James H. McDonald
Provost and Vice President of Academic Affairs, University of Montevallo, Alabama, United States
As C&A continues to evolve dynamically as an organization within the AAA, we are incredibly privileged as applied anthropologists, educators, and agents of change to be able to help steward future generations as they grow as scholar-practitioners. Indeed, this may be the most critical thing we can do to produce and reproduce the organization with highly talented, innovative, and vibrant new members.
Kathryn Kozaitis (2013, 2000) argues that a critical dimension of an applied anthropology occurs within our roles in the teaching-learning process. She identifies two important dimensions of praxis that occur. First, she notes that the act of teaching and learning in the classroom leads to new form of knowledge as students creatively combine and recombine classroom-based knowledge with their own knowledge and experience. In terms of sheer scale and ability to help students shape and animate their intellectual firepower, our work in classrooms (and beyond) may arguably be our greatest contribution to the field and society in general (Kozaitis 2000). Second, she argues that, all neoliberal effects and implications aside, that deep community engagement forms another dimension of praxis through research, instruction, and service as we partner to promote social justice-oriented initiatives (Kozaitis 2013). Both these dimensions of praxis frame the teaching-learning dynamic as a form of social activism (Koziatis 2000:51).