How do we thoroughly historicize the voice, or integrate it into our historical research, and how do we account for the mundane daily practices of voice . . . the constant talking, humming, murmuring, whispering, and mumbling that went on off stage, in living rooms, debating clubs, business meetings, and on the streets? Work across the humanities has provided us with approaches to deal with aspects of voices, vocality, and their sounds. This article considers how we can mobilize and adapt such interdisciplinary methods for the study of history. It charts out a practical approach to attend to the history of voices—including unmusical ones—before recording, drawing on insights from the fields of sound studies, musicology, and performativity. It suggests ways to “listen anew” to familiar sources as well as less conventional source material. And it insists on a combination of analytical approaches focusing on vocabulary, bodily practice, and the questionable particularity of sound.
Methods for Historians Attending to the Voices of the Past
The case of a Swedish course for professional principals
This article considers the conditions, possibilities, and challenges of creating what is referred to here as a ‘reflective space’ within a higher education course for principals. It is informed by the findings of a qualitative research inquiry conducted in the interests of enhancing the principals’ learning and professional praxis and the university educators’ pedagogical praxis, within a Swedish course for school and preschool principals. Analysis of the findings highlighted two significant patterns. The first relates to the transformative benefits of creating a ‘reflective space’ for the principals attending the course. The second is more ambiguous and reflects their relation to and engagement with scientifically constructed knowledge. Based on these findings, the article offers considerations relevant for creating ‘reflective spaces’ as a means to enhance the quality of learning in higher education. Additionally, some guiding pedagogical implications are included in the final remarks.
Walking on the edge: Educational praxis in higher education
Lill Langelotz, Kathleen Mahon, and Giulia Messina Dahlberg
This special issue is a collection of articles that emerged from a series of symposia on praxis in higher education, aimed at critically exploring challenges and possibilities for educational praxis, including its role in the contemporary university. The collection highlights the need for asking critical and uncomfortable questions about what is and what could be in higher education. It calls for more focused attention on the consequences of what we do as teachers and university communities, both intentionally and inadvertently, so that higher education can be more socially just and responsive to student and societal needs amidst contemporary challenges. In explicating the concept of ‘educational praxis’, the editorial introduces the metaphor of ‘walking on the edge’ to illustrate the concept's ‘uncomfortable dimension’ in terms of academics’ responsibility to engage critically with challenging issues in endeavours to address educational concerns.
Sangeeta Bagga-Gupta, Giulia Messina Dahlberg, and Sylvi Vigmo
This article focuses on the Swedish context of upper and post-upper secondary education provided in two sectors, universities and the Swedish Folk High School. The article is centred on the analysis of the support services offered by fifty-five university and Swedish Folk High School institutional websites to individuals and groups designated as being ‘peripheral’. Taking as a point of departure a ‘practiced policies’ theoretical position, the study focuses on the ‘situated nature’ of institutional policies, that is, how policies become operationalised in local institutional contexts. Of interest is the nature of expectations placed on participants in the provision of support, and the ways in which different target groups are conceptualised and categorised. The findings of this national scale mapping, that build on two ongoing projects concerning equity and social justice, are discussed in terms of fundamental dimensions of democracy that shape students’ opportunities to access upper and post-upper secondary education.
Using Bourdieu's Theory of Practice, this study examines the practices of Swedish students when entering higher education. Logistic regression is used to examine relationships between the educational resources and geographical origins of students born 1973–1982 (N = 382,198) and 1) their probability of migration when entering higher education and 2) the type of institution they entered. The results indicate that students’ practices differ by geographical origin, suggesting that students use migration in different ways to access higher education. For example, the students with the highest probability of migration are students originating from rural areas with high upper-secondary grades and students from large urban areas with low grades. Implications for expanding access to higher education while also creating sustainable communities are discussed.
A critical educational praxis perspective
Melina Aarnikoivu, Matti Pennanen, Johanna Kiili, and Terhi Nokkala
This article discusses the potential of multidisciplinary peer-mentoring groups to facilitate individual and institutional change. To do this, we view peer mentoring as a form of critical education praxis (), the purpose of which is to create a space for reflexive thinking and asking critical questions. The data were collected by interviewing all thirteen participants – doctoral students and more established scholars – of a multidisciplinary peer-mentoring pilot project. The results show a variety of both individual changes and desired changes within the university, which were brought into view as a result of the sharing of experiences, views and ideas in an open, confidential, multidisciplinary space. Based on these results, we argue that multidisciplinary peer mentoring has a high potential to offer an excellent space for collaborative, critical dialogue, which could ultimately facilitate change among individual academics, but also potentially more widely within higher education institutions.
Supporting students’ experiences through praxis
Heidi A. Smith
One way in which higher education has responded to globalisation and the emergence of transculturality has been to expand its focus on internationalisation at an unprecedented rate. Traditionally this occurred through international students and their contact with local students. A longitudinal case study into the student experience of transculturality in the Erasmus Mundus Transcultural European Outdoor Studies Masters programme found transcultural self-growth and transcultural capabilities of resilience, intelligence and the ability to work through fatigue to be central to their experience. Using themes related to praxis (doing, morally committed action, reflexivity, connection, concreteness and a process of becoming) this theoretical article explores the place of critical transcultural pedagogical praxis in supporting transcultural learning experiences of higher education students.
Tibetan Buddhist prophecies of decline are largely unattended when it comes to practitioners’ lived experiences. This article considers such narratives through a focus on a community of American Buddhists in California. The relationship between Buddhist narratives of degenerating future and the American landscape is played out through the creation and distribution of sacred objects, which are potent containers for—and portents of—prophetic futures. Ruptures in time and landscape become, through the frame of prophecy, imaginative spaces where the American topography is drawn into Tibetan history and prophetic future. Narratives of decline, this article argues, also find common ground with salient American rhetoric of preparedness and are therefore far from fringe beliefs, but a more widely available way of thinking through quotidian life.
The Elsewhere beyond Religious Concerns
Annalisa Butticci and Amira Mittermaier
We are all connected to multiple Elsewheres: the place(s) where we grew up, the place we would rather be, the places that haunt us, the places where the dead dwell, the sites of empire. Geographical Elsewheres can be a source of fear. In the wake of Europe's so-called migrant crisis and border-crossing pandemic viruses, a moral and racist panic feeds off the supposed collapse of those ‘other places’ into ‘our society’. But other places can also be sites of fascination and longing. Think of the long history of travel accounts, or the long-standing desire to reach beyond the planetary horizon. The dream of a mission to Mars. Anything but the depressing here and now!
Global Patterns in Interaction and Conflict Surrounding Cetacean Conservation and Traditional Marine Hunting Communities
With the International Whaling Commission's 1982 moratorium on commercial whaling in force, much of today's cetacean hunting is done by traditional or indigenous communities for subsistence use. However, many communities continue to face pressure from other global stakeholders to stop. Informed by my research with marine hunters in Indonesia, this article combines scholarship from biology, philosophy, and law with global anthropology on cetacean hunting groups to explore a set of recurring arguments arising between hunting communities, management and conservation bodies, and publics. These include the role of charismatic species in Western imagination and conservation; how understandings of animal sentience determine acceptable prey; disputes about the authenticity of and control over traditional hunting practice; and the entanglement of cultural sovereignty and rights to animal resources. Bringing these arguments together allows for an examination of how the dominant global discourse about traditional whaling is shaped and how it affects extant hunting communities.