The DOI matches its Crossref record; 4 of the 4 references it cites were found in a registry or an index; none of the 12 sources its claims cite is checked for support yet.
Archives at the Margins: Toward a Liberatory Pedagogy in Anthropology
Open accessAbstract
This essay reflects on the academic margins as a space of openness for anthropological teaching and learning. I describe an activity in which students in a medical anthropology course analyzed primary source materials documenting Black health social movements that were curated for the class by a community archive in Los Angeles. Using this example, I explore possibilities for reshaping anthropological teaching toward an engaged, liberatory pedagogy that reconceptualizes knowledge as co-created, centers marginalized voices and experiences, and links theory to justice-oriented social action.
Overview
AI snapshot
Written from the paper’s full text.
TL;DR
This essay reflects on using a community-archive course packet on Black health social movements in a large medical anthropology course at UC Irvine, arguing that teaching with "archives of the oppressed" can move anthropology toward an engaged, liberatory pedagogy. The author frames the activity through bell hooks's engaged pedagogy and Freire's critique of banking education, reporting both student transformation and practical challenges.
Key findings
- Students expressed surprise at the history in the materials, which challenged what they had been told about the Black Panther Party (portrayed to them as "singularly violent and dangerous"); the author frames this as exposure to a "state-sanctioned disinformation campaign" (Nelson 2016, 1735).
- Student annotations connected course content to their own knowledge—linking Fannie Lou Hamer's "Mississippi appendectomy" to California forced sterilization, the Madrigal vs. Quilligan lawsuit, birth control experimentation in Puerto Rico, and contemporary Black maternal mortality—and to segregation, racial profiling, police violence, and racial capitalism.
- Students reported feeling "amazing" and "empowering" to see oppressed communities organize, with one saying "This goes to prove . . . that change CAN happen"; in a journaling assignment, many shifted from individual to collective framings of health equity action.
- Challenges: the author underestimated needed time in 2018 (conversations "felt rushed"), 2020 plans were interrupted by the COVID-19 shift to remote operations, and many students struggled with primary-source analysis and with an assignment lacking pre-formed "correct" answers.
Methods
- Reflective pedagogical essay describing a module added in 2018 to a medical anthropology course at UC Irvine that enrolls around 250 students per term; most are first-generation college students, more than a third are classified as low-income, and nearly half had never taken an anthropology course.
- The module used a digitized archival packet curated by the Southern California Library (SCL), a Los Angeles community archive, focused on the Black Panther Party's 1970s survival programs (People's Free Medical Clinics, Free Food Program, Free Breakfast for Children Program, Sickle Cell Anemia Screening Program, among others), including flyers, newsletters, artwork, and articles from The Black Panther.
- Activities included collective annotation of Nelson's (2016) "The Longue Durée of Black Lives Matter" via Perusall, reflective questions adapted from National Archives pedagogical resources, analysis of an Emory Douglas artwork, and an informal end-of-term journaling assignment; the essay reports student comments and annotations rather than a formal study.
Limitations
The paper states that the author underestimated the time needed for the activity in 2018 and that 2020 plans were interrupted by the pandemic; it also notes students were often unprepared to co-produce knowledge and uncomfortable without "correct" answers. The text makes evident (not framed by the author as a research limitation) that this is a single-instructor reflective account with no systematic data collection or comparison group, and the evidence rests on selected student comments and annotations. The author also raises open questions about ethical engagement with fugitive archives by those outside the represented communities, navigating traumatic content, and the need for "constant self-reflection" (Drake 2019, 278).
Model-written summary. Check it against the paper before relying on it.
Integrity signals
Registry
Cites
Statistics
Verification
Claims the paper makes
0 of 12 cited sources checked · 0 supported · 0 flagged
- Findingown data§ RESISTANCE AND POSSIBILITY IN ANTHROPOLOGY PEDAGOGY
Many students expressed surprise at the history they saw in the materials.
“As they read Nelson's (2016) article and examined the SCL materials, many students expressed surprise at the history they saw.”
