ASAP monthly update – April 2017

Notable this past month

ASAP has added a new category of sustaining membership at $25. Consider that when you renew — it will help us expand our efforts on behalf of students.Note that the basic dues structure remains the same: $10 for regular members and $5 for students.

The number of our Facebook followers is closing in on 400. That is good progress — and thanks to Jason Scott.

Remember you can always access ASAP AN columns on the “ASAP Forum” tab on our web page: anthofpolicy.org

Coming up

The program for the AAA in Washington is looking good, although the online submission process has been exceedingly difficult and the deadline has been postponed until Tuesday, April 18. Note that one highlight in Washington will be a second mentorship-directed ASAP session. Details will follow later on.

The ASAP column in the forthcoming print version of Anthropology News features personal comments from ASAP members about how they see the anthropology of policy. Thanks to Judi Pajo and Ted Powers for setting this up.

The month’s Instagram guest contributor is James M. Hundley (May 1-15). James is a sociocultural anthropologist at Binghamton University in New York who works in the borderlands of the Pacific Northwest. His research explores the ways in which the Coast Salish First Nations are overcoming the obstacles presented by increased security pressures at the international border in the 21st century. Follow him at @anthofpolicy May 1-15 to see how a cultural revitalization project of canoe families from around the region paddle for days or weeks to a host community, and explore environmental protests that have united indigenous and non-native allies to reject oil pipeline and coal projects in the region.

The joint efforts on refugee issues between ASAP and SUNTA (Society for Urban, National, and Transnational/Global Anthropology) continue. An “In Focus” set of essays will appear in Anthropology News in about a month and a stand-alone volume is scheduled to be out in September. Note that similar cooperative efforts with other AAA sections on other selected topics might be extremely useful.

As always you can find us . . .
. . . on the web at anthofpolicy.org
. . . on Facebook, Instagram, and Twitter as @anthofpolicy

Key contacts

Eric Cheng for the listserv at: [email protected] or [email protected]
David Haines for the web at: [email protected]
Georgia Hartman for Instagram at: [email protected]
Carol MacLennan for the ASAP program in Washington at: [email protected]
Judi Pajo and Ted Powers regarding the ASAP column in AN at: [email protected] and [email protected]
Jason Scott for Facebook and Twitter at: [email protected]

New ASAP sustaining membership option

Our interim Treasurer Rebecca Peters notes there is now an option to be a sustaining member of ASAP for $25. When you renew your AAA membership, please consider making this small donation to our association as it will help us grow our resource base more quickly. We are now able to offer the graduate student essay prize, for instance, and look forward to funding more activities for our members as we are able.

Otherwise our ASAP dues structure remains the same: $10 for regular members and $5 for students.

Call for papers: Seizures of power (Brazil and Turkey)

Annual Meeting of the American Anthropological Association
Washington, D.C., November 29 – December 3, 2017

Golpe/ Darbe: Seizures of Power in Brazil and Turkey

There are many parallels to be drawn between the 2016 impeachment in Brazil and the 2017 coup attempt in Turkey. This panel invites scholars working on Latin America and the Middle East to engage in what we hope to be an ongoing conversation about the theoretical, methodological, and political dilemmas we face when we look at golpe and darbe together as grounded experiences of power.

What do these two political events imply for discourses of democratization and transitional justice in Brazil, Turkey, and beyond? In what ways are they becoming another past to reckon with, with whose voices? What are the implications of these large-scale political processes on writing histories and ethnographies?

The intricate histories of state–society relations and political economy in both Brazil and Turkey will provide rich grounds for a productive discussion, on issues such as: corruption, constitutionalism, populism, state legitimacy, citizenship, accountability, the ruling elite, lawfare, “legal coup”, revenge/ purge, economic violence, scales of justice, the role of the media, technologies of truth and evidence.

