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
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
The Algorithmics and Biopolitics of Race in Emerging Smart Border Practices and Technologies
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 America and on a global
A Photographic Essay
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
Teaching as a Discursive Node
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.
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.
T. M. S. Evens
This essay argues that the Manchester case study method or situational analysis has theoretical implications more radical than Gluckman was in a position to see, implications bearing on the nature of the reality of society. In effect, the essay is an anthropological exercise in ontology. It maintains that the problems situational analysis was designed to address were integral to, and hence irresolvable in, the Durkheimian social ontology then characterizing British social anthropology, and that situational analysis insinuated an altogether different ontology. The latter is adumbrated here by appeal to certain Heideggerian concepts in an effort to bring into relief the unique capacity of situational analysis to capture social practice in its dynamic openness and, correlatively, in relation to human agency as a distinctively creative force.
subvert the dominant risk discourses that deem girls’ self-representation practices to be trivial at best and dangerous at worst ( Shields Dobson 2015 ; Tiidenberg and Gomez 2015). However, this article intervenes further into this work by specifically
Claudia Mitchell and Jacqui Reid-Walsh
This issue of Girlhood Studies focuses on particular girlhood practices—the everyday activities in which some girls engage as part of their ordinary lives. In this issue we look at these girls engaging in these practices, sometimes on their own and sometimes in small groups, how and when they engage in them and where they do so. These include the long-standing practice of girls engaging in child care as babysitters, playing with dolls (in the case of younger girls) or reading fashion magazines (in the case of older girls). These activities take place in different locations, some of which have been associated historically with girlhood, such as a girl’s bedroom or a school classroom, and others which have been more recently appropriated by girls as congenial spaces, such as shopping malls, movie theaters and the internet.
Notes on an ethnography of secularism
Oskar Verkaaik and Rachel Spronk
In Europe today, the most heated identity politics revolve around matters of sexuality and religion. In the context of “integration” debates that occur in different forms in various countries, sexuality has gained a new form of normativity, and new sexual sensitivities have replaced former ones. So far, scholarly discussions deal with these sensitivities in a deconstructivist and critical manner, denaturalizing discourses on culture, identity, and religion. However, these debates do not consider the experiences of people implicated in these debates, and their often emotional and political engagement in matters where sexuality and religion intersect. Joan Scott’s coinage of the term “sexularism” denotes a particular form of embodiment that is part of secularism in Europe today. Rather than studying the discourse of secularism, this article focuses on the practice of secularization; how do people fashion their daily lives concerning sexuality, religion and its intimate intersection?