On Teaching Ethnography in Troubled Times

In this essay, I describe an incident stemming from a field-based ethnographic exercise I utilize in one of the courses which I have designed and which I regularly teach. In my estimation, the contours of the incident I describe here reveal the institutional and ideological parameters of a paradigm that currently dominates contemporary American campuses. I suggest that my experience points to frictions between that seemingly hegemonic academic paradigm and the core values and practices that the discipline of anthropology endeavours to carry into the new millennium. I conclude that this experience, and the institutional practices and ideologies it reveals, portends a difficult future for an anthropologically moored practice of ethnography — one that seeks to systematically and empathically explore the experiences of diverse others in this world.