This article analyses the patterns underlying debates in sociological theory, using the debate surrounding the distinction between ‘micro’ and ‘macro’ as its case. Although – and indeed because – few authors have attempted explicit definition of the distinction, a number of different distinctions have been subsumed under these labels and research has been shaped by packages of assumptions that have gone largely unexamined in their contradictory nature. The article disaggregates the different distinctions that have been associated with the terms ‘micro’ (...) and ‘macro’ and situates theoretical strategies of the past decades in the grammar of oppositions that makes them possible and innovative. Gap-bridging has been the attempt to bring together aspects of the distinction that have been construed as direct opposites; recombination has been the attempt to release certain aspects of the distinction from their association with one side of the divide. Disaggregating the distinction can help us isolate specific theoretical problems for further work, including work that asks how aspects emphasized by different theoretical approaches vary empirically. (shrink)

The three main naturalistic approaches to culture the Epidemiological account (Sperber 1996; Atran 1990, 2002; Sperber and Claidière 2006), Memetics (Dawkins 2006 [1976], Dennett 1996) and the Standard Evolutionary approach (Boyd and Richerson 1988 [1985], Mesoudi 2011) reduce it to a set of representational items that are shared by individuals in a population by non-genetic means. Thats why I see those three approaches as versions of what I call the Itemic View of Culture (IVC). I argue that, by that reduction, (...) the IVC is missing a key element in the subject matter of culture: an element that is best captured by the notion of constraints (Barwise and Perry 1983). I call my approach the Constraint-Based Approach (CBA), and I conceive it as an account that situates conventional constraints, and the simple attunement to those constraints by individuals, as the fundamental building blocks of culture. On their grounds, other kinds of attunements can be distinguished, and a natural account of explicit representational items and our cultural knowledge of them can be built. In this sense, the CBA is a necessary fundamental requirement for the IVC. (shrink)

How does the question of temporality get translated into the register of values in the process of constructing knowledge through ethnography? Is there a possibility of critical ethnography that tracks politics of time in the accounts of the other? By centring these questions to the domain of ethnographic endeavours in Indian anthropology, this article takes a look into the shifting locations of self and the other in the practice of ethnography with reference to the notion of temporality as value. Ethnography, (...) once a key device of anthropological research, has become one of the significant approaches in almost all social science disciplines today and even in certain domains of humanities, management and market research. Ethnography itself has been reimagined and reshaped under different terrains of interdisciplinary approaches. But one would rarely find accounts of political and ideological manoeuvring of temporal concepts and value orientations which inform the theories and rhetoric in it. It pronounces upon the knowledge gathered from such research a discourse which construes the other in terms of a distance from the self, both spatial and temporal. Drawing upon this register of ‘time’ from the writing of Johannes Fabian, the article transposes the framework to understand the currents in contemporary Indian anthropology. (shrink)

The bone of contention that divides Alfred Schutz and Talcott Parsons in their 1940–1941 debate is that Schutz acknowledges an ontological break between the commonsense and scientific worlds whereas Parsons only considers it “a matter of refinement.” Schutz’s ontological distancing that disconnects the “world of consociates” where social reality is directly experienced in face-to-face contacts, and the “world of contemporaries” where the Other is experienced in terms of “types” has been crucial to social scientists. Implicated in the break is that (...) all intellectual attempts to understand experiences of Others must be based on the “models” constructed in the “world of contemporaries” (or “predecessors”); hence, epistemologically, to grasp the subjective point of view with a here-and-now understanding is an outright impossibility. Based on a Schutzian perspective, the author suggests that the sociologist must objectivize the Thou-orientations involved in his/her analysis in order that s/he can possibility grasp the subjective point of view in objective terms. (shrink)