Quote in the paperNot a substantial claim - Findingown data§ RESISTANCE AND POSSIBILITY IN ANTHROPOLOGY PEDAGOGY
Many students drew on their lived experiences, identifying oppressive effects of policing and government interventions in poor, Black, and/or Latinx neighborhoods.
“Many students drew on their lived experiences for these conversations, identifying the oppressive effects of policing and government interventions they had witnessed in poor, Black, and/or Latinx neighborhoods.”
Quote in the paperNot a substantial claim - Findingreasoning§ CONCLUSION
In many ways, students were unprepared to co-produce knowledge.
“In many ways, students were unprepared to co-produce knowledge.”
Quote in the paperSubstantial claim - Findingnone given§ CONCLUSION
In both quarters, many students struggled with the assignments, particularly with analyzing the primary materials.
“In both quarters, many students struggled with the assignments, particularly with analyzing the primary materials.”
Quote in the paperSubstantial claim - Findingown data§ RESISTANCE AND POSSIBILITY IN ANTHROPOLOGY PEDAGOGY
Students drew on their own knowledge to challenge this disinformation.
“Students drew on their own knowledge to challenge this disinformation.”
Quote in the paperSubstantial claim
- Findingown data§ RESISTANCE AND POSSIBILITY IN ANTHROPOLOGY PEDAGOGY
Student-initiated discussions connected Nelson's arguments and the Party's work to other examples of institutional power and oppression.
“In their annotations, student-initiated discussions connected Nelson's arguments and the Party's work to other examples of institutional power and oppression.”
Quote in the paperSubstantial claim - Findingown data§ RESISTANCE AND POSSIBILITY IN ANTHROPOLOGY PEDAGOGY
Students felt inspired by the possibilities for long-term and collective action that the Party exemplified.
“But students also felt inspired by the possibilities for long-term and collective action that the Party exemplified.”
Quote in the paperSubstantial claim - Findingown data§ RESISTANCE AND POSSIBILITY IN ANTHROPOLOGY PEDAGOGY
Students linked the Mississippi appendectomy example to forced sterilization in California and to ongoing reproductive injustice more broadly.
“Students linked this example to forced sterilization in California and to ongoing reproductive injustice more broadly.”
Quote in the paperSubstantial claim - Premisecitation§ ENGAGING ARCHIVES
Teaching with archival materials can support inquiry-based learning.
“Teaching with archival materials can support inquiry-based learning (Hayden 2017), and the SCL packet supported my efforts to shift this large-enrollment course away from a conventional lecture-plus-exam format and offer opportunities for student-directed learning.”
Quote in the paperSubstantial claim0 of 1 sources checked- cites Hayden 2017 source
- Interpretationcitation§ ARCHIVES AT THE MARGINS
SCL's methodology recognizes archives' central role in making certain histories and perspectives legible while excluding and erasing others, particularly those of minoritized, oppressed, and poor communities.
“This methodology recognizes archives' central role in making certain histories and perspectives legible while excluding and erasing others, particularly those of minoritized, oppressed, and poor communities.”
Quote in the paperSubstantial claim - Interpretationown data§ CONCLUSION
Teaching with the SCL archival materials opened new possibilities for an engaged, liberatory pedagogy.
“Teaching with the SCL archival materials opened new possibilities for an engaged, liberatory pedagogy.”
Quote in the paperSubstantial claim
- Probably not a substantial claim. 42
- It may state two separate claims as one. 12
Probably not a substantial claim. The paper may give no reason why it holds.
Findingnone given§ ENGAGING ARCHIVESThe Southern California Library (SCL) is a community archive in Los Angeles that maintains extensive collections related to histories of social justice movements, including resistance against police abuse, labor exploitation, environmental racism, and health injustice.
“This library is a community archive in Los Angeles that maintains extensive collections related to histories of social justice movements, including resistance against police abuse, labor exploitation, environmental racism, and health injustice.”
Quote in the paperNot a substantial claimProbably not a substantial claim. The paper’s conclusions may not depend on it.
Findingown data§ CONCLUSIONThe activity presented challenges.
“But the activity also presented challenges.”
Quote in the paperNot a substantial claimProbably not a substantial claim. The paper’s conclusions may not depend on it.
