The sound of violets: the ethnographic potency of poetry?

This paper takes the form of a dialogue between the two authors, and is in two halves, the first half discursive and propositional, and the second half exemplifying the rhetorical, epistemological and metaphysical affordances of poetry in critically scrutinising the rhetoric, epistemology and metaphysics of educational management discourse. Phipps and Saunders explore, through ideas and poems, how poetry can interrupt and/or illuminate dominant values in education and in educational research methods, such as: • alternatives to the military metaphors – targets, strategies and the like – that dominate the soundscape of education; • the kinds and qualities of the cognitive and feeling spaces that might be opened up by the shifting of methodological boundaries; • the considerable work done in ethnography on the use of the poetic: anthropologists have long used poetry as a medium for expressing their sense of empathic connection to their field and their subjects, particularly in considering the creativity and meaning-making that characterise all human societies in different ways; • the particular rhetorical affordances of poetry, as a discipline, as a practice, as an art, as patterned breath; its capacity to shift phonemic, and therewith methodological, authority; its offering of redress to linear and reductive attempts at scripting social life, as always already given and without alternative

Stigma narratives: LGBT transitions and identities in Malta

This article is available open access through the publisher’s website at the link below. Copyright @ 2011 A B Academic Publishers.This article considers narratives of transition experiences of a group of Lesbian, Gay, Bisexual and Transgender (LGBT) young people in Malta. The article draws on Goffman's concept of stigma and uses this to explore transitions in a society that retains some traditional characteristics, particularly the code of honour and shame, although mediated by aspects of modernity. Interviews were undertaken with 15 young people with the goal of producing narratives. The article analyses the experience of stigma, its effects and how young people manage its consequences. It concludes by drawing attention to the pervasive nature of stigma and the importance of structure, agency and reflexivity in youth transitions. In particular stigma remains an important feature of societies in which hetero-normative sexuality remains dominant

“Savages Who Speak French”: Folklore, Primitivism and Morals in Robert Hertz

Hertz's analysis of the Alpine cult of Saint Besse apparently marks a break from his studies of death, sin and the left to folkloric studies. This analysis helps one to understand the personality of Robert Hertz. His sociological curiosity about folklore reveals his ambiguous position in social sciences at the beginning of the twentieth century. His text appears to be a variation from the Durkheimian norm, but another reading could suggest that Hertz continued and went beyond Durkheimian thought to something between sociology of the modern world and engaged socialism. Through this study, Hertz linked his political ideals, his work in ethnology and his desire for social involvement. The cult of Saint Besse perpetuated as much religious tradition as local identity. The Alpine people were presented in the text as wilful perpetuators of an ideal social order, whose loss for his contemporary city dwellers Hertz feared. The alpine Other, marked by a material and moral backwardness, represented for activist and socialist Hertz one of the paths of balanced social organization that stabilized the identity of a group across time if it fit rather well into the folkloric stereotypes of the beginning of the twentieth century. Finally, by linking events in Herz's life (e.g., the accidental Alpine death of his father), this article suggests that the legend of Saint Besse embodied several recurring motifs in Hertz' career: the accidental deaths of saint and father by falls, the military role of the saint and of Hertz himself

‘You’re just chopped off at the end’: Retired servicemen’s identity work struggles in the military to civilian transition

Promoting positive transition to retirement and cultural adaption for ex-service personnel has been identified as a priority for both social-science research and for public health policy in the UK. The Royal British Legion (RBL) aims to provide support to service and retired service personnel, but to date the transition to retirement experiences of older (60-plus) ex- service personnel remain under-researched. In this article, we employ a symbolic interactionist theoretical framework to examine older servicemen’s experiences and identity challenges post-retirement from the British armed forces. Data were collected primarily through semi-structured, focus-group interviews with 20 former servicemen. Here, we focus specifically upon the challenges encountered by these ex-servicemen in the retirement transition from military to civilian life, a time of identity flux of sociological interest. To navigate this period of identity change and challenge, many participants constructed a ‘modified military self’ through involvement with the RBL as a key social support network. For many retired personnel the RBL offered a form of identification and group identity that resonated strongly with earlier experiences of comradeship in the military