While it may be useful to consider the development of new topics in teaching the responsible conduct of research (RCR), it is perhaps equally important to reconsider the traditionally taught core topic areas in both more nuanced and broader ways. This paper takes the topic of authorship as an example. Through the description of two specific cases from sociocultural anthropology, ideas about credit and responsibility are examined. It is suggested that placing more focus on the array of meanings found in (...) the act of authoring might help students see themselves as part of a wider community both of scientists and beyond science. (shrink)

I wish to discuss the constitutive conditions ‐ and aporias ‐ of the representations of the other in philosophy, sociology and cultural studies. In so doing, I show that crucial to the problem of ‘tolerance’ is the answer to such questions as: How do we represent the stranger and the other? How does this representation come into being? How can it ‐ in given instances ‐ be changed? I shall suggest that the arts may play a decisive role in this (...) process.In this paper I shall attempt to outline a double thesis: (a) the philosophical theory of the experience of something other requires the challenge of ethnology as the science of the stranger; and (b) conversely, however, ethnology itself requires a theory of cultural strangeness, which although always presupposed is never developed. I shall pursue this thesis in three stages. In the first section, I shall say something about the philosophical study of the other and its latent affinity with ethnology. In the second section, I shall take some key terms from the current dispute within ethnology over methodology, and attempt to show that the experience of something other (alien) requires a medium to express, or rather to describe, this experience. This problem of ethnographic depiction and description, lying between science and art; and the suggested solutions to this problem, developed particularly by postmodern American cultural‐anthropology, namely an aesthetisization without art, leads to the third section of this paper. This provokes the following question: what does art ‐ that moment which remains hidden within the contemporary ethnological discussion ‐ have to offer to our understanding of the (cultural) other? Further, we may ask, as paradoxical as it may at first sound, whether it is precisely from art, perhaps indeed only from art, that the way is to be found leading towards that which hasn't yet been problematized in all these contemporary intercultural debates: an ethic of intercultural understanding as the most important precondition for intercultural tolerance or toleration. (shrink)

Following the first significant research into Indigenous methods of learning, it was argued that Indigenous students could learn western knowledge using Indigenous ways of learning. Subsequent research contradicted this finding to take the position that Indigenous students must learn western knowledge using western methods and so this set the scene for the development of a pedagogy where Indigenous students could learn how to learn. Theorists in Indigenous education began to search for a metalanguage. Crosscultural theorists have perceived this metalanguage in (...) terms of an explicit and transparent pedagogy while critical theorists want Indigenous students to develop their own ways of speaking and writing and to be conscious of how they do this. However, I take the position in this paper that there is already a metalanguage at work in‐between the student and the teacher in the classroom although it is often obscured from consciousness in the effort to articulate valid, quantifiable outcomes. (shrink)

Epistemological differences fuel continuous and frequently divisive debates in the social sciences and the humanities. Sociologists have yet to consider how such differences affect peer evaluation. The empirical literature has studied distributive fairness, but neglected how epistemological differences affect perception of fairness in decision making. The normative literature suggests that evaluators should overcome their epistemological differences by ‘‘translating’’ their preferred standards into general criteria of evaluation. However, little is known about how procedural fairness actually operates. Drawing on eighty-one interviews with (...) panelists serving on five multidisciplinary fellowship competitions in the social sciences and the humanities, we show that Evaluators generally draw on four epistemological styles to make arguments in favor of and against proposals. These are the constructivist, comprehensive, positivist, and utilitarian styles; and Peer reviewers define a fair decision-making process as one in which panelists engage in ‘‘cognitive contextualization,’’ that is, use epistemological styles most appropriate to the field or discipline of the proposal under review. (shrink)

