural complexity of human difference is low. This paper demonstrates the value of an “anthropological approach” to enhance genetics education in biology, anthropology, and other related disciplines, when teaching about human differences such as race/ethnicity, sex/gender, and disability. As part of this approach, we challenge educators across social and natural sciences to critically examine and dismantle the tacit cultural assumptions that shape our understanding of genetics and inform the way we perceive (and teach about) human differences. It calls on educators from both social and natural science disciplines to “de-silo” their classrooms and uses examples from our biological anthropology and sociocultural anthropology classrooms, to demonstrate how educators can better contextualize the “genetics” of human difference in their own teaching. Numerous opportunities to transform our teaching exist, and we are doing a disservice to our students by not taking these critical steps.

中文翻译:

用人类学原理改造大学课堂人类“差异”和遗传变异的教学

接触有关遗传学的信息空前高涨,而对人类差异的生物文化复杂性的全面了解却很低。本文展示了在教授种族/民族、性别/性别和残疾等人类差异时,“人类学方法”在加强生物学、人类学和其他相关学科的遗传学教育方面的价值。作为这种方法的一部分,我们挑战社会和自然科学领域的教育工作者,以批判性地检查和消除影响我们对遗传学的理解的隐性文化假设,并告知我们感知(和教授)人类差异的方式。它呼吁来自社会和自然科学学科的教育工作者“拆除”他们的教室,并使用我们的生物人类学和社会文化人类学教室的例子,展示教育工作者如何在自己的教学中更好地将人类差异的“遗传学”置于情境中。存在许多改变我们教学的机会,而我们不采取这些关键步骤正在损害我们的学生。
更新日期:2020-10-15
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