Suchergebnisse

Food insecurity, a significant contributor to nutritional inequality, disproportionately affects women and children in low- and middle-income countries. The magnitude of the problem has inspired research on its impacts on health, especially on nutritional status and, more recently, mental well-being. Current research is dominated by surveillance-type studies that emphasize access, one of food security's four dimensions. Findings are inconclusive regarding the association between food insecurity and women and children's nutritional status, but some evidence indicates that it is a key contributor to mental distress in women. To understand these inconsistent findings, we emphasize the need for research on the strategies that people use to cope with inadequate access to food. We contend that biocultural approaches that recognize the importance of local contexts and the role of broader political-economic factors in shaping them are well suited for addressing current knowledge gaps.

AbstractAmerican anthropology is engaged in significant self‐reckonings that call for big changes to how anthropology is practiced. These include (1) recognizing and taking seriously the demands to decolonize the ways research is done, (2) addressing precarious employment in academic anthropology, and (3) creating a discipline better positioned to respond to urgent societal needs. A central role for ethnographic methods training is a thread that runs through each of these three reckonings. This article, written by a team of cultural, biocultural, and linguistic anthropologists, outlines key connections between ethnographic methods training and the challenges facing anthropology. We draw on insights from a large‐scale survey of American Anthropological Association members to examine current ethnographic methods capabilities and training practices. Study findings are presented and explored to answer three guiding questions: To what extent do our current anthropological practices in ethnographic methods training serve to advance or undermine current calls for disciplinary change? To what extent do instructors themselves identify disconnects between their own practices and the need for innovation? And, finally, what can be done, and at what scale, to leverage ethnographic methods training to meet calls for disciplinary change?