In this paper, we describe how critical data designers have created projects that ‘push back’ against the eclipse of environmental problems by dominant orders: the pioneering pollution database Scorecard, released by the US NGO Environmental Defense Fund in 1997; the US Environmental Protection Agency’s EnviroAtlas that brings together numerous data sets and provides tools for valuing ecosystem services; and the Houston Clean Air Network’s maps of real-time ozone levels in Houston. Drawing on ethnographic observations and interviews, we analyse how critical (...) data designers turn scientific data and findings into claims and visualisations that are meaningful in contemporary political terms. The skills of critical data designers cross scales and domains; they must identify problems calling for public consideration, and then locate, access, link, and create visualisations of data relevant to the problem. We conclude by describing hazards ahead in work to leverage Big Data to understand and address environmental problems. Critical data designers need to understand what counts as a societal problem in a particular context, what doesn’t, what is seen as connected and not, what is seen as ethically charged, and what is exonerated and discounted. Such recognition is produced through interpretive, ‘close reading’ of the historical moment in which they operate. (shrink)

The article defines a new referential problem of ethnographic description: the verbalization of the "silent" dimension of the social. As a documentary procedure, description has been devalued by more advanced recording techniques that set a naturalistic standard concerning the reification of qualitative "data." I discuss this standard from the perspective of the sociology of knowledge and replace it by a challenge unknown to all empirical procedures relying on primary verbalizations of informants. Descriptions have to solve the problems of the voiceless, (...) the silent, the unspeakable, the pre-linguistic, and the indescribable. Ethnography puts something into words, which did not exist in language before. To respond to this task, descriptions have to turn away from the logic of recording and develop into a theory-oriented research practice. (shrink)

In the standard native tradition of Albanian studies, descriptive and empirical research has only confirmed their own ultimate goal of constructing national specificity and a particularly antiquated view of national culture. In this article, I show how and why an articulate analysis of the main intellectual traditions and their impact can provide fresh insights into grasping the cultural particularism of Albanian studies. Methodologically, a new picture of knowledge production must arise if we consider the historical, cultural, political and ideological terrain (...) on which certain influential ideas and practices in Albanian studies of people’s culture have emerged. The aim, then, is not to provide an exhaustive picture of a positive knowledge of culture and society, but to show the urgent need for avoiding any adoption of concepts that might be pure reconstructions of arbitrary and timeless structures and values, while rejecting any approach in terms of survivals and folklorism. (shrink)

Emmanuel Levinas's Totality and Infinity is explicitly con cerned with the suppression of the voice of the Other by the synoptic totalizations of the voice of western philosophy. Levinas contests this emergence of Being and the systems of totality it indicates with the irruption of the face of the other, which signifies through contact and sensibility the presence of infinity within the human situation. Derrida's reading of this fundamental testing of western ontology rests on the accusation that western philosophy already (...) has a term for this: empiricism. That is, Derrida exposes an alien voice within Levinas's exposure of the voice alienated from ontological formulations. In the later Otherwise than Being or Beyond Essence Levinas implic itly recognizes the truth of Derrida's demonstration of a residual con ceptualism, and shifts from the thematization of infinite exteriority given by the Other, alterity and the face-to-face relation, to the search for a signifyingness that will breach the noema's identificational closure, that is, to the direct and exposed gesture of saying. Both the limit terms of Totality and Infinity and the response they produced in Derrida have become the starting-point of Otherwise than Being or Beyond Essence: the testimony that is irreducible to a thematizing knowledge. What saves this saying from becoming in its turn another theme is that, in addition to its acting in the text, it acts upon and as HISTORY OF THE HUMAN SCIENCES Vol. 10 No. 3 © 1997 SAGE Publications [0952-695110:3] the text. The vocabulary, form of composition and mode of address of Otherwise than Being or Beyond Essence strain against their inherited limits. And the work this obliges the reader to undergo is, of course, an ethical necessity, given the work's message. (shrink)

This article is concerned with the literal and metaphoric senses in which anthropology's accumulation of knowledge through the production of ethnography on the world's peoples can be considered an archive. The relevance of this concept to ethnography has a very different past, present, and emergent associations. The Human Area Relations Files project as visionary science dependent on the making of an archive of ethnography contrasts with the uses of the past ethnographic record in the pursuit of contemporary fieldwork in a (...) so-called postmodern world. (shrink)

