This project reveals the false conceptual space within which the contemporary debate about the nature of race is taking place. There is an implied spectrum within philosophical discussions of the nature of race that ranges from purely biological accounts of race to purely socially constructed accounts of race. In reality, no account of race can be given which exists at either extreme of the spectrum. The same discussion also applies to accounts of ethnicity. Ethnicity, though typically thought of as a non-biological entity, can be shown to be the result of a combination of nature and nurture or biological and social effects. In this project I examine six contemporary positions on race and ethnicity and illustrate how each makes the assumption that race and ethnicity are two distinct concepts. These positions include those proposed by Naomi Zack, Sally Haslanger, Joshua Glasgow, Linda Martin Alcoff, Robin Andreasen and Jorge J. E. Gracia.
Susan L. Smith
Reading Primers Before, During and After the Second World War
Simona Szakács-Behling and Mihai Stelian Rusu
Drawing on a sample of children’s reading primers published between 1938 and 1953 in Romania, this article explores ways in which both the monarchic and the communist regimes used primary education to fashion political subjects before, during, and after the Second World War. Theoretically grounded in a sociological approach and empirically grounded in textual and visual thematic content analysis, the findings reveal significant semantic shifts in understandings of the “nation” in relation to internal and external anchors, including religion, monarchy, and work, but they also indicate important continuities relating to an ethos of political submission (toward God and king, or the party and the Soviet Union) and patriotic solidarity (with the Romanian Orthodox nation or the workers’ proletarian nation).
Imagining Lessons and Lives for Women in Ancien Régime France
Focusing on the work of Choderlos de Laclos, Riballier, Mme d'Épinay, and Mme de Genlis, this article examines the ways in which, during the 1770s and 1780s, women's education and women's social identity were imagined as two related questions. Both questions were shaped by the perceived dictates of nature, tradition, and necessity, yet each was open to debate and re-imagination. In the works of these four writers, we will see not only considerable ambivalence regarding women's social and familial identities, but also a rift between understandings of those identities based on nature and understandings based on social utility or tradition. Moreover, we will see that along with that ambivalence and that discursive rift came a tension between women's importance as wives and mothers, on the one hand, and their autonomy as selves, on the other.
‘Refugee 2 Refugee’ Care and Solidarity in Greece
that ‘patchwork ethnography’ does not comprise one-time, short, instrumental trips in which ethnographic subjects are treated like consultants; rather, patchwork ethnography must be rooted in research efforts that nurture long-term commitments and
A Jewish Perspective
of the angels in Heaven. Imitating the angels, the congregation stands still and utters not a word except those of prayer. My mother taught me those rules at that moment. She nurtured me not only in the practicalities of the ritual, but also with a
Helen A. Robbins and Leigh Kuwanwisiwma
both for the continuation and renewal of specific rituals and to nurture the Hopi spirit. As Annette Weiner (1992: 33) writes, “inalienable possessions are symbolic repositories of genealogies and historical events, their unique, subjective identity
Counter-Ethics of Gender and Sexuality in an Indian Dream Analysis
conjugal recognition, nurtured in sites of misrecognition, where female singularity might grow unrestrained. In this, possibility could be found in uncertainty, and ‘false’ authenticity replaced with a sense of ‘real play’: Am I acting a part or am I
Stefan Berger, Anna Cento Bull, Cristian Cercel, Nina Parish, Małgorzata A. Quinkenstein, Eleanor Rowley, Zofia Wóycicka, Jocelyn Dodd, and Sarah Plumb
War Museums and Agonistic Memory
Within the EU-Horizon-2020-funded project Unsettling Remembering and Social Cohesion in Transnational Europe (UNREST),1 one work package (WP4) analyzed the memorial regimes of museums related to the history of World War I and World War II in Europe. An article by Anna Cento Bull and Hans Lauge Hansen (2016) entitled “Agonistic Memory” provided the theoretical framework for the analysis. Drawing on Chantal Mouffe’s work (2005, 2013), the authors distinguish three memorial regimes: antagonistic, cosmopolitan, and agonistic.
Unexpected Encounters: Museums Nurturing Living and Ageing Well
As the world’s population ages, how can museums nurture living and aging well? The conference Unexpected Encounters: Museums Nurturing Living and Ageing Well, organized by the Research Centre for Museums and Galleries (RCMG) from the School of Museum Studies, University of Leicester, set out to interrogate this question, and invited conference delegates to consider how museums unconsciously make assumptions about older people and perpetuate the dominant societal view of aging as a “problem.”
Marco Giuliani and Erik Jones
The year 2009 was a period of uncertainty, during which the Italian
political world appeared to be floundering and in need of a compass.
As evidenced by the chronological overview, many events continued
to beleaguer the political and social life in Italy. Some, such as the
result of the European elections and the escalation of the economic
crisis and its repercussions, were foreseen or, in any case, predictable.
Others, including the numerous scandals and irregularities that
tarnished the political year, continuously feeding the mass media with
distractions and nurturing the public debate with less then edifying
themes, were less expected.
Crisis in the Reproduction of Anthropological Scholarship
The recent wave of important anthropological critiques of the global 'war on terror' is in danger of being undermined by a disciplinary vision that disregards challenging an institutional culture of fear and compliance with injustices and inequality, which is more likely to nurture discrimination and professional malpractices than commi ed scholarship. I am drawing an analogy with Zola's 'J'accuse…!' about how institutional rules of accountability in the tick-box form of neoliberal auditing can serve the purpose of oppressing the rights they are nominally intended to protect. The article argues that debates about disciplinary crisis should be reframed as one about a crisis in the reproduction of scholarship. The discipline needs to employ the anthropological tools of enquiry consistently in its practices and theory, 'at home' and in the wider world. Fundamental questions regarding discriminatory practices and professional ethics in the everyday academic workplace need to be addressed not silenced in order to nurture not only critical but also credible anthropological challenges to important contemporary historical processes.