Category Archives: Events

Resources for Teaching Environmental Anthropology in Fearful and Inspiring Times

In April 2021 the Teaching Environmental Anthropology Working Group of the EASA Environmental Anthropology Network convened its first (online) workshop, under the title ‘Teaching Environmental Anthropology in Fearful and Inspiring Times’.

Organised and curated by Jeanne Féaux de la Croix and Alessandro Rippa, the workshop featured the work of 14 scholars, practitioners, and students in two brief sessions focusing on teaching goals, ethics and resources.

They state: “On this page we have curated presentations introducing some favourite and unusual teaching resources. Our hope is that these short talks will continue to foster conversations around some of the key dimensions of teaching environmental anthropology, and that they will inspire scholars, students, and activists for new activities in the classroom and beyond.”

You can find the complete programme of the workshop here.

Once again, we thank all workshop participants for a stimulating day of conversations.

Mengyi Zhang

(University of Cologne, Germany)

Why it was Difficult for me to study Anthropology and how I overcame these Difficulties

  • Type of resource: Approach
  • Keywords: online learning, mass media, class communication

From a student’s perspective, Mengyi Zhan gives suggestions on how to integrate mass media content into anthropology lectures, and explains what the benefits are, based on her learning experience. The resources include some YouTube videos and the curriculum of Yale university’s anthropology introductory class.

Liliana Duica Amaya

(Universidad de los Andes, Colombia)

War ecology in the Colombian Amazon: Warscapes as an insightful methodology

  • Type of resource: Approach
  • Keywords: Warscapes, Gunpoint conservation, Amazon Landscapes

Environmental knowledge requires understanding cultural traditions especially when violence hybridized to the day-to-day life of communities. This approach will allow to understand violence through environmental anthropology.

Gunpoint conservation by guerrillas in the Colombian Amazon suggests the inextricable relation of effective governance using traditional environmental knowledge. Teaching environmental anthropology based on ethnography in conflict settings contributes to better understanding violence in protected ecosystems.

Practitioners or students analyzing violence contexts could use this as a guide to prepare, conduct and analyze ethnographic fieldwork in armed conflict settings.

Tim Ingold 

(University of Aberdeen, UK)

Manifesto for an outdoor anthropology

  • Type of resource: Approach
  • Keywords: attention, observation, outdoors
  • Literature: Tim Ingold, 2013, ‘Knowing from the inside’, in Making: Anthropology, Archaeology, Art and Architecture (Abingdon: Routledge), pp. 1-15.

Observation means attending to the world and corresponding with it. In environmental anthropology we should be teaching students how to be good observers. This means students should learn to think outdoors, through intense observational engagements with the world around them, and to bring this thinking into a resourceful critique of what they read. 

Eunice Blavascunas 

(Whitman College, Walla Walla, USA)

Decolonizing Classroom Expectations: Pre-colonial ingenuity and evolutionary debates

  • Type of resource: text
  • Keywords: evolutionary debates, domestication, decolonizing knowledge
  • Literature: Bruce Pascoe, 2014, Dark Emu: Black Seeds: Agriculture or Accident (Magabala Books)

Bruce Pascoe’s, “Dark Emu” is a short book that Eunice Blavascunas used to teach about decolonizing classrooms expectations, especially in regards to indigenous knowledge and scholarship, published outside of the academy. In this teaching example you can also explore evolutionary debates within the book, asking if agriculture and domestication is an evolutionary advance, something all humans have, or a discourse that selectively omits other ways of sourcing food and shaping landscapes.  Bruce Pascoe forcefully argues and evidences examples of aboriginal agriculture that European settlers wrote about and yet were blind to.  This is a good text for considering our own habits in the classroom and what we do when we read and discuss a text that inverts indigenous ways of knowing and the facticity of written historical accounts.

Maria Ayala

(University of Canterbury, NZ)

Walking backwards into the Future. Teachings from Māori People

  • Type of resource: fieldwork reflections
  • Keywords: indigenous knowledge, Maori wisdom, multispecies ethnography

This video contains a personal account from fieldwork on forest biosecurity. It suggests a humble, kind, and ethical approach towards the human and non-human others that you may encounter when doing environmental anthropology. It encourages outdoor learning, the use of the body as a research tool and the courage to see the world from a different perspective.

Martín Fonck

(IIAS Potsdam, Germany)

Environmental Autobiography

  • Type of resource: Exercise
  • Keywords: Environmental autobiography – Nature experiences – Exploratory exercise

During 2020 with Saskia Brill, we designed and taught the course “Environment and Knowledge: An ethnographic exploration” at the Institute of Social and Cultural Anthropology and the Rachel Carson Center Certificate Program. We used the teaching method, the “environmental autobiography” to discuss how the sublime experiences of nature are present in our biographies when we start talking about the environment. This exercise inspired us to pay attention to how we tell stories and frame concepts to describe the environment, exploring our own environmental stories as a way of starting this challenging conversation.