Findingown data§ RESISTANCE AND POSSIBILITY IN ANTHROPOLOGY PEDAGOGYStudents shared dismay at having to fight many of the same battles the Party fought fifty years before.
“They shared their dismay at having to fight many of the same battles the Party fought fifty years before, and others fought long before that.”
Quote in the paperNot a substantial claimProbably not a substantial claim. The paper’s conclusions may not depend on it. It may state two separate claims as one.
Findingnone given§ CONCLUSIONThe author allotted more time when assigning them again in winter term 2020, but plans were interrupted by the university's rapid shift to remote operations in response to COVID-19.
“I allotted more time when I assigned them again in the winter term 2020, but these plans were interrupted by the university's rapid shift to remote operations in response to the COVID-19 pandemic.”
Quote in the paperNot a substantial claimProbably not a substantial claim. The paper’s conclusions may not depend on it.
Findingnone given§ ENGAGING ARCHIVESThe medical anthropology course discussed enrolls around 250 students each term.
“The medical anthropology course discussed here enrolls around 250 students each term.”
Quote in the paperNot a substantial claimProbably not a substantial claim. The paper’s conclusions may not depend on it. The paper may give no reason why it holds. It may state two separate claims as one.
Findingnone given§ ENGAGING ARCHIVESUCI is a large, public research institution with a thriving anthropology program.
“The university is a large, public research institution with a thriving anthropology program.”
Quote in the paperNot a substantial claimIt may state two separate claims as one.
Findingown data§ RESISTANCE AND POSSIBILITY IN ANTHROPOLOGY PEDAGOGYSome students expressed pride that the Party had been active in their hometowns, but also felt frustrated and angry about ongoing injustice.
“Some students expressed pride that the Party had been active in their hometowns, but they also felt frustrated and angry about ongoing injustice.”
Quote in the paperNot a substantial claimProbably not a substantial claim.
Findingreasoning§ ENGAGING ARCHIVESMany of UCI's undergraduate students represent groups historically excluded from the field and from academic spaces more broadly.
“Yet many of the university's undergraduate students represent groups historically excluded from the field and from academic spaces more broadly.”
Quote in the paperSubstantial claimProbably not a substantial claim. The paper’s conclusions may not depend on it.
Findingown data§ ENGAGING ARCHIVESThe packet included flyers, newsletters, artwork, and articles from The Black Panther that documented projects like the People's Free Medical Clinics, the Free Food Program, the Free Breakfast for Children Program, and the Sickle Cell Anemia Screening Program.
“These included flyers, newsletters, artwork, and articles from the Party's newspaper, The Black Panther, that documented projects like the People's Free Medical Clinics, the Free Food Program, the Free Breakfast for Children Program, and the Sickle Cell Anemia Screening Program, among others.”
Quote in the paperNot a substantial claimProbably not a substantial claim. The paper’s conclusions may not depend on it. The paper may give no reason why it holds.
Findingnone given§ ENGAGING ARCHIVESThe university sits about 40 miles south of the SCL.
“Our university sits about 40 miles south of the SCL, and the packet's materials relate directly to the communities where many students grew up and continue to live.”
Quote in the paperNot a substantial claimProbably not a substantial claim. The paper’s conclusions may not depend on it. It may state two separate claims as one.
Findingcitation§ ENGAGING ARCHIVESSCL preserves records of community resistance while also hosting community events and political education classes, as well as serving as a hub and meeting space for organizers.
“The library preserves records of community resistance while also hosting community events and political education classes, as well as serving as a hub and meeting space for organizers.”
Quote in the paperNot a substantial claimProbably not a substantial claim. The paper’s conclusions may not depend on it.
Findingnone given§ ENGAGING ARCHIVESOne of SCL's projects involves curating packets of digitized archival materials for classroom use.
“One of SCL's projects involves curating packets of digitized archival materials for classroom use.”
Quote in the paperNot a substantial claimProbably not a substantial claim.
Findingcitation§ ENGAGING ARCHIVESThe SCL packet supported the author's efforts to shift the large-enrollment course away from a conventional lecture-plus-exam format and offer opportunities for student-directed learning.
