This article examines the conceptual structure of the Social City Program as it has been formulated in legislation and applied in practice. It raises serious questions as to the actual impact of the program as formulated, and suggests that conceptual clarity may help both to expose its flaws and to propose alternate positive potentials. The program has a complex intellectual underlay, and clarity in the concepts used can avoid some potential dangers in its implementation. More specifically, integration is not the opposite of exclusion, and inclusion is not the same as reducing poverty. Spatial clustering can either support or weaken solidarity. Enclaves and ghettos are not the same thing, although both reflect a clustering of population groups. Finally, emphasizing "social capital" can be a way of highlighting the strength of the oppressed or blaming them for their own oppression-and these distinctions are loaded with consequences for policy.
Convergent or divergent approaches and understandings of poverty? An introduction
John R. Campbell and Jeremy Holland
Is it possible or indeed desirable to combine qualitative, participatory and quantitative research methods and approaches to better understand poverty? This special section of Focaal seeks to explore a number of contentious, inter-related issues that arise from multimethod research that is driven by growing international policy concerns to reduce global poverty. We seek to initiate an interdisciplinary dialog about the limits of methodological integration by examining existing research practice to better understand the strengths and limitations of combining methods which derive from different epistemological premises. We ask how methods might be combined to better address issues of causality, and whether the concept of triangulation offers a possible way forward. In examining existing research we find little in the way of shared understanding about poverty and, due to the dominance of econometrics and its insistence on using household surveys, very little middle ground where other disciplines might collaborate to rethink key conceptual and methodological issues.
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.
This article explores attitudes toward boyhood shaped by the traumatic experiences of the First World War. It focuses particularly on the work of the little-known French author, Paul Cazin, and his attempts to commemorate the entirety of “the lost generation” by transcending divisions of religion and secularism that characterized boyhood activities in France before the war. The figure of the “Manneken-Pis” enables him to do this and is particularly suited to the expression of conflicting attitudes toward militarism in boyhood. Cazin’s intellectual program leads to a reading of the famous Manneken-Pis fountain depicting a urinating boy as a religious artifact. A variety of interwar responses to the statue demonstrate the strength of emotion provoked by the figure of the young boy. The fact that these responses have been enshrined in modern cultural and artistic practices suggests the extent to which the experience of the First World War still conditions attitudes toward boyhood.
This article aims to empirically test the so called low-cost hypothesis. The hypothesis posits that cost moderates the strength of the relationship between environmental concern and behavior. The effects of the behavioral cost and environmental concern on household waste recycling were evaluated, using empirical data collected from 2,695 respondents in Cologne, Germany. Empirically, a clear effect of both behavioral cost and environmental concern can be identified. Recycling rates are higher when a curbside scheme is implemented or the distance to collection containers is low. In addition, the probability of recycling participation rises when the actor has a pronounced environmental concern. This effect of environmental attitudes does not vary with behavioral cost and opportunities. Therefore, the low-cost hypothesis is not supported by the study.
Brian L. Wright and Donna Y. Ford
As early as preschool, Black boys face low and negative expectations that contribute to excessive subjective-based discipline, over-referrals by teachers to special education, and under-referrals by teachers to gifted education. An increasing body of research demonstrates that the predominantly White female teaching force is complicit in allowing deficit thinking to compromise their views of Black boys’ languages, literacies, strengths, and cultural ways of being. We present an overview of these issues, with most attention devoted to gifted education, as it is a neglected topic when it comes to Black boys. We also share a formula for educators to adopt that sets minimum representation percentages in order to be equitable in gifted education for Black students in general and Black boys in particular.
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.
A Dialogue between Brazilian Social Sciences and the Anthropology of Christianity
Cecília L. Mariz and Roberta B.C. Campos
This article aims to show how the hegemonic interpretation of Pentecos- talism in Brazil has difficulty recognizing changes caused by these churches to 'local' cultures. We argue that this tendency can be explained by a widespread adherence to structuralist theories of society combined with an unwillingness to accept the reimag- ining of a national culture historically built up by Brazilian social science. We suggest that the Universal Church of the Kingdom of God has been the Pentecostal church most studied by Brazilian researchers because it provides a powerful means to indicate the strength of 'Brazilian culture'. Through our analysis of more recent studies, we point out the salience of these debates to wider questions relating to the emergent anthropology of Christianity, concluding that since neither discontinuities nor continuities can be denied in the field, the focus on one or the other dimension should be seen as a methodological choice rather than an orientation specifically arising from empirical observation.
A Case Study from the Cook County Forest Preserves
Nicole M. Evans and William P. Stewart
While ecological restoration may help bridge the nature-culture gap, restoration still holds relevant meanings for naturalness, as demonstrated in this case study of staff and volunteers in the Cook County Forest Preserves (CCFP) in Illinois, United States. Translating naturalness as an agency policy into restoration goals for sites, CCFP integrated historical evidence, ecological science, and human values. Naturalness was constructed as historical fidelity, a scientific designation to be objectively discovered, while the scales at which people interpreted historical fidelity, namely, species, communities, processes, and practices, were sites of value deliberation. The multiple renderings of naturalness can be a strength that provides flexibility to restore what is locally valued, constructing restoration projects that acknowledge, rather than attempt to overcome, the constructed nature of naturalness.
Why Should Anthropologists Care?
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.