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Movement, Practice, and a Musical Tradition between Mexico and the United States

Alejandro Miranda

Mobilities of Practice Human mobilities are partly constituted by socially established and recurrent ways of doing: commuting to work, walking around parks, traveling as a tourist, and migrating to a different city are examples of their ample

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German Colonial Rule in Present-day Namibia

The Struggle for Discursive Shifts in History Education

Patrick Mielke

their reproduction. It will also illustrate how these attempts come up against a complex interplay of discursive practices of negotiation, everyday educational practice, and colonialist-racist images of the “other” that are deeply rooted in popular

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Constructing and practising student engagement in changing institutional cultures

Lisa Garforth and Anselma Gallinat

practices; as a policy goal and pedagogical strategy; and as an instrument for managing rapid reform and changing institutional cultures – in institutional discourses and in students’ experiences. This special issue draws together some of the contributions

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Communities Reimagining Sharedness in Belief and Practice

Sarah Hillewaert and Chantal Tetreault

topically distinctive, fostered and celebrated a sense of unity, despite the fact that individual members had markedly different ideas about what exactly brought them together. Although members jointly participated in practices and rituals, their reasons for

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Target Practice

The Algorithmics and Biopolitics of Race in Emerging Smart Border Practices and Technologies

Tamara Vukov

. … Indeed, … the key that locks the door against terrorists also opens a wider gate to cross-border trade and travel.” 1 As suggested in Harper’s proclamation, the opening decades of this century have seen a rapid shift in bordering practices in North

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Doing Memory

Teaching as a Discursive Node

Alexandra Binnenkade

This article outlines the “discursive node” as an approach to a cultural analysis of how memory is being done in history classrooms. Teaching is a practice embodied in the interactions between teachers and their audiences, between texts, imagery and institutional formations, and between material and immaterial participants in an activity that entails not only knowledge but also emotions, experience and values (Henry Giroux). Discursive nodes are useful metaphors that enable research of a phenomenon that is ontologically and empirically fluxional, heterogeneous, unstable, situative and fuzzy—memory.

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Doing race in Europe

Contested pasts and contemporary practices

Markus Balkenhol and Katharina Schramm

In this introduction to the special section on ‘Doing Race in Europe’ we take up the notion of race as an ‘absent presence’ to deal with two related issues. First, we consider the historically contested position of race in the discipline of anthropology. Second, we think through the notion of an ‘absent presence’ conceptually and methodologically so as to develop a relational approach enabling us to analyse race in practice. We take as a point of departure the idea that we cannot know race in advance, and that we therefore need to study how it comes about, and how it is made and unmade in specific situations. We therefore call for renewed ethnographic attention to how race is made absent and present in multiple ways. This special section is the first joint publication of the EASA network for the anthropology of race and ethnicity (ARE).

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Othello, Original Practices

A Photographic Essay

Rob Conkie

In October 2013 I directed an ‘original-ish practices’ staged reading of Othello . What follows is a photographic documentation of that event with occasional annotations. What did ‘original practices’ mean in this context (La Trobe University

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Practicing Democracy from Childhood

Democratic Praxis in Te Ao Māori

Kylie Smith, Ksenija Napan, Raewyn Perkinson, and Roberta Hunter

deliberative democratic practices within traditional Māori society. Māori expertise in deliberative consensus making can be seen in the complex yet fine-tuned procedures of hui in family, community, and regional groupings ( Mead 2003 ; Ngata 1928 ; Walker

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“Who Wants to Be Sad Over and Over Again?”

Emotion Ideologies in Contemporary German Education about the Holocaust

Lisa Jenny Krieg

Based on an ethnographic field study in Cologne, this article discusses the connection between memory practices and emotion ideologies in Holocaust education, using Sara Ahmed’s concept of affective economies. Moral goals, political demands, and educators’ care for their students lead to tensions in the education process. Two case studies illustrate how educators and learners express different, often contradictory concepts of emotion. In these studies, emotions are selectively opposed to rationality. In some contexts, emotions are considered inferior to facts and obstacles to the learning process; in others, they are superior to facts because they can communicate moral messages reliably.