This article seeks to expand the sociology of religion’s conceptual toolkit beyond the focus on religious belief and on organizational structures inherited from Western Christianity. After criticizing these origins, I use Ibn Khaldûn’s notion of al ‘assabiyyah or “group-feeling” to analyze the events surrounding the Marian apparitions at Medjugorje, Bosnia, in the 1980s and the later events in the same region during the 1990s Bosnian wars. This concept’s strength is its ability to treat religious and ethnic solidarity as part of (...) the same phenomenon—something that previous literature on Medjugorje and the Bosnian war failed to do. Its weakness is its focus on centripetal solidarity rather than solidarity created by heightened social boundaries. The solidarities at Medjugorje were more often of the latter kind. (shrink)

In the university system today, co-research may be a decolonising strategy. We evaluate teaching a ‘Modernization and Social Change’ course in Vietnam as an experiment in co-research anthropology t...

Pain, pain talk and pain ascriptions seem to be universal features of human experience and to have little to do with politics. It is often assumed that pain is always bad, a sign of a malfunctioning machine, that pain talk describes this malfunction and that the humane thing to do is to seek to ameliorate or excise pain. I argue that this viewpoint is one-sided at best and imperialistic at worst. In section I, I outline what I term the ‘prima (...) facie model of pain’ and adumbrate later Wittgenstein’s criticism of it. In section II, I marshal ethnographic evidence that deepens Wittgenstein’s reimagining of pain and acknowledgment. In section III, I link this to ‘progressive’ politics and its normative understanding of the self. Finally, in section IV, I turn to Martin Luther King’s writing and discuss a use of pain that undermines this normative conception of the self and aligns with Wittgenstein’s account. (shrink)

Eden najpomembnejših in najtežavnejših teoretskih problemov, povezanih z demokracijo v celotni Aziji, je azijski produkcijski način. Za korejske zagovornike demokracije je bila nujna diskreditacija konceptov, kot sta teorija azijskega absolutizma in azijske stagnacije. Članek obravnava razpravo o azijskem produkcijskem načinu, ki se je razvnela med marksisti v cesarski Japonski in kolonialni Koreji in ki je presegla teorije azijskega ekscepcionalizma. Paradigma azijskega produkcijskega načina kot sovražnika demokracije presega azijski kontekst, saj ga prevzema tudi sodobna evropska teorija. Opirajoč se na Deleuza in (...) Guattarija ter Spivakino alegorično prilastitev »azijskega«, bom predstavil poenoteno področje demokracije in azijskega. Na koncu bom kritično preučil čedalje bolj pozitivno kitajsko in južnokorejsko vrednotenje predmoderne azijske družbe in trditev o »alternativnih modernah«. (shrink)

This essay presents a general summary of post-modern philosophy’s conception of agency. It argues that while post-modern philosophers offer formidable intellectual tools for criticizing contemporary restrictions on agency, their conception falters for a variety of philosophical and political reasons. This implies we should develop a more robust conception of agency to provide a foundation for progressive politics. The essay concludes by analyzing several recent steps to develop such a conception.

The expansion process of a Western multinational corporation in India is investigated using ethnographic tools. In particular the paper deals with the processes of knowledge appropriation enacted by the Indian workforce employed at the Research & Development Center in Bangalore. Young Indian professionals in the early stages of their scientific or corporate careers seem to take advantage of the investments that the corporation makes in the competitive Indian industrial district, by frequently changing job and finding new positions. The underlying strategy (...) is that of subtracting competences and applied knowledge from the corporation in order to appropriate them and then reinvest them locally and more profitably. Working for a multinational corporation is investigated in its material and metaphorical dimensions, demonstrating the methodological shift required to analyze a very large productive organization through the eyes of its employees. One consequence of scaling down in the ethnographic analysis is that the family is introduced as an economic actor contributing to shaping decisions and public policies. (shrink)

