’ across the world. They knew there were already thousands of Lutheran ‘mission women's groups’ ( misjonskvinneforeninger ) across Norway, in which women came together every month to work on handcrafts. They periodically sold their crafts, often at ‘mission
Protestant Christians’ Relation with God and Elsewheres
From Dubs to Doubt
Rachel Rosen and Sarah Crafter
navigating and surviving migration journeys and settlement ( Ryan 2011 ; Crafter and Rosen forthcoming). And, in so far as children in the UK remain legally and economically dependent on adults well into their second decade of life—a social rather than
Time-Tricking and the Limits of Temporal Play in Children’s Online Film-Making
conversation during school hours. Over the course of fieldwork, the children taught me how to craft avatars and create animated films online, in the process introducing me to a world of online sociality that largely took place outside teachers’ and parents
Infrastructure, Technologies of Extraction and Contested Oil in Nigeria
are able to creatively develop technologies of extraction using innovatively crafted local materials to construct refineries in the oil creeks of the Delta. I further argue that participation in this particular mode of oil production is engendering
Women Performers of Ethnic Music in Contemporary Istanbul
This article investigates the strategies women performers of ethnic music in contemporary Istanbul employ to escape the common associations of women of 'loose morals' and to craft alternative femininities on the public stage. How have women playing this music genre been able to do so while, at the same time, gaining and maintaining social respectability? Drawing on fieldwork in Istanbul, the article argues that ethnic music provides better opportunities for women to build their musical careers and to be perceived seriously for their artistic talents. Ethnic music's specific audience, locus of performance, repertoire, flexibility in dress codes and its performers' frequent associations with feminist organisations are all factors helping women to shape their own interpretation of what a woman musician in the twenty-first century could be.
Molly Scott Cato
Whilst the importance of mainstreaming sustainability in higher education curricula is now widely acknowledged, the challenge for educators at university level is to develop and maintain authority and confidence in an area dominated by limited knowledge and uncertainty. This article suggests that the most empowering and authentic response is to adopt an approach of shared learning, but with the pedagogue demonstrating expertise and inspiration. I suggest that this is an approach to learning and teaching more familiar in areas of craft learning, characterised by apprenticeship and learning-by-doing. The article relies heavily on the work of Richard Sennett in providing a sociological account of craft learning, which is then applied to the field of sustainability. I explore how his three modes of instruction – 'sympathetic illustration', 'narrative' and 'metaphor' – are being used in the field of sustainability education, and draw parallels from the craft of basket weaving in particular, to show how these approaches might be developed. I conclude by suggesting that sustainability education is best undertaken within a community and in place, rather than abstractly and in the classroom.
The communicative relationship between learners and teachers in higher education, particularly as manifested in assessment and feedback, is often problematic. I begin from an Academic Literacies approach that positions academic literacy as requiring learners to acquire a complex set of literacy skills and abilities within specific discursive and institutional contexts. Whilst acknowledging the institutional dimension of academic literacy, I argue that the Academic Literacies approach tends to underestimate its significance. This shortcoming can be addressed by considering student speaking and writing as powerfully constrained by what Bourdieu refers to as the authority of pedagogic institutions, which function in what Sennett calls the culture of the new capitalism. Synthesising Bourdieu and Sennett, I argue, opens up possibilities for creating a pedagogy for itself: a pedagogy conscious of its reproductive function but able to provide both learners and teachers with what Canaan terms critical hope. Through this theoretical synthesis I seek to re-craft the Academic Literacies approach to pedagogic communication so that our understanding of the problems experienced by learners in acquiring academic literacy can be enhanced.
GIs, Jewelry, and Transformations in Valenza, Italy
Michele F. Fontefrancesco
This article examines the effects that GI (geographic indication) brands may have on the commodity producers who employ this marketing strategy. By analyzing the case of jewelry production in Valenza, Italy, and the creation of the DV brand, it demonstrates that GIs tend to impose new forms of production over the local milieu. Although based on a rhetoric about the maintenance of traditional practices, GIs enforce a techno-scientific approach over a techne-oriented understanding on the local level. Echoing Foucault's idea of disciplinary power, GIs and their regulation bodies thus become agents of a transformation of the local community and local production practice. This case suggests that these transformations of locale, which result in tension among market standards, brand regulation, and production due to the rhetoric of 'authenticity', should be reconsidered.
Girlhood Identity in The Craft
Introduction In Andrew Fleming’s teen horror film The Craft (1996), a middle-aged bus driver drops four teenage girls in the middle of nowhere, warning them to “watch out for those weirdos.” Unbeknown to him, these girls are witches, poised to
What are the civic responsibilities of universities in a democratic society? Since the emergence of the modern university system in the nineteenth century, financial support and a degree of academic freedom have been bestowed on universities but what should society expect back from these places of specialised and, often, elite learning? These are perennial questions, yet answers have been very different under different political and economic circumstances. Originally, the emphasis was on the production of knowledge in settings that were ‘antifunctionalist as well as antiutilitarian’ (Sahlins 2009: 1000); subsequently the wider knowledgeability of students was incorporated as the way the debt to society would be repaid (Nowotny, Scott and Gibbons 2001: 80). In recent years, the making of citizens or, rather, the making of better citizens has come to the fore as an essential output in exchange for society’s input. As part of their ‘service’ to society at large, universities will, amongst other things, produce people who will take their place as members of society with a strong sense of rights that will be asserted and responsibilities that will be exercised.