“Teaching with archival materials can support inquiry-based learning (Hayden 2017), and the SCL packet supported my efforts to shift this large-enrollment course away from a conventional lecture-plus-exam format and offer opportunities for student-directed learning.”
Quote in the paperSubstantial claimProbably not a substantial claim. The paper’s conclusions may not depend on it. It may state two separate claims as one.
Findingnone given§ CONCLUSIONWhen the author first assigned the SCL materials in 2018, they underestimated the time the class would need to engage with them, and conversations felt rushed.
“When I first assigned the SCL materials in 2018, I underestimated the time the class would need to engage with them, and our conversations felt rushed.”
Quote in the paperNot a substantial claimProbably not a substantial claim. It may be too vague to check against evidence. The paper may give no reason why it holds.
Findingnone given§ ENGAGING ARCHIVESClass discussions about structural violence and health inequity often leave students feeling overwhelmed and helpless.
“Class discussions about structural violence and health inequity often leave students feeling overwhelmed and helpless.”
Quote in the paperNot a substantial claimProbably not a substantial claim.
Findingnone given§ ENGAGING ARCHIVESThe course challenges individualized and behavioral biomedical understandings of health disparities.
“Many of the enrolled students intend to pursue careers in health-related fields, and the course challenges individualized and behavioral biomedical understandings of health disparities.”
Quote in the paperSubstantial claimProbably not a substantial claim. The paper’s conclusions may not depend on it.
Findingown data§ RESISTANCE AND POSSIBILITY IN ANTHROPOLOGY PEDAGOGYOther student dialogue connected the Black Panther Party's activism to ongoing segregation, racial profiling, police violence, and racial capitalism.
“Other student dialogue connected the Black Panther Party's activism to ongoing segregation, racial profiling, and police violence, and to the systems of racial capitalism that lie behind them.”
Quote in the paperNot a substantial claimIt may state two separate claims as one.
Findingown data§ RESISTANCE AND POSSIBILITY IN ANTHROPOLOGY PEDAGOGYStudents exchanged information about the Madrigal vs. Quilligan lawsuit, medical experimentation with birth control in Puerto Rico, and contemporary Black maternal mortality.
“They exchanged information about the Madrigal vs. Quilligan lawsuit challenging the sterilization of Latina women in Los Angeles, about medical experimentation with birth control conducted on women in Puerto Rico, and about contemporary Black maternal mortality.”
Quote in the paperNot a substantial claimProbably not a substantial claim. The paper’s conclusions may not depend on it.
Findingnone given§ ENGAGING ARCHIVESIn 2018, the author added a module to the course in which students analyzed a collection of archival materials focused on Black health social movements in southern California.
“In 2018, I added a module to the course in which students analyzed a collection of archival materials focused on Black health social movements in southern California.”
Quote in the paperNot a substantial claimProbably not a substantial claim. The paper’s conclusions may not depend on it.
Findingnone given§ ENGAGING ARCHIVESTypically, most of these students are first-generation college students.
“Typically, most of these students are first-generation college students, and more than a third are classified by the university as low-income.”
Quote in the paperNot a substantial claimProbably not a substantial claim. The paper’s conclusions may not depend on it. The paper may give no reason why it holds.
Findingnone given§ ENGAGING ARCHIVESFirst-generation college students earn more than half of UCI's bachelor's degrees.
“Both a Hispanic-Serving Institution (HSI) and an Asian American and Native American Pacific Islander-Serving Institution (AANAPISI), UCI also sees first-generation college students earn more than half of its bachelor's degrees.”
Quote in the paperNot a substantial claimProbably not a substantial claim.
Findingreasoning§ ENGAGING ARCHIVESThe packet's materials relate directly to the communities where many students grew up and continue to live.
“Our university sits about 40 miles south of the SCL, and the packet's materials relate directly to the communities where many students grew up and continue to live.”
Quote in the paperSubstantial claimProbably not a substantial claim. The paper’s conclusions may not depend on it. The paper may give no reason why it holds.
Findingnone given§ ENGAGING ARCHIVESMany enrolled students intend to pursue careers in health-related fields.