This paper explores how educators might intervene in canonized texts of the human subject on which a particular and exclusive kind of humanism rests. In imagining possible interventions educators might make, I turn to and trace Jacques Derrida's on‐going deconstruction of the philosophical texts of subjectivity. In his body of work, Derrida destabilizes fixed notions of the human subject and the institutions it founds (like philosophy and education). From Derrida's points of destabilization and through a differing but similar deconstructive stance, (...) I also consider Gayatri Spivak's suggestive question ‘Who is not the subject of humanism?’ to provide another possible trajectory for intervention that educators might take. Departing from knowledge‐based conceptions of human subjectivity, Spivak urges educators to respond to their students in meaningful encounter with the ‘Other’ while Derrida suggests human beings might begin the difficult and complex task of re‐envisioning an altered humanism, a humanism founded on the call of the Other in institutional sites like education. By an engaged rereading of the texts of human subjectivity upon which human beings are written and by turning to respond to the face of the human beings in and outside their classrooms as a means of encountering the Other's humanity, I suggest that educators be the catalyst for changing what it means to be human and education the means by which we approach a humanism yet to be. (shrink)

This article explores the relationship between theory and praxis by contrasting three different models of intellectual endeavor: totalizing, particular and decolonial. Attending to the critique that Gayatri Spivak raised against Michel Foucault and Gilles Deleuze in Can the Subaltern Speak?, this article advocates a dramaturgical reading of texts as a model for political theory to address subaltern agency. It reads such agency in the smile that Pier Paolo Pasolini registers in his 1967 film version of Sophocles’ play, Oedipus Tyrannos. Dramaturgically (...) read, Oedipus reveals another text, the tragic history of a yet insufficiently explored democratic alternative that goes against the established democracy and its complicity with inequality in the continued naturalization of slavery despite its foundation in equality. This subtext demands understanding Oedipus as a political production from the speechless agency of dissident servants, a more subversive aspect of democratic politics. (shrink)

This article focuses on the current trends and initiatives in human capacity building in Africa. It takes as it starting point that human capacity development is essential for Africa to become an information and know-ledge society and therefore an equal partner in the global sharing of knowledge. Four knowledge areas are identified and discussed. These are education, research and development, brain drain and information and documentation drain. The paper concludes that there is a clear understanding in Africa that its future (...) lies with education and that most African leaders have a strong political will to invest in human capacity building on the continent. It is also clear that much has been done, particularly primary education. Africa will most defi-nitely benefit from this in the long run. Problem areas remain however. These are in the needed growth of research and development and how to address the brain and information drain phenomena. (shrink)

An archive is an integral part of literate and social life and is in the custody of political institutions for their historical value. It is argued that societies who lack the faculty of recording histories contribute to the archive-making process in a different context. To advance this, the work of anthropologists on the Igorots, more specifically the Kalingas, of the Philippine Cordilleras, and their tattooing practices are considered for heuristic purposes. It is in these societies, where the concept of the (...) Western archive is absent, that the body becomes a repository of significant life events and rituals concretized by tattoos. Tattooing becomes a form of memory on how bodies remember and create narratives and counter-narratives. To serve as a provocation for further research, Derrida’s two-fold understanding of the archive is utilized. The archive, on the one hand, as a commencement that evokes the writing of the archive and, on the other hand, the understanding of the tattoos as disjointed and incomplete, allows us to understand tattoos as a trace. (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 paper explores how educators might intervene in canonized texts of the human subject on which a particular and exclusive kind of humanism rests. In imagining possible interventions educators might make, I turn to and trace Jacques Derrida's on‐going deconstruction of the philosophical texts of subjectivity. In his body of work, Derrida destabilizes fixed notions of the human subject and the institutions it founds . From Derrida's points of destabilization and through a differing but similar deconstructive stance, I also consider (...) Gayatri Spivak's suggestive question ‘Who is not the subject of humanism?’ to provide another possible trajectory for intervention that educators might take. Departing from knowledge‐based conceptions of human subjectivity, Spivak urges educators to respond to their students in meaningful encounter with the ‘Other’ while Derrida suggests human beings might begin the difficult and complex task of re‐envisioning an altered humanism, a humanism founded on the call of the Other in institutional sites like education. By an engaged rereading of the texts of human subjectivity upon which human beings are written and by turning to respond to the face of the human beings in and outside their classrooms as a means of encountering the Other's humanity, I suggest that educators be the catalyst for changing what it means to be human and education the means by which we approach a humanism yet to be. (shrink)