Anna Antonova 

(Rachel Carson Center for Environment and Society, Germany)

‘Reinventing Oktoberfest’: Imagining alternative environmental Futures in the interdisciplinary environmental Humanities Classroom

This exercise invites students to draw on their diverse experiences of environment and society in reimagining a well-known global festival: Oktoberfest. Based on a background reading of Gibson-Graham and Miller’s work on the economy as ecological livelihood, students apply theoretical knowledge gained throughout the semester to imagine alternative models for a sustainable future, considering societal and environmental trade-offs discussed throughout the semester. The point of the exercise is to brainstorm idealized alternatives, thereby gaining a deeper appreciation of the problems discussed in class.

Diane Russell

Practitioner Roles in Teaching Environmental Anthropology

  • Type of resource: approach
  • Key words: remote lecture, blog, practitioner

This video demonstrates how environmental anthropology practitioners can support teaching through remote lectures, which was critical during the pandemic. The video describes how Diane Russell developed teaching materials in the form of blogs linked to key resources for these remote lectures. The blog featured in the video concerns an anthropological perspective on efforts to reduce deforestation and mitigate climate change in developing countries. 

EnviroAnt Workshop in Tallinn, Estonia – Keynote Abstracts

Keynote 1- 14 October 2021. 9.30am CET.

Dr. Rasa Smite and Dr. Raitis Smits

Sensing Environments. Artistic Practices and Methodologies Revealing the Eco-Systematic Relations 

“Are there any medium which better than others can open our senses towards the environment?” (Bruno Latour)

Our senses have always been “mediated”, but with more recent enhancements of various ‘immersive’ technologies, our ‘sensoriums’ have intensified and become more mediated than ever before. Environmental monitoring sensors and remote sensing tools used in environmental sciences and landscape research are extending our knowledge, perception and experiences. Yet, we ask, which practices, tools, technologies may help us better to ‘sense’ the environment? What are the methodologies for creating the meaningful relations (with it)? And – what art can do? If the ‘constructivist’ approach has been used to a large extent in environmental research and other fields, ‘experiential’ capabilities such as sensual and immersive properties of the environment have been mainly used in art practices that create immersive interaction through experience, reflection and speculation.

We will introduce our artistic practices of exploring various environments, real and virtual, sonic and visible, as well as invisible – from pioneering internet radio experiments pushing the boundaries of an “acoustic cyberspace” and artistic investigations in electromagnetic spectrum, to more recent ‘techno-ecological’ art projects exploring the landscapes using sensing technologies, data sonification and visualizations to reveal the invisible activity in nature ecosystems.  such as bacteria activity happening in the swamp ecosystems or volatile emissions of the pine trees in the forest and atmosphere.

To create “Pond Battery” (2014-2015) and “Swamp Radio” (2018) artworks of “Biotricity” series, we performed artistic interventions installing “bacteria batteries”, sensors and transmitting devices in ponds, swamps and other wetlands in North Europe and North America. Environmental data were collected, sonified and visualized making visible the invisible activities in nature such as bacteria living in a pond or swamp sediments producing electricity.

Our recent artwork “Atmospheric Forest” (2021), an immersive VR environment is created using remote scanned 3D forest environment, and visualizes the data of the fragrant emissions of pine trees, revealing complex patterns of relations between climate change, forest emissions and the atmosphere.By showcasing how sensing technologies and immersive tools used in artistic practice are well suited to reveal our interdependence of living organisms on each other and their environment, we would like to discuss future strategies, tools and methodologies for establishing two (or multi) directional link with our environment. Moreover, we argue that focusing our attention on “terrestrial co-existence” (Latour) and combining both ‘constructivist’ and ‘experiential’ approaches may help us to find less hazardous routes into the future and to create interactive relations with ‘more than human’ environments.

Keynote 2 – 15 October 2021. 9.00am CET.

Annika Lems, Max Planck Institute for Social Anthropology Halle/Saale

Precarious Politics of Placemaking: Why the Historicity of Environmental Future Imaginaries Matters 

In this presentation I will focus on the everyday placemaking practices people in an Austrian mountain community engage in as a response to the exploitative and destructive nature of global capitalism. By zooming in on grassroot projects aimed at food sovereignty, I will show the important social role environmental future imaginaries can take on as a means of creating a sense of belonging and solidarity in “forgotten”, rural places that are marked by unemployment, defunding and out-migration.

