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Teaching with Microbes: Lessons from Fermentation during a Pandemic.

Megan A Carney1

  • 1Anthropology, Center for Regional Food Studies, University of Arizonagrid.134563.6, Tucson, Arizona, USA.

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Summary
This summary is machine-generated.

The COVID-19 pandemic highlighted how social disparities impact university learning. Teaching human-microbial relations, especially through fermentation, helped students understand microbes and their connection to societal issues.

Keywords:
anthropology of foodbiopoliticsfermentationhuman microbial relationsmicrobiopoliticspandemicpedagogysocial equity

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Area of Science:

  • Anthropology
  • Sociology
  • Microbiology Education

Background:

  • The COVID-19 pandemic presented challenges to university teaching and exposed social and health disparities.
  • These disparities influenced student interactions and learning outcomes in academic settings.
  • Teaching human-microbial relations became a lens to examine these issues.

Purpose of the Study:

  • To reflect on teaching human-microbial relations during the COVID-19 pandemic.
  • To analyze student learning trajectories regarding microbes.
  • To introduce a microbiopolitical perspective to understand course outcomes.

Main Methods:

  • Ethnographic data collection.
  • Autoethnographic reflection.
  • Analysis of student engagement with a hands-on fermentation experiment.

Main Results:

  • Students evolved from demystifying to distrusting, then reacquainting with microbes.
  • A hands-on fermentation experiment facilitated this shift in understanding.
  • The learning process was influenced by the pandemic context and social disparities.

Conclusions:

  • Microbes are valuable teaching tools across diverse academic disciplines, not just in microbiology.
  • The perception and study of microbes are shaped by social, political, and economic factors.
  • Contemplating microbial-level inequalities can transform worldviews and human-nonhuman relatedness.