“Many of the enrolled students intend to pursue careers in health-related fields, and the course challenges individualized and behavioral biomedical understandings of health disparities.”
Quote in the paperNot a substantial claimProbably not a substantial claim. The paper’s conclusions may not depend on it.
Findingnone given§ ENGAGING ARCHIVESNearly half of these students have never taken an anthropology course before.
“Nearly half have never taken an anthropology course before.”
Quote in the paperNot a substantial claimProbably not a substantial claim.
Findingcitation§ RESISTANCE AND POSSIBILITY IN ANTHROPOLOGY PEDAGOGYStudents commented that the materials challenged what they had been told about the Black Panther Party, which they had seen portrayed as singularly violent and dangerous.
“Wendy Hayden (2017) notes that archival assignments often trouble public memory, and students commented that the materials challenged what they had been told about the Black Panther Party, which they had seen portrayed as singularly violent and dangerous.”
Quote in the paperSubstantial claimProbably not a substantial claim. The paper’s conclusions may not depend on it.
Findingnone given§ ENGAGING ARCHIVESMore than a third of these students are classified by the university as low-income.
“Typically, most of these students are first-generation college students, and more than a third are classified by the university as low-income.”
Quote in the paperNot a substantial claimProbably not a substantial claim.
Findingnone given§ ENGAGING ARCHIVESThe course focuses on the contributions anthropological theories and methods can make in advancing global health equity.
“The course focuses on the contributions anthropological theories and methods can make in advancing global health equity.”
Quote in the paperSubstantial claimProbably not a substantial claim. The paper’s conclusions may not depend on it. The paper may give no reason why it holds. It may state two separate claims as one.
Findingnone given§ ENGAGING ARCHIVESUCI is both a Hispanic-Serving Institution (HSI) and an Asian American and Native American Pacific Islander-Serving Institution (AANAPISI).
“Both a Hispanic-Serving Institution (HSI) and an Asian American and Native American Pacific Islander-Serving Institution (AANAPISI), UCI also sees first-generation college students earn more than half of its bachelor's degrees.”
Quote in the paperNot a substantial claimProbably not a substantial claim. The paper’s conclusions may not depend on it.
Premisecitation§ ENGAGING ARCHIVESNelson's (2016) article places the contemporary Movement for Black Lives in a historical context that includes the healing practices of enslaved Africans, anti-lynching campaigns, and the Black Panther Party's health activism and survival programs.
“Written for a public health audience, the article places the contemporary Movement for Black Lives in a historical context that includes the healing practices of enslaved Africans, anti-lynching campaigns, and the Black Panther Party's health activism and survival programs.”
Quote in the paperNot a substantial claim0 of 1 sources checked- cites Nelson 2016
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
Probably not a substantial claim.
Interpretationreasoning§ ARCHIVES AT THE MARGINSTeaching with the SCL packet highlighted the parallels between critical archival practice and critical pedagogy.
“Teaching with the SCL packet highlighted the parallels between critical archival practice and critical pedagogy.”
Quote in the paperSubstantial claimProbably not a substantial claim. It may be too vague to check against evidence.
Interpretationcitation§ CONCLUSIONSuch an approach mobilizes vulnerability and mutually constructed trust to turn truth-telling into action.
“Such an approach mobilizes vulnerability and mutually constructed trust to turn truth-telling into action.”
Quote in the paperNot a substantial claimProbably not a substantial claim. The paper’s conclusions may not depend on it. It may state two separate claims as one.
Premisecitation§ CONCLUSIONhooks (1994) points out that students are often accustomed to highly regulated, instructor-controlled classrooms, and even those who long for liberatory education may find themselves resisting.
“As hooks (1994) points out, students are often accustomed to highly regulated, instructor-controlled classrooms, and even those who long for liberatory education may find themselves resisting.”
Quote in the paperNot a substantial claim0 of 1 sources checked- cites hooks 1994
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
Probably not a substantial claim. The paper’s conclusions may not depend on it.
Premisecitation§ ARCHIVES AT THE MARGINSJarrett Drake (2019) makes the parallels between engaged pedagogy and critical archival practice clear.
“Jarrett Drake (2019) makes the parallels between engaged pedagogy and critical archival practice clear.”