However, I will suggest that anthropological analysis needs to inquire into the agency attached to such projects, laying bare the ambiguous nature of supposedly “green” and progressive placemaking practices. By looking into the everyday engagements with history fuelling local struggles for social and environmental viability in my Austrian fieldsite, I attempt to make visible the contours of a troubling politics of place. This politics of place, I will argue, does not just act against extractive capitalism. Based on historically ingrained notions of otherness, it has the side-effect of reproducing reactionary and exclusionary ideas of belonging to place.

Keynote 3 – 15 October 2021. 1.30am CET.

Stine Krøijer, Associate Professor, University of Copenhagen

Activism and its futures in landscapes of broken developmental dreams

In the second half of the 20th Century, modernization projects and associated narratives of economic development and progress made their imprint on landscapes and altered human relations to nature. Across ideological and political standpoints such narratives informed people’s outlook to the future and even their projects of progressive political change. Yet no more than a decade after the story about reaching an “end of history” gained momentum among European politicians – a story advocating the idea that a particular politico-economic formation would constitute the end-point of all societal development – it became accompanied and even overwritten by experiences of environmental destruction and anthropogenic climate change. In this presentation, I take my point of departure in landscapes of broken developmental dreams with a view to examine the forms of activism that they may give rise to. Based on what I like to refer to as my dark trilogy – a series of articles that examine the afterlife of progress, political uses of dystopia, and changing rhythms of radical environmental activism – I take the listeners to sites of environmental destruction in both Germany, Denmark and Amazonia. I do so in order to outline human and non-human forms of vigorous action, their relation to imperial debris and renderings of time, and to discuss the roles that anthropologists might take in such projects.

For the full programme, please follow this link


In a time of profound anthropogenic environmental change and severe ecological crises, environmental anthropology is a key subject in helping us understand our shared world and futures. As scholars, practitioners and students, we want to hone our learning and teaching on these crucial themes and anchor them at the core of the anthropological endeavour. This online workshop aims to inspire learning through and with environmental anthropology, by gathering teaching resources and reflecting on ethics and teaching practices.

The workshop is divided into two short sessions. In each session, the first half will be dedicated to watching short pre-recorded presentations, introducing particular resources for teaching environmental anthropology. We will then have an open discussion, sharing further ideas and resources to help meet our teaching or learning goals, as well as some of the ethical and philosophical aspects of such endeavours.

SESSION 1 (9-11am CET)


Participants and Themes:

Anna S. Antonova — ‘Reinventing Oktoberfest’: Imagining alternative environmental Futures in the interdisciplinary environmental Humanities Classroom

Maria Ayala — Walking backwards into the Future. Teachings from Māori People

Mengyi Zhang — Why it was Difficult for me to study Anthropology and how I overcame these Difficulties

Tim Ingold — Manifesto for an Outdoor Anthropology 

Martín Fonck — Environmental Autobiography

Sandro Simon — Navigating Multi-Sensory Re-Assemblages

SESSION 2 (4-6pm CET)


Participants and Themes:

Eunice Blavascunas — Decolonizing Classroom Expectations: Pre-colonial Ingenuity and evolutionary Debates

Jodie Asselin — Unpacking the Notion of Complexity through student-led Case Studies

Nicole Katin — Mock-Museum Exhibits Exploring present-day human-environment Relations across Cultures

Jared Schultz — From Pedagogical Discourse to Modeling Humans in Trophic Cascades

Diane Russel — Practitioner Roles in Teaching Environmental Anthropology

Angela Storey — Exploring Urban Environments through Participant Observation

Liliana Duica Amaya — War ecology in the Colombian Amazon: Warscapes as an insightful methodology

Montse Pijoan — How can knowledge be gained despite losing our relationship with our environment? Is there something missing in science or modern ways of learning?

If you would like to attend the workshop, please write to Jana Pfeiffer to register, at this We will send you the programme and zoom links prior to the workshop.

The workshop is organized by Jeanne Féaux de la Croix (University of Tübingen) and Alessandro Rippa (Rachel Carson Center for Environment and Society) and is the first initiative of the Teaching Environmental Anthropology Working Group that was recently founded through the EASA Environmental Anthropology Network.

Environmental Anthropology – Teaching Workshop 20 APRIL 2021

Teaching Environmental Anthropology in Fearful and Inspiring Times

An Online Workshop on Goals, Ethics and Resources

Convenors: Jeanne Féaux de la Croix, Alessandro Rippa

21 April 2021, 10am-3pm (CET)

In a time of profound anthropogenic environmental change and severe ecological crises, environmental anthropology is a key subject in helping us understand our shared world and futures. As scholars, practitioners and students, we want to hone our learning and teaching on these crucial themes and anchor them at the core of the anthropological endeavour.