In the sociology of science and sociology of scientific knowledge, the decline of functionalism during the 1970s opened the field to a wide range of theoretical possibilities. However, a Marxist-influenced alternative to functionalism, interests analysis, quickly disappeared, and feminist-multicultural frameworks failed to achieved a dominant position in the field. Instead, functionalism was replaced by a variety of agency-based frameworks that focused on constructive or performative processes. The shift in the sociology of science from Mertonian functionalism to the poststrong program, agency-based (...) sociology of scientific knowledge has parallels with the broader shift in political ideologies from social liberalism to neoliberalism. The argument is made in a way that is cognizant of the criticisms raised against interests analysis and avoids the ?short circuit? of class imputation. Instead, the approach defends the potential for a more integrated approach to the structure-agency-meaning triangle in STS via the use of field sociology. (shrink)

Multicultural education was attacked by antiracists in Britain in the 1980s. Although it is arguable that not all of the criticisms were valid, the debate raises questions about the efficacy of religious education in countering racism. The paper argues that a lack of analysis of the concepts 'religions' and 'cultures' in British RE has led to a representation of religious traditions which essentialises them, playing down their internal diversity, and which assumes a 'closed' view of cultures. A more flexible approach (...) is suggested, drawing on work in ethnography and other social science disciplines, which might better combine with antiracist stances than earlier approaches. The work of the Warwick Religions and Education Research Unit is introduced briefly as an example of an attempt to address some of the above issues in terms of an integrated approach to theory, the study of religions in the community and the development of religious education curriculum materials. (shrink)

Frequent public uproar over forms of data science that rely on information about people demonstrates the challenges of defining and demonstrating trustworthy digital data research practices. This paper reviews problems of trustworthiness in what we term pervasive data research: scholarship that relies on the rich information generated about people through digital interaction. We highlight the entwined problems of participant unawareness of such research and the relationship of pervasive data research to corporate datafication and surveillance. We suggest a way forward by (...) drawing from the history of a different methodological approach in which researchers have struggled with trustworthy practice: ethnography. To grapple with the colonial legacy of their methods, ethnographers have developed analytic lenses and researcher practices that foreground relations of awareness and power. These lenses are inspiring but also challenging for pervasive data research, given the flattening of contexts inherent in digital data collection. We propose ways that pervasive data researchers can incorporate reflection on awareness and power within their research to support the development of trustworthy data science. (shrink)

Context holds a significant place mediating the conceptual and the empirical in ethnography. This modality of knowledge has also become a significant part of science and technology studies since the rise of laboratory studies. However, conventional modes of contextualization that locate the object of study within a whole—such as within a society or culture—have become a target of suspicion and criticism since the 1980s. This led to the radical alteration of the contextualizing strategies of actor–network theory and multisited ethnography. Anthropologist (...) Marilyn Strathern is also responding to this crisis by renovating the practice of ethnography in a way significantly different from both strategies. Since contextualization occupies a significant place in the formation of ethnography as a representation of a larger “out there” reality, her alternative contextualization requires a new characterization of ethnography other than representation. This article tries to expound the complicated, and often perplexing, ethnography of Strathern by making an analogy with objects familiar to most science, technology, and society scholars, namely, machines. By doing so, this article argues that Strathern is opening up a new way of dealing with context that is radically different both from ANT and from multisited ethnography. (shrink)

Crime scene investigation reports, like other kids of official bureaucratic documents, serve an important purpose in the functioning of modern states. This article examines crime scene investigation reports from a city in southeastern Mexico pseudonymously called La Ciudad. The article combines textual discourse analysis of police suicide investigation reports with ethnographic analysis of police investigative practices to ask, how do law enforcement documents showcase the interactions between law enforcement agents and citizens? In what way can ethnographic analysis highlight and supplement (...) the strengths and limitations of law enforcement documents as prisms of social reality? The complex and contested relationship between representatives of a Mexican law enforcement agency and the citizenry it claims to protect is visible in the documents it produces. The ethnographic material further deepens the reader's understanding of the ways in which law enforcement agents and common citizens form relationships based on negotiation and distrust. (shrink)

