<aside> 💡
Axing anthropology A-level is ‘cultural barbarism’, say experts
</aside>
The omission of anthropology from the UK A-Level curriculum denies students the opportunity to engage deeply with global perspectives and the social complexities that define contemporary society. As the article from The Observer (2015) writes, academics have argued ‘the subject has never been more important at a time of troubling intolerance in society’ (Boffey, 2015). Anthropology at A level would not only equip students with valuable academic skills such as critical thinking and research skills but would also foster global awareness as anthropology teaches cultural relativism. Cultural relativism is the idea that no culture is inherently inferior or superior to another (Brown, 2008). This means anthropology would provide a platform for students to challenge stereotypes and social norms. It would also strengthen the interdisciplinary connections between subjects as anthropology interconnects with several A-level options. By integrating anthropology back into A-Level studies after it’s dropping in 2015, students would gain crucial transferable research tools. They would also learn to critically analyse social issues and cultivate cultural awareness, vital in today’s complex global landscape.
Anthropology introduces students to cultural relativism, a foundational concept that challenges ethnocentric worldviews. As mentioned above, cultural relativism argues cultural practices and beliefs should be understood within their own social contexts rather than judged by external standards. This was introduced by Franz Boas who is often regarded as the father of American anthropology and developed by Ruth Benedict (1934) (Lewis, 2001). Benedict (1934) argued that each culture selects specific traits from ‘the great arc of human potentialities’, leading to unique patterns of thoughts and behaviours (p18). These patterns of behaviour can only be understood by viewing cultures on their own terms (Benedict, 1934). Students studying cultural relativism challenges them to set aside biases and approach cultural practises and beliefs in terms of the environment they are from.
An example of this is Mead’s (1928) ethnographic study in Samoa. Through her immersive fieldwork, Mead revealed experiences of adolescence varied widely between Samoan and American cultures which challenged the assumption that Western developmental norms were universal (Mead, 1928). This work demonstrated cultural practises are not fixed but shaped by specific historical, social and environmental contexts. By engaging with case studies such as Mead’s (1928) A level students would develop critical thinking skills. These skills are necessary when questioning dominant narratives in society. Examining these case studies would allow students to reflect on their own positions within social structures and this is key not only in anthropology but also in the social dynamics they navigate in everyday life. Geertz (1973) further emphasised the interpretive nature of anthropology arguing that it is ‘not an experimental science in search of law but an interpretative one in search of meaning’ (p.5) . Therefore, this approach teaches students to move beyond surface-level observations and seek deeper understanding. In doing so, students learn to analyse complex social issues with nuance.
Anthropology also equips students to engage critically with contemporary global issues such as climate change, migration, inequality and public health crises. It encourages students to consider how cultural practises, structural inequalities and historical legacies intersect to shape human experiences. Tsing (2005) explored the complexities of globalization arguing cultures are continually co-produced in frictional interactions where power plays out in uneven ways (Tsing, 2005, p.5). Tsing (2005) challenges simplified narratives of globalisation which teaches students to recognised nuanced interactions between global and local cultures. This also explores power dynamics and how they contribute to global issues.
Moreover, anthropology provides students with the tools to question underlying power structures which perpetuate inequalities. Through the study of postcolonial theory such as Fanon’s (1959) work which offers a profound insight into the transformative power of decolonisation, students would gain a deeper understanding of colonialism. Engaging with Fanon’s (1959) work on colonial histories and how they continue to shape contemporary social dynamics would teach students about the collective struggles for freedom which can reshape individuals’ identities and cultural norms. This can lead to students having a broader understanding of ongoing global issues such as racial discrimination and political resistance.
Finally, anthropology offers A-level students a set of transferable skills that extend beyond the classroom. It teaches qualitative research methods such as ethnography and cultural analysis, skills which are increasingly valued in higher education and the job market. It also allows students to adopt a comparative approach examining parallels between cultures and critically reflect on their own which is essential. The importance of fostering such understanding in education has been echoed by policymakers. As the former Secretary of State for Education Nicky Morgan asserted ‘at no time has this understanding based on sound knowledge been more needed in our own political culture, nationally and globally’ (Boffey, 2015). This emphasises the subject’s relevance in addressing contemporary challenges.