The “Teaching Environmental Anthropology Working Group” was recently founded through the EASA Environmental Anthropology Network. Its aim is to foster conversations around key dimensions of teaching environmental anthropology. We are particularly interested in the ethical and pedagogical aspects of teaching an often-overwhelming subject, and in the interdisciplinary impetus of environmental issues. How can we encourage scholars, practitioners and students to engage with the subject beyond academia? How can we ensure that critically discussing the environmental challenges we face is not only anxiety-inducing, but also generative of tangible change and healing? 

This short online workshop aims to inspire learning through environmental anthropology. We therefore explicitly welcome not only academics but also students and other kinds of practitioners in the arts of environmental teaching. In addition to reflecting on goals and teaching practices, we will gather and comment on available teaching resources such as syllabi, literature, objects, practices and films. We envision each participant briefly introducing their ‘problematic’ and sharing a favourite resource that helped meet their teaching or learning goals. We are particularly interested in examples that speak to the following issues, but also definitely welcome suggestions well beyond these concerns:

●     The “ethics” of teaching environmental issues that may spell the end of the world as we know it and can generate significant anxieties.

●     Interdisciplinary resources, and ways of bridging the gap between anthropology, environmental sciences and activism.

●     Non-English resources, particularly indigenous scholarship on environmental change that might challenge some of our dominant assumptions.

●     Perspectives from students or activists who want or have taken courses on environmental anthropology.

We intend to share some of the outputs of the workshop, particularly in the form of short commentaries by participants, on the EASA network website. We hope the website will grow into a lively arena for resources, recommendations and connections for developing a pedagogy of environmental anthropology in many styles. Confirmed speakers include Anna Antonova (Rachel Carson Center), Tim Ingold (University of Aberdeen), and Ursula Münster (University of Oslo).

Participants are asked to pre-record:

●     a brief (1 minute) introduction of yourself, your work and interest in environmental anthropology.

●     a brief (3-4 minute) presentation of a particular resource that you find useful when teaching/learning a related topic. This could well be a favourite reading, but also a practice, a field-trip, object lesson or audio-visual material. 

Following presentations, we will take time for a common discussion around some of the themes that are certain to emerge and further ideas for the working group and website. The event is limited to 20 participants on a first come first serve basis, with additional listening slots. If there are more requests, we will work towards a second event. We will include breaks and off-screen time as part of the workshop’s programme.

If you are interested, please register by sending an email to Jeanne Féaux de la Croix ( or Alessandro Rippa ( with a brief abstract (max 200 words) detailing your presentation idea and resource, as well as a short bio (max 150 words). The deadline for registration is January 22, 2021.

EnviroAnt Network – 2020 Annual Report

The 2020 Annual Report for the EnviroAnt Network has been filed with EASA. It provides an overview of the recent activities of the Network, including the inaugural workshop, the activities of the EASA Conference panels and business meeting in July 2020 and the newly selected convenors. In addition, it provides an update on the work of the Working Groups – media/messaging, teaching, publishing/grants, events and focus/mission. The full report can be found HERE

Enviroant network panels at 2020 EASA Conference


P019 Privileged fear: Europe and the concern for environmental catastrophes
Convenors: Aet Annist (University of Tartu), Nina Moeller (Coventry University)
Discussant: Thomas Hylland Eriksen (University of Oslo)

P162 Wet horizons: hydrosocial re-articulations in the Anthropocene
Convenors: Franz Krause (University of Cologne), Sandro Simon (University of Cologne), Nora Horisberger (University of Cologne), Werner Krauß (University of Bremen), Benoit Ivars (University of Cologne)

Report from enviroant network INAUGURAL workshop

 The inaugural workshop of the EASA Environment and Anthropology (EnviroAnt) Network took place in Cologne, Germany, on December 12th and 13th, 2019. A motivated group of 60 registered participants (including 29 presenters) came together to discuss the theme “Perspectives and stories in a world of facts and figures? Exploring the potential of anthropology in tackling environmental issues.” 

Comprising 3 keynotes and 25 Pecha Kucha presentations, the workshop provided opportunity for the members of the recently founded network to get to know each other’s work, develop the purposes and strategies of the network, and plan possible collaborations. Based on the conviction that environmental anthropology can contribute to alternative and more just futures, the organizers placed the exploration of possible ways to do so at the heart of this inaugural meeting. The workshop thus explored the potential for anthropologists, and anthropological insights, in contributing to public debates and solution attempts for current environmental issues. 

Participants shared their diverse experiences of linking up with policy and practice, exchanged some of the methods that they have found useful to this end, and critically discussed the potential benefits and harms that providing anthropological knowledge in these circles may cause.