Muddled Boundaries of Digital Shrines

International audienceBased on an online ethnography study of 274 YouTube videos posted during the Virginia Tech or the Newtown massacres, this article discusses how users resort to participatory media during such mediatized events to create a digital spontaneous shrine. The assemblage of this sanctuary on a website hosting billions of user-generated contents is made possible by means of folksonomy and website architecture, and a two-fold social dynamic based on participatory commitment and the institutionalization of a collective entity. Unlike “physical” spontaneous shrines erected in public spaces, these digital shrines connect the bereaved with provocative or outrageous contributions, notably tributes from school shooting fans using participatory media to commemorate the killer’s memory. This side effect, generated by the technical properties of the platform, compromises the tranquility of the memorial and muddles the boundaries and the contents of such sanctuaries

Transforming bonds: ritualising post-mortem relationships in the Netherlands

People continue relationships with their dead in a variety of ways. Since the 1990s, the idea of ‘continuing bonds’ has provided a framework for exploring and understanding post-mortem relationships. However, the dynamics of the bonds between the living and the dead have received little attention. By looking at the intersection of things, practices and spaces, this paper demonstrates that expressions of continuing bonds do not always point to continuity, and indeed can signify discontinuity. It explores the ‘transforming bonds’ between the recently bereaved and their deceased in the Netherlands, illustrating how post-mortem relationships change and how such changes affect the social location of the deceased and the bereaved. By attending to the ritual dynamics of separation, transition and integration, two aspects of the social and material relationships between the living and the dead are highlighted. First, attention is given to the ways wherein the bereaved relocate their deceased through material objects within and outside of their homes, enabling them to renegotiate the absence–presence of the deceased. Second, the paper illustrates that personalised incorporation practices are inevitably linked to negotiations and contestations in the social sphere, and the norms and values of the social environment

Beyond the Womb and the Tomb: Identity, (Dis)embodiment and the Life Course

Grounded in the authors’ theoretical and ethnographic work on pregnancy and social life after death, this article explores the ways in which the body is involved in processes of identification. With a focus on the embodied nature of social identity, the article nonetheless problematizes a model of the life course that begins at the moments of birth and ends at death. Instead, it offers a more extended temporal perspective and examines other ways in which identity may be claimed, for example, via material objects and practices which evoke the body as imagined or remembered. By documenting pre-birth and post-mortem identity-making of this kind, it demonstrates how the unborn and the dead may come into social existence. In addition, a cultural privileging of both the body and visuality is shown to shore up the capacity of material objects and practices to shape social identities in a highly selective fashion. The article therefore proposes that models of the life course need to accommodate the meanings of pre-birth and post-mortem materialities and so incorporate a conceptualization of social identity as contested, relational and inevitably incomplete

Problematizing leadership learning facilitation through a trickster archetype: An investigation into power and identity in liminal spaces

This study uses the archetype of a ‘trickster’ to reflect back on, and hence problematize, the role of the educator/facilitator identity in leadership learning. This is based on the view that a trickster is a permanent resident in liminal spaces and that these liminal spaces play an important role in leadership learning. Our approach was based on the reading of the trickster literature alongside reflective conversations on our own experiences of facilitation of leadership learning, development and education. We suggest that paying attention to the trickster tale draws attention to the romanticization of leadership development and its facilitation as based on a response to crisis that leads to a further enhancement of the leader as a hero. Hence, it also offers ways to problematize leadership learning by uncovering the shadow side of facilitation and underlying power relations. We therefore contribute by showing how, as facilitators, we can use the trickster archetype to think more critically, reflectively and reflexively about our role and practices as educators, in particular, the ethical and power-related issues. In our conclusions, we make recommendations for research, theory and practice and invite other facilitators to share with us their trickster tales