Please send abstracts (max. 250 words) with titles and keywords to the organizer Hande Sarikuzu ([email protected]) by April 11, 2017. Participants will be notified by April 12, 2017. Please note that all participants must be registered to attend the AAA Annual Meeting by 5:00 pm on Friday, April 14 to appear in the program.

Call for papers: Teaching interventions

Annual Meeting of the American Anthropological Association
Washington, D.C., November 29 – December 3, 2017

Empathy Matters: Teaching Interventions in a Time of Intensive Inequality and Division

Organizers:
Madelaine Adelman, Justice & Social Inquiry, Arizona State University, [email protected]
Nora Haenn, Anthropology and International Studies, North Carolina State University, [email protected]

Call for Five (5) Presenters on Proposed Roundtable:

If interested, please send us your name, email address, institutional affiliation, issue or subject matter, name of course and degree program or educational context, and brief description of your approach to social empathy. We aim to create a diverse roundtable per the outline below. Note that “presenter” counts as a “major role” for individual participation at AAA meeting.

This roundtable focuses on the pragmatics of teaching empathy during a period of heightened politicization of difference. Inspired by social work scholar Elizabeth Segal’s notion of “social empathy,” this roundtable brings together participants who seek to cultivate and reinforce empathy as a skill required of an informed and educated, politically-engaged public. Segal distinguishes between “interpersonal empathy” and “social empathy.” Interpersonal empathy comprises two main components: 1) the affective physiological response to another’s experience; and 2) the cognitive mental processing where one distinguishes between self and other while taking into account another person’s perspective (Gerdes & Segal, 2009, p. 120, Segal, 2013). According to Segal, social empathy is “the ability to understand people by perceiving or experiencing their life situations and as a result gain insight into structural inequalities and disparities” (Segal, 2007, 2011, 2013). Social empathy builds on interpersonal empathy by recognizing the conditions that create inequalities, and by imagining what it is like to be part of another group. Humans are more likely to identify with and consider deserving of assistance those who “look like us.” Thus, cultivating social empathy includes exposure, explanation and experience to difference across human history, culture, and lifespan. Because social empathy includes an understanding of structural inequalities, students trained in social empathy may better identify steps toward social change and more effectively shape public policy, social movements, or other pathways to justice (Segal, 2013).

In order to explore how educators have addressed social empathy in the classroom, as well as ideas resonant with the more formal framework, this roundtable brings together participants whose work on various identity differences (e.g. race, migration status, gender and sexuality, party affiliation, Israel/Palestine, etc.) has taken on amplified meaning in today’s political atmosphere. As teachers, how do we effectively teach social empathy in our diverse academic settings and across different levels of student engagement? How do we do so in light of the specific political concerns surrounding particular identity formations and our students’ positions within those formations? Participants will explain their rationale for incorporating empathy, either implicitly or explicitly in the classroom, and reflect on and assess novel as well as time-tested pedagogical approaches to empathy as either a teaching tool (i.e. a means to reach a related but unique outcome) or as a goal (i.e. the intended outcome itself).  Overall, the roundtable aims to reinforce the ways we, as educators, can help students move beyond feeling and understanding to action based on a sense of social responsibility (Segal, 2011, p. 268).

Gerdes, K. & Segal, E.A. (2009). A Social Work Model of Empathy. Advances in Social Work, 10, 2, pp. 114-127.

Segal, E.A. (2013). Social Empathy: Using Interpersonal Skills to Effect Change, 25th National Symposium on Doctoral Research in Social Work, Invited Keynote Speaker, Ohio State University College of Social Work, Columbus, OH.

Segal, E.A. (2011) Social Empathy: A Model Built on Empathy, Contextual Understanding, and Social Responsibility That Promotes Social Justice. Journal of Social Service Research, 37, 3, pp. 266-277.

Segal, E.A. (2007). Social empathy: A new paradigm to address poverty. Journal of Poverty: Innovations on Social, Political, & Economic Inequalities, 11, 3, pp. 65–81.