In traditional ethnographies, it is customarily assumed that the field researcher is an outsider who seeks to acquire an insider’s understanding of the social world being investigated. While conducting field research projects on education and tourism in Trinidad (West Indies) we found that the standard distinction between insider and outsider became problematic for us. Our experiences can be understood in terms of two competing conceptions of fieldwork. One, rooted in classical ethnography, views fieldwork as a process whereby the researcher learns (...) to translate the cultural practices of a little-known or misunderstood group into terms understandable to the ethnographic audience. The other, growing out of the institutional ethnography approach pioneered by Dorothy E. Smith, views fieldwork as a process of mapping the relations that govern an institutional complex. In the latter approach, local experiences provide the point of departure for exploring a wider set of social arrangements. In this article, we treat our own fieldwork experiences as points of departure for a reflexive examination of this alternative ethnographic strategy. (shrink)

This paper explores a form of activism that operates with and within matter. For more than 150 years materialism has informed activist practice through materialist conceptions of history and modes of production. The paper discusses the ambivalences of these previous configurations of activism and materialism and explores possibilities for enacting activist interventions in conditions where politics is not only performed as a politics of history but as the fundamental capacity to remake and transform processes of matter and life. What is (...) activism when politics is increasingly performed as a politics of matter? What is activism when it comes to a materialist understanding of matter itself? (shrink)

This article explores the implications of Bernhard Waldenfels’s responsive phenomenology for the discipline of cultural anthropology or ethnology, insofar as it understands itself as the “science of the culturally Other”. It discusses Waldenfels’s own engagement with ethnology and shows the compatibility of his approach with discussions within the discipline. The intertwining of ownness and alienness that is central to Waldenfels’s account of experience is applied to the problem of culture in ethnology. This leads to an acknowledgement of a domain between (...) cultures, a genuine interculturality, as the fundamental field of ethnological research, which, however, can only be addressed through indirect forms of representation. Such forms are identified in the practice of ethnographic citation, and through a reinterpretation of Horace Miner’s classical satire “Body Ritual among the Nacirema”, thus demonstrating the possibility of a prospective “responsive ethnology”. (shrink)

This thesis arises out of a critique of the way language is decontextualized and presented from a reductively linguistic viewpoint in foreign language instruction. In particular, it focuses on the weaknesses of the broad approach known as Communicative Language Teaching (CLT) and highlights the disparity between its theoretical assumptions and practical applications. With this in mind, the thesis identifies and explores three foundational premises that should be considered as part of an attempt to design a theoretically coherent framework for foreign (...) language instruction. By applying three sets of principles based on these premises, the thesis goes on to outline such a framework. After providing a background to the study, the first consideration is the nature of cultural and communicative performance. The study turns to sociological concepts regarding cultural organization and production, in order to better conceptualize how 'culture' can be understood in the context of foreign language learning. The second part of this area focuses on meaning and communication in order to undermine current treatments of 'language' in foreign language pedagogy. The second area of interest is that of learning and thus considers a number of theories of how people learn. The focus here is on learning-in-general rather than learning languages specifically. What emerges from this are a number of principles that should be borne in mind when creating conditions favorable to language learning. Finally, one largely overlooked area in foreign language learning and applied linguistics more broadly, is how the field of foreign language pedagogy constructs and legitimizes its practices, as well as suppresses its foundational theoretical assumptions in its activities (including research, methodology and teaching). A chapter is therefore devoted to this issue, and a set of principles is formulated in order to ensure that the design of any instructional framework is honest and ethical. Thus furnished with the triangulation of principles, an attempt is made to outline how a learner-focused, ethical pedagogical framework that stresses culture might look. This thesis is theoretical in nature and relies on arguments and positions from diverse and less commonly considered academic fields in foreign language instruction. Its main theoretical inspiration comes from concepts and claims generally considered 'poststructural' or 'postmodern'. However, there is no exclusive devotion to any particular author or theory. It is hoped that this thesis can make a genuine, if not controversial, contribution to the field of foreign language teaching by initiating a dialogue concerning the (lack of) philosophical and epistemological reflexivity in the field. (shrink)

