Teaching Scientific Anthropology in the Age of Trump: Towards a Pedagogy of Science Literacy and Advocacy

Summary

The year 2017 was one of extraordinary science activism. Scientists took to the streets as the overwhelming empirical evidence demonstrating humanity’s role in ushering in global warming continued to be ignored. Politicization of climate change, and science itself, has fostered a dangerous rejection of scientific knowledge prompting numerous conspiracy theories involving everything from so-called flat-earthers to anti-vaxxers, intelligent design proponents and climate deniers. Such perilous and unfounded claims thrive due to repeated efforts from faith-based organizations paired with the far right to frame science as leftist elitism at best and incompatible with faith at worst. Insufficient emphasis on effective science pedagogy darkens this picture. Within the curricular confines of anthropology courses, pedagogical strategies aimed at defining science while illustrating its uses within the discipline is critical. Learning goals aimed at 1) understanding science as process 2) critical thinking, and 3) competence in science literacy prepare undergraduates for engaging effectively in discussions about climate change, the Anthropocene, and its implications. In our age of unprecedented information access, an informed community of science advocates is a major defense against the myriad unfounded arguments, assertions of fake news, and spin.

This Resource is Part of the Following Collections

• Society for American Archaeology 83rd Annual Meeting, Washington, DC (2018)

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Record Identifiers

Abstract Id(s): 20378