Towards a new theory of practice for community health psychology

The article sets out the value of theorizing collective action from a social science perspective that engages with the messy actuality of practice. It argues that community health psychology relies on an abstract version of Paulo Freire’s earlier writing, the Pedagogy of the Oppressed, which provides scholar-activists with a ‘map’ approach to collective action. The article revisits Freire’s later work, the Pedagogy of Hope, and argues for the importance of developing a ‘journey’ approach to collective action. Theories of practice are discussed for their value in theorizing such journeys, and in bringing maps (intentions) and journeys (actuality) closer together

The tactical mimicry of social enterprise strategies: acting ‘as if’ in the everyday life of third sector organizations

Using England as a paradigmatic case of the „enterprising up ‟ of the third sector through social enterprise policies and programs, this article sheds light on resistance as enacted through dramaturgical identification with government strategies. Drawing from a longitudinal qualitative research study, which is interpreted via Michel de Certeau‟s theory of the everyday, we present the case study of Teak, a charitable regeneration company, to illustrate how its Chief Executive Liam „acted as ‟ a social entrepreneur in order to gain access to important resources. We establish „tactical mimicry ‟ as a sensitizing concept to suggest that third sector practitioners ‟ identification with the normative premises of „social enterprise ‟ is part of a parasitical prosaics geared toward appropriating public money. While tactical mimicry conforms to strategies only in order to exploit them, its ultimate aim is to increase potentials of collective agency outside the direct influence of power. The contribution we make is threefold: first, we extend the recent debate on productive resistance by highlighting how „playing the game ‟ without changing existing relations of power can nevertheless produce largely favorable outcomes. Second, we suggest that recognition of the productive potential of tactical mimicry requires methodologies which pay attention to the spatial and temporal dynamics of resistance. And third, we argue that explaining „social enterprise‟ without consideration of the non-discursive, mainly financial resources made available to those who identify with it, necessarily risks overlooking a crucial element of the dramaturgical dynamic of discourse

Wigs, disguises and child's play : solidarity in teacher education

It is generally acknowledged that much contemporary education takes place within a dominant audit culture, in which accountability becomes a powerful driver of educational practices. In this culture both pupils and teachers risk being configured as a means to an assessment and target-driven end: pupils are schooled within a particular paradigm of education. The article discusses some ethical issues raised by such schooling, particularly the tensions arising for teachers, and by implication, teacher educators who prepare and support teachers for work in situations where vocational aims and beliefs may be in in conflict with instrumentalist aims. The article offers De Certeau’s concept of ‘la perruque’ to suggest an opening to playful engagement for human ends in education, as a way of contending with and managing the tensions generated. I use the concept to recover a concept of solidarity for teacher educators and teachers to enable ethical teaching in difficult times

: Familias populares e institução escolar : entre autonomia e heteronomia

Version française de "Familias populares e institução escolar : entre autonomia e heteronomia", Educação e Pesquisa, 2010, vol. 36, n°espcial, p. 65-76International audienceL'article se propose d'analyser quelques problèmes théoriques dans l'étude des relations entre familles populaires et école, problèmes qui sont ceux que rencontre la sociologie dans l'étude des classes populaires et de leurs relations avec le monde dominant et les institutions. Il explore la possibilité de dépasser l'alternative entre une perspective strictement légitimiste qui tend à réduire les classes populaires et leurs pratiques au rapport de domination qui les aliène (hétéronomie) et la perspective relativiste qui les envisage dans une altérité radicale (autonomie) en occultant les rapports sociaux de domination. Il insiste sur l'ambivalence des logiques et des pratiques des familles populaire

Everyday life and environmental change

This paper explores how daily changes in the physical environment intersect and connect with people’s everyday lives, routines and practices in the Maldives. Day-to-day life is often regarded as mundane and ordinary, and therefore not particularly worthy of study. As this paper argues, however, the everyday is central to understanding how environmental change occurs and how people respond to it. Much recent work has challenged the ontological separation of the human and non-human, yet approaches to examining environment-everyday connections have, to date, been largely one-directional, focusing on either how the environment impacts on human practices or is impacted by them. Using the notion of the everyday, this paper explores how ‘impacting on’ and ‘impacted by’ are entangled, ongoing cyclical processes that unfold daily. It draws on a series of innovative methodologies conducted with island-based communities to examine three keys changes in the physical environment that are taking place in the context of the recent and rapid development of tourism on inhabited islands: sand excavation and erosion, the appearance and removal of rubbish and debris, and the expansion of the built environment. The paper reveals the significance of these day-to-day changes and the ways in which they are accommodated by, and incorporated into, the spatial and temporal dimensions of people’s daily practices. It concludes by suggesting that an appreciation of the everyday can contribute to new understandings of human/non-human entanglements

Exploring young people's and youth workers' experiences of spaces for ‘youth development’: creating cultures of participation