Nurse researchers are increasingly adopting qualitative methodologies for research practice and theory development. These approaches to research are, in many cases, more appropriate for die field of nursing inquiry than the previously dominant techno‐rational methods. However, there remains the issue of adapting methodologies developed in other academic disciplines to the nursing research context. This paper draws upon my own experience with interpretive research to raise questions about the issue of nursing research within a social science research framework. The paper argues (...) that by integrating the characteristics of nursing practice with the characteristics of research practice, the researcher can develop a ‘nursing lens’, an approach to qualitative research that brings an added dimension to social science methodologies in the nursing research context. Attention is drawn to the unique nature of the nurse‐patient relationship, and the ways in which this aspect of nursing practice can enhance nursing research. Examples are given from interview transcripts to support this position. (shrink)

Tomasello, Kruger & Ratner make the very interesting and valid point that the transmission of culture must depend on understanding others' minds. Culture is shared among a people and is passed on to progeny. The sharing of culture implies that the purpose of (and therefore the meaning behind) any given cultural element (behavioral tradition, word, or artifact) is understood. Because meaning or purpose emanates from minds, something about others' minds must be understood in order to truly learn some element of (...) a culture. It thus makes sense that cultural learning should depend on social-cognitive skills. But what exactly is cultural learning?There are two rival interpretations of the term cultural learning. In the first, one would define a given type of cultural learning by the type of social-cognitive skill it entails. For example, imitative learning would be defined as any learning of a cultural element in which another's goals or intentions are taken into account. This definition of cultural learning, however, would force Tomasello et al.'s argument into a circle: Imitative learning relies on this social-cognitive skill because imitative learning is defined as learning that relies on this social-cognitive skill. Such a circular definition does not do their argument justice. (shrink)

This article argues that the implications of the recent eclipse of the construct of the `primitive' for the practice of the human sciences have not been adequately pondered. It asks, therefore, why and how the myth of primitiveness has been sustained by the human sciences, and what purposes it has served for the modern West's self-understanding. To attempt to answer such a query, the article pursues two principal lines of inquiry. In order to appreciate what is potentially being lost, the (...) space that may be closing up as a result of the death of the `primitive', the first part of the article strives to demonstrate the latter's significance for the self-critique of modern ways of thinking and acting by historiographically reconstructing its changing roles within and representations by the human sciences. In the second section, it is contended that the eclipse of primitiveness has created a potentially problematic situation for the human sciences, since the cross-cultural mode of critique cultivated through this myth risks being neglected in a post-`primitive' age. All in all, then, the article claims that continued engagement with cultural alterity is essential for the human sciences after primitiveness, and that such an engagement can be sustained by an understanding of the different ways in which the `primitive' has been defined and has functioned over the course of the modern era. (shrink)

This paper outlines a critical, textual approach for the analysis of the relationship between different actors in information technology (IT) production, and further concretizes the approach in the analysis of the role of users in the open source software (OSS) development literature. Central concepts of the approach are outlined. The role of users is conceptualized as reader involvement aiming to contribute to the configuration of the reader (to how users and the parameters for their work practices are defined in OSS (...) texts). Afterwards, OSS literature addressing reader involvement is critically reviewed. In OSS context, the OSS writers as readers configure the reader and other readers are assumed to be capable of and interested in commenting the texts. A lack of OSS research on non-technical reader involvement is identified. Furthermore, not only are the OSS readers configured, but so are OSS writers. In OSS context while writers may be empowered, this clearly does not apply to the non-technical OSS readers. Implication for research and practice are discussed. (shrink)