Quote in the paperNot a substantial claim0 of 1 sources checked- cites Drake 2019 source
Checked before — its earlier verdict is held back until a new check runs.
Probably not a substantial claim.
Premisecitation§ RESISTANCE AND POSSIBILITY IN ANTHROPOLOGY PEDAGOGYHayden (2017) notes that archival assignments often trouble public memory.
“Wendy Hayden (2017) notes that archival assignments often trouble public memory, and students commented that the materials challenged what they had been told about the Black Panther Party, which they had seen portrayed as singularly violent and dangerous.”
Quote in the paperSubstantial claim0 of 1 sources checked- cites Hayden 2017 source
Probably not a substantial claim.
Premisecitation§ ENGAGING ARCHIVESEngaged pedagogy links theory to social action and collective liberation.
“Third, engaged pedagogy links theory to social action and collective liberation.”
Quote in the paperSubstantial claim0 of 1 sources checked- cites hooks 1994
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
Probably not a substantial claim. It may state two separate claims as one.
Premisecitation§ ENGAGING ARCHIVESEngaged pedagogy emphasizes student authority, situating knowledge in students' experiences and lived realities.
“Second, engaged pedagogy emphasizes student authority, situating knowledge in students' experiences and lived realities (hooks 1994, 83-84).”
Quote in the paperSubstantial claim0 of 1 sources checked- cites hooks 1994
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
Probably not a substantial claim.
Premisecitation§ ENGAGING ARCHIVESEngaged pedagogy calls for a reconceptualization of knowledge.
“First, this approach calls for a reconceptualization of knowledge.”
Quote in the paperSubstantial claim0 of 1 sources checked- cites hooks 1994
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
Probably not a substantial claim. It may be too vague to check against evidence.
Interpretationreasoning§ CONCLUSIONThrough these and related practices of engaged pedagogy, teaching and learning with students at the academic margins reveals multiple possibilities for re(writing) anthropology's relationships with oppressed communities and commitments to future liberation.
“Through these and related practices of engaged pedagogy, teaching and learning with students at the academic margins reveals multiple possibilities for re(writing) anthropology's relationships with oppressed communities and commitments to future liberation.”
Quote in the paperNot a substantial claimProbably not a substantial claim. It may state two separate claims as one.
Premisecitation§ ENGAGING ARCHIVESFreire (1998) argues that conventional education reinforces oppression and limits possibilities for transforming the world.
“In Pedagogy of the Oppressed, Freire (1998) argues that conventional education reinforces oppression and limits possibilities for transforming the world.”
Quote in the paperSubstantial claim0 of 1 sources checked- cites Freire 1998
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
Probably not a substantial claim.
Interpretationreasoning§ ENGAGING ARCHIVESThe SCL packet offers a vision for future action by focusing on Black liberation movements rooted in a radically different approach to health systems.
“The SCL packet offers a vision for future action by focusing on Black liberation movements rooted in a radically different approach to health systems.”
Quote in the paperSubstantial claimProbably not a substantial claim. It may state two separate claims as one.
Interpretationreasoning§ ARCHIVES AT THE MARGINSBoth critical archival practice and critical pedagogy demand a re-examination of the power dynamics involved in knowledge construction.
“Both demand a re-examination of the power dynamics involved in knowledge construction.”
Quote in the paperSubstantial claimIt may state two separate claims as one.
Interpretationreasoning§ RESISTANCE AND POSSIBILITY IN ANTHROPOLOGY PEDAGOGYTeaching and learning with an archive of the oppressed opened possibilities for an anthropology pedagogy that supports a more democratic exchange of ideas within the classroom, is situated in students' lived realities, and affirms a commitment to liberation.
“Teaching and learning with an archive of the oppressed opened possibilities for an anthropology pedagogy that supports a more democratic exchange of ideas within the classroom, is situated in students' lived realities, and affirms a commitment to liberation.”
Quote in the paperSubstantial claimProbably not a substantial claim.
Premisecitation§ ARCHIVES AT THE MARGINSSCL archivists describe their methodology as committed to a radically democratic exchange of ideas and information, giving primacy to the multiplicity of truths.
