At a time when European integration faces many crises, the efficacy of public policies decided in Brussels, and in member state capitals, for managing the everyday lives of average Europeans demands scrutiny. Most attuned to how global uncertainties interact with local realities, anthropologists and ethnographers have paid scant attention to public policies that are created by the EU, by member state governments and by local authorities, and to the collective, organised, and individual responses they elicit in this part of the world. Our critical faculties and means to test out established relations between global–local, centre–periphery, macro–micro are crucial to see how far the EU's normative power and European integration as a governance model permeates peoples' and states' lives in Europe, broadly defined. Identifying the strengths and shortcomings in the literature, this review essay scrutinises anthropological scholarship on culture, power and policy in a post-Foucaultian Europe.
Why Should Anthropologists Care?
It is one of Sartre's greatest strengths that his declared aim was 'to write for his own time'. From the 1940s onward, he became ever less interested in 'timeless' questions, and ever more concerned to explore the concrete realities of his own age. This engagement with the contemporary makes it particularly tempting to consider what Sartre's responses to the events of our own age would be. Ever since his death in 1980, those of us who have drawn insight and inspiration from Sartre's works have tended to ask how Sartre might have judged particular political developments. And because of the central place given to violence in his thought, as well as his detailed reflections on the Second World War and the wars in Algeria and Vietnam, it is only natural to ask how Sartre would have responded to the appalling events of 11 September 2001 and the subsequent 'war on terror'.
A Symptom of Gender Inequality for Girls Living with Poverty
Zainul Sajan Virgi
Abject female intergenerational poverty is a systemic issue which denies girls the opportunity to access a higher quality of life because of poor health that results in under-development. The article focuses on the root cause-gender inequality-that is responsible for their inability to access adequate nutrition, particularly during their critical period of physical and intellectual growth and development. Their resulting sub-standard health has a bad impact on their school attendance. This article follows the lives of a group of ten girls between the ages of ten and fourteen years living in a peri-urban community outside Maputo. It outlines the importance of engaging girls, through participatory methodologies, and giving them the opportunity to express themselves, their challenges, strengths and ideas for possible resolution of the problem.
Finding Comfort in Nothingness
This article considers the ways in which Roman Catholic pilgrims on a tour in the Holy Land reacted to displays of emotion, exposing both the fragility and the strength of a religious community struggling with uncertainties concerning belief and practice. Participants focused on a reading of the biblical gospel that, in its original form, omitted the story of Christ's resurrection. The pilgrims were encouraged to identify themselves with the earliest Christians confronted by an empty tomb and to explore the lessons in Mark's gospel for a community of Christians in crisis. The 'empty tomb' is read here as a metaphor for the 'limits of meaning', found in all practices of interpretation, whether exegetical or anthropological. Attention is focused on how various actors responded to each other and to a place, the Holy Land, which challenges the interpretive skills of most, particularly those encouraged to remain open and respectful of the stories and religious traditions of others.
Limits and Options for Epistemological Orientations
This article identifies what Sir Edmund Leach once called 'amongitis' as one of socio-cultural anthropology's major problems that make interdisciplinary dialogues on evidence-based epistemological topics difficult. Topics of wider and larger scale, however, can and should be addressed if anthropology brings out more fully its implicit epistemological strength of a dialogical relationship between objectivism and subjectivism. The current conditions of a globalizing world actually transform this possibility into a necessity. In order to face this need, a new realism is proposed that is capable of dealing with the conditions and challenges of a second modernity. Two ranges of epistemological sources are suggested that may inform such a new realism. One range is based in the traditions of Western philosophy, while the other is rooted outside the secularized or theological legacies of monotheism.
Feminist Developmental Theory and 'The College Woman'
Jane Addams (1860–1935) was a major reformer of the American Progressive Era (1890 to 1920) whose ideas about social justice continue to engage contemporary scholars. This article contributes to the recent examination of her feminist insights by investigating a source of her voice of social critique. Situating Addams in the first generation of white women to have access to both secondary and tertiary education, I use a feminist developmental lens to attend to a repeated figure in her earliest public addresses, “the college woman.” By highlighting parallels between Addams's presentation of “the college woman” and the developmental strengths, struggles, and resistance of contemporary girls and adolescents, I offer a reading of her motivations that brings into focus the socially transformative potential of young women.
Walter Benjamin at Portbou
As we returned south in the gloaming to Portbou, the doubts resurfaced. The Right is gathering strength again, not least in France and Spain. The borders may be open within Europe, but they remain largely closed to refugees and asylum-seekers from beyond Europe's borders. These nameless people include the bodies washed up every week on the shores of the Straits of Gibraltar, Africans trying in vain to escape tyranny, war and hatred and - the greatest oppression of all - poverty. What happened at Portbou is important to all of us. We all need to descend that staircase, confront our own mortality, confront the harm we do every day to one another and to our planet. The crimes that are committed by soldiers, police and bureaucrats - in our names.
What will be the future of war? No-one can tell for sure, and so there is much speculation and many contending views. In this article I discuss one of those views, the notion that war of the future will primarily be a protracted form of terrorism, insurgency, and low-intensity conflict within 'failed' states and civilizations, which will sometimes lapse into ethnic cleansing and genocide. It will be 'dirty war'. The antagonists will be rage-filled 'warriors'. War will be fought in the wastelands of the Third World. Wars will occur because of state failure, rather than because of state strength and expansion. They will feature 'irregular' forces rather than the disciplined hierarchical armies that have been the defining characteristic of recent Western military history. Frequently, the military forces of developed societies will be drawn into these conflicts. This is a plausible view of the future, one that is influential in Washington, and a number of serious academics2 subscribe to it.
Eva Infante Mora, Juan Muñoz Andrade, Davydd Greenwood, Richard Feldman, Melina Ivanchikova, Jorge Cívico Gallardo, and Purificación García Saez
This section discusses how the changing students’ experiences necessitated a rethinking of the educational programme and the development of an active pedagogy. The reform used two powerful instruments: an adaptation of the Common European Framework of Reference for Languages, which allows the language coordinator to evaluate the linguistic needs of students upon arrival (and the students to recognise their own strengths and weaknesses) and to design strategies that help them improve during the semester; and the new Common Framework for Intercultural Learning, inspired by the former, which allows students to acquire and improve behavioural intercultural skills through self-managed research practices. This section describes how the language teaching reform was carried out in the programme, the role of the Common Framework for Intercultural Learning, the role of the mentors who accompany students in their learning paths throughout the semester and describes the combined use of these tools.
Bridges from Ethnography to Art
In an interdisciplinary workshop in the former Iron Curtain borderlands of the Czech Republic and Bavaria seven multi-national artists and one European ethnologist revealed the cultural dynamics of boundaries both by exploring an expressive landscape and memory field, and by experiencing cultural difference as reflected in the co-operation and creation processes within the group. By using ethnographic approaches to assist the process of developing and conceptualising artworks and self-reflexive, ethno-psychoanalytic interpretation, the project followed the impact of twentieth-century border frictions and violence into collective identities, but also the arbitrary character of borders. The results suggest how a multi-perspective, subjectively informed methodology of approaching space and spatially expressed memory could be developed both for ethnology and for art, bridging the supposed gap between 'artistic' and 'scientific' methods by combining their strengths in a complementary way.