A growing body of knowledge within the social sciences is produced from the perspectives of marginalised groups of people, and often, western science is criticised as an accomplice in a male-dominated and/or Eurocentric hegemony where alternative voices are excluded. This article investigates the terms of debate of this kind of knowledge in the social scientific community: who can partake in this discussion, and with which kind of commitment? The empirical material is the reviews of Linda Tuhiwai Smith?s book Decolonizing methodologies. (...) Research and indigenous peoples (London: Zed Books, 1999). Most of the reviewers welcome Smith's critique of western science and call for a more inclusive alternative. The question of the analysis is how this ambition is put to practice. The analysis demonstrates that even if the reviewers condone Smith's project, many of them hesitate to fully enter the debate. Many reviews oscillate between a classical understanding of culture and a postmodernist approach. The article argues that an unaddressed tension between these patterns of thought leaves the reviewers at an impasse. A crucial point is how we conceptualise the relationship between knowledge and context, and the author suggests that Sandra Harding's version of standpoint theory may help us to reconsider the terms of the debate. (shrink)

(1995). Synthesizing disciplinary narratives: George Gaylord Simpson's tempo and mode in evolution. Social Epistemology: Vol. 9, Boundary Rhetorics and the Work of Interdisciplinarity, pp. 113-150.

This paper addresses a range of theoretical issues which are the topic of recent social psychological and related research concerned with the “new racism.” We critically examine examples of such research in order to explore how analyst concerns with anti-racist political activism are surreptitiously privileged in explanations of social interaction, often at the expense of and in preference to the work of examining participants' own formulations of those same activities. Such work is contrasted with an ethnomethodologically-informed, discursive psychology which seeks (...) to the explore how participants' talk is responsively oriented to foreclosing the same sort of critique implicitly made available in new racism research as a way for speakers to account for their own and others' activities within the controversy which that same body of research seeks to settle. More specifically, we examine how the rhetorical context of controversy surrounding race and racism is imminent to the situated activities whereby speakers provide for its relevance and not, as assumed in new racism research, some independent factor affecting that interaction. Finally, we conclude with an analysis of an episode of talk recorded in a social science interview having as its topic the nature of cross-cultural contact in which the participants take up the issue of racism as a way of managing the conflicting demands with which they are confronted in accounting for their involvement as Western expatriates living in the Middle East. Throughout our analysis of these materials, the issue of racism is approached for how it features as a participant concern, raised by speakers in the course of attending to the immediate situated interactional business in which they are engaged. (shrink)

The article defines a new referential problem of ethnographic description: the verbalization of the “silent” dimension of the social. As a documentary procedure, description has been devalued by more advanced recording techniques that set a naturalistic standard concerning the reification of qualitative “data.” I discuss this standard from the perspective of the sociology of knowledge and replace it by a challenge unknown to all empirical procedures relying on primary verbalizations of informants. Descriptions have to solve the problems of the voiceless, (...) the silent, the unspeakable, the pre-linguistic, and the indescribable. Ethnography puts something into words, which did not exist in language before. To respond to this task, descriptions have to turn away from the logic of recording and develop into a theory-oriented research practice. (shrink)

Although cognitive science was multidisciplinary from the start, an under-emphasis on anthropology has left the field with limited research in small scale, indigenous societies. Neglecting the anthropological perspective is risky, given that once-canonical cognitive science findings have often been shown to be artifacts of enculturation rather than cognitive universals. This imbalance has become more problematic as the increased use of Western theory-driven approaches, many of which assume human uniformity (“universality”), confronts the absence of a robust descriptive base that might provide (...) clarifying or even contrary evidence. We highlight the need for remedies to such shortcomings by suggesting a two-fold methodological shift. First, studies conducted in indigenous societies can benefit by relying on multidisciplinary research groups to diminish ethnocentrism and enhance the quality of the data. Second, studies devised for Western societies can readily be adapted to the changing settings encountered in the field. Here, we provide examples, drawn from the areas of emotion and facial expressions, to illustrate potential solutions to recurrent problems in enhancing the quality of data collection, hypothesis testing, and the interpretation of results. (shrink)