“Committed to a process that is framed around a radically democratic exchange of ideas and information, SCL gives primacy to the multiplicity of truths.”
Quote in the paperSubstantial claim0 of 1 sources checked- cites SCL 2018
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
Probably not a substantial claim.
Premisecitation§ ENGAGING ARCHIVESEngaged pedagogy emphasizes that knowledge is co-constructed through mutual engagement.
“Engaged pedagogy emphasizes that knowledge is co-constructed through mutual engagement.”
Quote in the paperSubstantial claim0 of 1 sources checked- cites hooks 1994
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
Probably not a substantial claim. The paper’s conclusions may not depend on it.
Premisecitation§ ENGAGING ARCHIVESSCL has played a central role in historical and contemporary organizing efforts.
“As Sojoyner (2021) describes, SCL has played a central role in historical and contemporary organizing efforts.”
Quote in the paperNot a substantial claim0 of 1 sources checked- cites Sojoyner 2021 source
Citations
Cites
The Longue Durée of Black Lives Matter
Nelson, A. (2016) · American Journal of Public Health · doi:10.2105/ajph.2016.303422 · Cited by 41
You Are Going to Get Us Killed: Fugitive Archival Practice and the Carceral State
Sojoyner, D. M. (2021) · American Anthropologist · doi:10.1111/aman.13615 · Cited by 21
And Gladly Teach: The Archival Turn’s Pedagogical Turn
Hayden, W. (2017) · College English · doi:10.58680/ce201729373 · Cited by 18
Diversity’s discontents: in search of an archive of the oppressed
Drake, J. M. (2019) · Archives and Manuscripts · doi:10.1080/01576895.2019.1570470 · Cited by 5
Flagged first, then by citations
Cited by
Sorted by citations
Mambu! Breathing Protest: Atmospheric Trauma and Maternal Activism in Central Java
Candraningrum, D. (2026) · Feminism & Psychology · doi:10.1177/09593535261442929 · Cited by 7
Braiding the Informal and Formal Archives for Learning
Alam, A. (2025) · IGI Global eBooks · doi:10.4018/979-8-3373-0412-0.ch003 · Cited by 3
Putting Anthropological Critiques into Practice
Reinke, A. J. (2023) · Southern Anthropologist · doi:10.56702/saol7955/santh3801/7
A Space for “us”: Sensory Ethnography as an Embodied Method in Food Anthropology
Mason, C. (2026) · Culture Agriculture Food and Environment · doi:10.1111/cuag.70025
Metadata
- Authors
- Jenks, A.
- Affiliations
- University of California, Irvine (US)
- Corresponding author
- Jenks, Angela
- ORCID
- Jenks, Angela
- Venue
- Cultural Anthropology
- Publisher
- American Anthropological Association
- Published
- 2022-08-18
- Volume
- 37
- Issue
- 3
- ISSN
- 0886-7356 (ISSN-L)
- 1548-1360
- OpenAlex
- W4294957973
- Cited by
- 5
- References
- 4
- Citations by year
- 2026: 2 · 2025: 1 · 2023: 2
- FWCI
- 0.95
- Type
- journal article
- Language
- en
- Open access
- diamond
- doi.org
- Licence
- cc-by-nc
- Locations
- Cultural Anthropology (publishedVersion, cc-by-nc)
- Topics
- Social Sciences › Education › Critical and Liberation Pedagogy
- Social Sciences › Education › Service-Learning and Community Engagement
- Social Sciences › Education › Innovative Teaching Methodologies in Social Sciences
- Keywords
- liberatory pedagogy, community archives, knowledge co-production, marginalized voices, social justice, primary sources, Los Angeles
About these checks
Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
A language model drew the claims from the paper on 2026-11-08, under version 3 of the claim definition (model deepseek-v4.1-flash, prompt extract-v3).
A second model labelled each claim on 2026-11-08 (model jev-1.13-20260917, definition revision gold-guideline-v0.2).
Statistics and arithmetic are recomputed, not judged.
Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.
What counts as a claim ›How we measure confidence ›How we check this ›
Are you an author, or do you see a problem with this page? Request a review