The paper focuses on the emergence of ‘positive youth development’ and its impact on older, more established practices of working with young people, such as youth work. Drawing on ethnographic fieldwork in England between 2004 and 2006, in particular young people's and youth workers' accounts of participating in youth work, the analysis engages with the social spaces in which youth work takes place and asks key questions about why young people might participate in youth spaces, what they get out of participating and how such spaces can promote cultures of participation. The analysis shows that such spaces provide young people and their communities with biographical continuity and time becomes a key component for sustaining such spaces. The argument is made for a more nuanced understanding of what young people get out of their participation in youth spaces, and for an epistemological approach to youth praxis that embraces the messiness and inequalities of lived experience

Locating and building knowledges outside of the academy : approaches to engaged teaching at the University of Sheffield

This article draws on three case studies, which illuminate a number of practical, ethical and intellectual issues that arise from engaged teaching activities within the curriculum. Projects from the disciplines of Architecture, English and Journalism Studies illustrate the possibilities offered by learning and teaching projects which emphasise public facing, co-produced knowledge as central components. It is argued that such approaches enable dynamic forms of learning to emerge, which work to expand the parameters of subject-specific knowledge while enabling the development of citizenship attributes and employability skills amongst students in ways that deepen, rather than dilute, intellectual rigour. The article locates these practical pedagogical reflections within theoretical frameworks offered by those working (largely in North America* on publicly engaged approaches to scholarship and seeks to draw connections with contemporary developments in learning and teaching in the UK. Keywords: civic university; engaged teaching; engaged scholarship; co-productio

Prime beef cuts : culinary images for thinking 'men'

The paper contributes to scholarship theorising the sociality of the brand in terms of subject positions it makes possible through drawing upon the generative context of circulating discourses, in this case of masculinity, cuisine and celebrity. Specifically, it discusses masculinity as a socially constructed gender practice (Bristor and Fischer, 1993), examining materialisations of such practice in the form of visualisations of social relations as resources for 'thinking gender' or 'doing gender'. The transformative potential of the visualisations is illuminated by exploring the narrative content choreographed within a series of photographic images positioning the market appeal of a celebrity chef through the medium of a contemporary lifestyle cookery book. We consider how images of men 'doing masculinity'are not only channelled into reproducing existing gender hierarchy and compulsory heterosexuality in the service of commercial ends, but also into disrupting such enduring stereotyping through subtle reframing. We acknowledge that masculinity is already inscribed within conventionalised representations of culinary culture. In this case we consider how traces of masculinity are exploited and reinscribed through contemporary images that generate resources for rethinking masculine roles and identities, especially when viewed through the lens of stereotypically feminised pursuits such as shopping, food preparation, cooking, and the communal intimacy of food sharing. We identify unsettling tensions within the compositions, arguing that they relate to discursive spaces between the gendered positions written into the images and the popular imagination they feed off. Set against landscapes of culinary culture, we argue that the images invoke a brand of naively roughish "laddishness" or "blokishness", rendering it in domesticated form not only as benign and containable, but fashionable, pliable and, importantly, desirable. We conclude that although the images draw on stereotypical premeditated notions of a feral, boisterous and untamed heterosexual masculinity, they also set in motion gender-blending narratives

On identity: Contemporary music research in the Asia-Pacific region. Introduction

Anthropology, as the study of human societies, has always been inclusive of music in some form or another, whether simply referencing a culture’s music through evocative book titles or delving in detail into musical forms and performances themselves. Music is acknowledged as a gateway to understanding a people’s experience*in particular song, which gives voice to human expression not always possible in everyday language. From another angle, music research has increasingly engaged with anthropology and this has occurred most notably in the development of the discipline of ethnomusicology, which grew from comparative musicology, and the publication of one of its key texts, Alan Merriam’s The Anthropology of Music(1964). This issue of The Asia Pacific Journal of Anthropology(TAPJA) contributes with a special focus on contemporary music research in the Asia Pacific region

Intercultural ethics: questions of methods in language and intercultural communication

This paper explores how questions of ethics and questions of method are intertwined and unavoidable in any serious study of language and intercultural communication. It argues that the focus on difference and solution orientations to intercultural conflict has been a fundamental driver for theory, data collection and methods in the field. These approaches, the paper argues, have created a considerable consciousness raising industry, with methods, trainings and ‘critical incidents’, which ultimately focus intellectual energy in areas which may be productive in terms of courses and publications but which have a problematic basis in their ethical terrain. Dieser Artikel untersucht wie ethische und methodische Fragen nicht nur ineinander greifen, sondern in keiner ernstzunehmenden Studie ueber Sprache und interkulturelle Kommunikation ausgelassen werden duerfen. Es wird hier argumentiert, dass der Schwerpunkt auf Verschiedenheit und Problemorientierung im interkulturellen Konflikt einen wesentlichen Einfluss auf theoretische Entwicklungen, Datenerhebung und Methoden in diesem Bereich hatte. Dieser Artikel legt auch dar, wie diese Ansaetze eine betraechtliche ‘Bewusstseinsbildungs – Branche' erzeugt haben, mit Methoden, Trainings, und ‘kritischen Interaktionssituationen’, welche letztendlich allen intellektuellen Arbeitseifer auf Bereiche konzentriert hat, die zwar ertragreich sind in Bezug auf Kurse und Publikationen, jedoch eine problematische Grundlage im ethischen Bereich aufweisen