With reference to two different projects examining North American Christianities, this symposium contribution explores opportunities for critique when conducting fieldwork. Drawing from observations made by E. E. Evans-Pritchard, I suggest that critique is most productive when it uses the perspective and position of one’s interlocutors as its point of departure.

Culture is, in many ways, implicated in and shapes technology design and use. Inspired by Stuart Hall’s conception of encoding/decoding, we maintain that technological artefacts reflect the cultural values of their creators, while users, in their encounters with the technological artefacts, may decode those artefacts in various ways that are shaped by the users’ cultural values. In this article, we apply this lens to study a decade-long urban computing project that took place in the wild. We focus on the project’s (...) development team and on how their cultural values shape technology design. We also acknowledge that such an urban computing project involves many other stakeholder groups that affect the course of events. In our analysis, we examine how these stakeholders shaped and interpreted the technology in question. Although the development project had a seemingly generic “for all” ethos, the various stakeholders pulled the focus in different directions. The trajectory of the project can be characterized as reacting to these competing influences—sometimes achieving fit, while other times resulting in conflicts. The contribution of this paper is a structured analysis and reflections on cultural issues in community technology design in the wild, with a focus on the role of the developers’ cultural values and other stakeholders’ technology-related requirements and interpretations. This study has implications for subsequent studies in the wild by framing them as fluid settings of a great variety of stakeholders with a multiplicity of values, requirements, and interpretations. (shrink)

This dissertation addresses the question of marginalization in cross-cultural communication from the perspectives of hermeneutic philosophy and postcolonial theory. Specifically, it focuses on European colonialism‘s effect on language and communicative practices in Latin America. I argue colonialism creates a deeply sedimented but unacknowledged background of inherited cultural prejudices against which social and political problems of oppression, violence and marginalization, especially towards women, emerge—but whose roots in colonial and imperial frameworks have lost transparency. This makes it especially difficult for postcolonial subjects (...) to meaningfully express their own experiences of psychic dislocation and fragmentation because the discursive background used to communicate these experiences is made up of multiple, sometimes conflicting traditions. To address this problem, I turn to a strategic use of Nietzsche‘s conceptions of subjectivity and language as metaphor to engage the unique difficulties that arise in giving voice to the subaltern experience. Thus, I argue that while colonialism introduces an added layer of complexity to philosophical discussions of language, the concrete particularities and political emergencies of Latin American history necessitate an account of language that can speak to these concrete particularities. To this end, I develop a conception of, what I call, ―hydric life,‖ a postcolonial feminist hermeneutics that better accommodates these cultural specificities. (shrink)

This essay argues that philosophy can be combined with qualitative research without sacrificing the aims of either approach. Philosophers and qualitative researchers have articulated and supported the idea that human meaning-constructions are appropriately grasped through close attention to “consequences incurred in action,” in Dewey’s words. Furthermore, scholarship in both domains explores alternative possibilities to familiar constructions of meaning. The essay explains by means of a concrete example the approach I took to hybridizing these approaches. It describes an ethnographic and philosophical (...) study of how children made meaning of justice and solidarity through their practice of democratic citizenship in an extracurricular program called Village. At Village, children built and ran a miniature town. Their actions and conversations around the political challenges that inevitably arose exemplify meaning-making of ideals in response to actual problems. The meaning of solidarity and justice for these children emerged through the consequences of previous and present actions they took in communication with others. This essay details the methods I used for designing the study, collecting data, and analyzing my findings. (shrink)