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Building Rapport

‘Curing’ and ‘Charming’ as Cultural Intimacy in Everyday Bureaucratic Encounters in the Northern Ireland Farming Community

Irene Ketonen-Keating

farmers and inspectors or FAC staff. I argue that FAC staff and farm inspectors actively use these conversations to build rapport with farmers, and to emphasise their common identity as members of the farming community, while de-emphasising sectarian

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Nigel Rapport

desire to assimilate – extending in my own case to undertaking anthropological fieldwork in Britain as part of a learning how to belong ( Rapport 1993 , 1994 ) – but it was not enunciated as replacing one ‘tribal’ identity with another. To be British was

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Cosmopolitan Politesse

Goodness, Justice, Civil Society

Nigel Rapport

, by virtue of the imposition of alien and alienating labels, categories and taxonomies, Simmel (1971) described as ‘tragic’ (cf. Rapport 2017) . We distort the Other’s identity when we ‘know’ them in the conventional and collectivising terms of a

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Michael G. Powell

By considering multiple perspectives on the problem of networking and networks in public policy circles, as well as the wider professional world, this article aims to both draw out and blur boundaries and definitions among multiple levels of networking as an analytic concept, a fieldwork method and a practice observed among policymakers. In making this distinction and explaining it in relation to theorisations of fieldwork rapport and 'complicity,' the article attempts to show that the distance and collegiality that defines professional networking is a viable and potentially quite insightful mode, means and method for conducting fieldwork, particularly for multisited anthropology of public policy projects. To that end, this article offers both conceptual ideas, as well as practical advice for conceiving and conducting fieldwork for an anthropology of public policy project.

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How to Scale Factional Divisions in Conflict Situations

Finding Perpetrators and Switchboard Operators in Post-Authoritarian Argentina

Antonius C.G.M. Robben

In conducting fieldwork among perpetrators of state violence, it is a major methodological problem to gain access to competing factions within the research population. Ethnographers often succeed in finding access to at least one faction but this successful rapport might then immediately close off other factions that mistrust the ethnographer’s politics, intentions, or alleged sympathies. The ethnographic challenge is to find intermediaries or switchboard operators, as they are called in this article, who have established informal channels of communication between hostile factions. Switchboard operators have the following characteristics: discretion, neutrality, lack of formal power, disinterestedness, trustworthiness, and they act as a conduit of communication. This article describes how switchboard operators were located in Argentina, and how they played a crucial role in my fieldwork among a broad spectrum of military perpetrators who had terrorized the Argentine people between 1976 and 1983 with enforced disappearances and state repression.

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Amina Triki-Yamani, Marie McAndrew, and Sahar El Shourbagi

Perceptions of the Treatment of Islam and the Muslim World in History Textbooks by Secondary School Teachers in Quebec

This article focuses on the ways in which Francophone Quebecois secondary 1 and 2 junior high school teachers adapt and transmit the treatment of Islam and the Muslim world in textbooks used for history and citizenship education. The authors focus on the teachers' capacity to identify factual errors, stereotypes or ethnocentric biases concerning these questions. In order to do this, they analyze fourteen semi-structured interviews carried out with teachers on the island of Montreal, considering dimensions and indicators that relate to their relationship to the formal curriculum, as well as to scholarly and social knowledge of these issues. At the same time, we consider their relationship to the real curriculum or to scholarly knowledge as these are transmitted in real-life learning situations.

French Notre article porte sur la manière dont les enseignants du premier cycle du secondaire québécois francophone s'approprient et transmettent le traitement de l'islam et du monde musulman dans le matériel didactique de la discipline d'histoire et d'éducation à la citoyenneté et plus particulièrement, sur leur capacité à identi er les erreurs factuelles, les stéréotypes ou les biais ethnocentriques concernant ces questions. Pour ce faire, nous avons relevé, dans l'analyse des quatorze entretiens semi-directifs menés auprès d'enseignants de l'Ile-de-Montréal, les dimensions et indicateurs portant, d'une part, sur leur rapport au curriculum prescrit, et plus précisément sur leur rapport aux savoirs scolaires, sociaux et parfois de référence sur ces enjeux, et, d'autre part, sur leur rapport au curriculum réel ou aux savoirs scolaires tels que transmis en situation réelle d'apprentissage.

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NIGEL RAPPORT

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Nigel Rapport

On 20 June 2006, Andrew Irving and I took a class of students to the Montreal Holocaust Museum. The students were attending Irving’s course, “Deathly Encounters: The Anthropology of Death, Consciousness, and the Body,” at Concordia University. He had arranged for a guided tour of the museum exhibit and for the class to hear the testimony of one of Montreal’s large number of Holocaust survivors.

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Nigel Rapport

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Nigel Rapport