After Douglas Crimp Questionnaire Response: Tiffany E. Barber
InVisible Culture
After Douglas Crimp Questionnaire Response: Catherine Zuromskis
InVisible Culture
After Douglas Crimp Questionnaire Response: Ann Reynolds
InVisible Culture
After Douglas Crimp Questionnaire Response: Janet Wolff
InVisible Culture
“All the Gay People Will Disappear”
InVisible Culture
After Douglas Crimp Questionnaire Response: Marc Siegel
InVisible Culture
Re-reading “Mourning and Militancy” and its Sources in 2022
InVisible Culture
After Douglas Crimp Questionnaire Response: Shota T. Ogawa
InVisible Culture
The Haunting of a Modernism Conceived Differently
InVisible Culture
After Douglas Crimp: Questionnaire
InVisible Culture
Learning from Douglas: A Course Schedule
InVisible Culture
After Douglas Crimp Questionnaire Response: TT Takemoto
InVisible Culture
After Douglas Crimp Questionnaire Response: Rachel Haidu
InVisible Culture
After Douglas Crimp Questionnaire Response: Zheng Bo
InVisible Culture
After Douglas Crimp Questionnaire Response: T’ai Smith
InVisible Culture
Reading Douglas
InVisible Culture
Other Terms, Other Conditions
Introduction to the blog series by Endre Dányi (J. W. Goethe University, Frankfurt am Main), Clément Dréano (University of Amsterdam) and Gergely Mohácsi (Osaka University) danyi@em.uni-frankfurt.de January 3, 2022 . For quite some time now, strong voi…
After Douglas Crimp: Questionnaire
by Daly Arnett, Kendall Deboer, Bridget Fleming, and Peter Murphy Featured image: Courtesy of the Department of Art and Art History at the University of Rochester. As a special insert for Issue 33 of Invisible Culture, we are pleased to present respons…
After Douglas Crimp Questionnaire Response: TT Takemoto
A memorable assertion from Douglas Crimp:“Of course, everyone knows that the most difficult sport at the Olympics is synchronized swimming.” TT Takemoto is Dean of Humanities and Sciences at California College of the Arts and was Crimp̵…
Self-Authoring an Open Textbook for General Anthropology: Worth the Time and Effort?
Students in higher education are facing challenges with paying for their education. Cost of course materials, primarily textbooks, continues to be a financial concern. As a result, students often delay or simply do not purchase the materials they need …
Repacking the Sacred Bundle: Suggestions for Teaching Four-Field Anthropology
The four fields within American anthropology are periodically under discussion, especially when it comes to applying them in a holistic way. Various roadblocks, both institutional and personal, currently prevent greater development of holistic studies….
Ethnographic Insights Across Cultures: Remote Futures for Teaching and Learning Anthropology
The COVID-19 pandemic has introduced myriad challenges for teaching anthropology and has altered the academic landscape for years to come. However, it has also brought new opportunities for improving coursework with creative digital methods and online …
Thinking Outside the Comfort Zone: Implementing Debates in an Online Anthropology Course
The debate technique has the potential to encourage students to critically think and engage in anthropology courses in higher education. But debates can be challenging, especially when taking place in an online environment. This article presents the im…
Developing an Ecology of Seeing: Teaching with Participant Observation for Urban Environments
As a central method of ethnographic research, participant observation is often utilized in college-level courses to prompt the development of applied and anthropological thinking. This article examines the possibilities of participant observation as a …
Un festin imaginaire
Les scènes de préparation et de dégustation de repas sont omniprésentes dans l’animation japonaise, des films pour le cinéma internationalement réputés comme Le Voyage de Chihiro aux séries télévisées populaires comme Food Wars! L’héritage du ma…