The Margin Speaks: On the Radical Possibilities of Embodied Knowledge as Decolonial Pedagogy

In this essay, I argue for an engagement with students’ embodied knowledge as a means by which to rethink what it “do anthropology” well produce knowledge. center auto-ethnography and photovoice emancipatory teaching strategies that ask students think about their own lived experiences knowledge, communities sites of theory making, voices the authority. This essay takes seriously classroom at academic margins integral renewed calls decolonize anthropology.