Teaching Anthropology: Remarks from a German Perspective

Published: 2023-03-30 | DOI: 10.54799/HPBQ7957


The Bologna Process opened a new chapter in the German higher education system, starting in 1999. Many new degree programmes have been implemented since then. It is nearly impossible to obtain an overview of the content of the more than 20,000 individual programmes thus far. Twenty-five years ago, this diverse offer of degree programmes would have been unthinkable. At that time, students specialized in Archaeology, German Studies, or Musicology; today, universities offer these subjects within such hybrid degree programmes as ‘Comparative Studies in Culture and Religion’, ‘Health and Society in South Asia’, or ‘Literary and Cultural Theory’. However, not only degree programmes diversify increasingly. The groups of students attending the courses have also continuously become more heterogeneous. Future archaeologists sit next to students of Transcultural Studies, and students of the teaching degree programme sit next to students of Global History. This raises such questions as ‘What does anthropology stand for?’, ‘How is anthropology conceptualized today?’, and ‘What does “teaching anthropology” mean?’.

The paper will touch on these questions and give an idea of my understanding of ‘teaching anthropology’, which is closely linked to my own academic biography. Consequently, this contribution is more of an essay-like attempt to prompt a discussion on today’s teaching of anthropology.

How to Cite

Samida, Stefanie. 2023. “Teaching Anthropology: Remarks from a German Perspective”. EAZ – Ethnographisch-Archaeologische Zeitschrift 57 (1). https://doi.org/10.54799/HPBQ7957.
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