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A study of class and inequality from an anthropological perspective, bringing together an international team of researchers.
A study of class and inequality from an anthropological perspective, bringing together an international team of researchers.
Rising social, political and economic inequality in many countries, and rising protest against it, has seen the restoration of the concept of 'class' to a prominent place in contemporary anthropological debates. A timely intervention in these discussions, this book explores the concept of class and its importance for understanding the key sources of that inequality and of people's attempts to deal with it. Highly topical, it situates class within the context of the current economic crisis, integrating elements from today into the discussion of an earlier agenda. Using cases from North and South America, Western Europe and South Asia, it shows the - sometimes surprising - forms that class can take, as well as the various effects it has on people's lives and societies.
A study of class and inequality from an anthropological perspective, bringing together an international team of researchers.
"A book about theory and method in the humanities and social sciences. It reacts to what has become known as the "cultural turn," a shift toward semiotics, discourse, and representations and away from other sorts of determinations that started in the early 1980s and that has dominated social thinking for a long string of years. The book is based in a reconsideration of the meeting of two disciplines that helped to launch the cultural turn: anthropology and history. Specifically, it criticizes the ideas of hermeneutics and "thick description" (Clifford Geertz) that have come to play a key role in the encounter of anthropology and history and then in the cultural turn. It led to the renewed cherishing of what Gupta and Ferguson have called paradigms of "peoples and places," saturated pictures of universes, both small and large, of meaning ina more of less frozen standstill-an intellectual precursor to the cultural xenophobia of our times. Against this, the present book embraces praxis and "critical junctions": the connections in space (in and out of a relations of power and dependency, and what Eric Wolf has called the "interstitial relations" between apparently separate institutional domains. In this way the book adds to the current revival of institutionally based "global ethnography," which studies "up and outward" (the journal of Ethnography is a good example)."--Preface
Presenting prehistoric, historic, and ethnographic data from Mongolia, China, Iceland, Mexico, Brazil, and the United States, The Anthropological Study of Class and Consciousness offers a first step toward examining class as a central issue within anthropology. Contributors to this volume use the methods of historical materialism, cultural ecology, and political ecology to understand the realities of class and how they evolve. Five central ideas unify the collection: the objective basis for class in different social orders; people's understanding of class in relation to race and gender; the relation of ideologies of class to realities of class; the U.S. managerial middle-class denial of class and emphasis on meritocracy in relation to increasing economic insecurity; and personal responses to economic insecurity and their political implications. Anthropologists who want to understand the nature and dynamics of culture must also understand the nature and dynamics of class. The Anthropological Study of Class and Consciousness addresses the role of the concept of class as an analytical construct in anthropology and how it relates to culture. Although issues of social hierarchy have been studied in anthropology, class has not often been considered as a central element. Yet a better understanding of its role in shaping culture, consciousness, and people's awareness of their social and natural world would in turn lead to better understanding of major trends in social evolution as well as contemporary society. This book will be of great interest to students and scholars of anthropology, labor studies, ethnohistory, and sociology.
Despite international congresses and international journals, anthropologies of education differ significantly around the world. Linguistic barriers constrain the flow of ideas, which results in a vast amount of research on educational anthropology that is not published in English or is difficult for international readers to find. This volume responds to the call to attend to educational research outside the United States and to break out of “metropolitan provincialism.” A guide to the anthropologies and ethnographies of learning and schooling published in German, French, Spanish, Portuguese, Italian, Slavic languages, Japanese, and English as a second language, show how scholars in Latin America, Japan, and elsewhere adapt European, American, and other approaches to create new traditions. As the contributors show, educators draw on different foundational research and different theoretical discussions. Thus, this global survey raises new questions and casts a new light on what has become a too-familiar discipline in the United States.
In Writing Anthropology, fifty-two anthropologists reflect on scholarly writing as both craft and commitment. These short essays cover a wide range of territory, from ethnography, genre, and the politics of writing to affect, storytelling, authorship, and scholarly responsibility. Anthropological writing is more than just communicating findings: anthropologists write to tell stories that matter, to be accountable to the communities in which they do their research, and to share new insights about the world in ways that might change it for the better. The contributors offer insights into the beauty and the function of language and the joys and pains of writing while giving encouragement to stay at it—to keep writing as the most important way to not only improve one’s writing but to also honor the stories and lessons learned through research. Throughout, they share new thoughts, prompts, and agitations for writing that will stimulate conversations that cut across the humanities. Contributors. Whitney Battle-Baptiste, Jane Eva Baxter, Ruth Behar, Adia Benton, Lauren Berlant, Robin M. Bernstein, Sarah Besky, Catherine Besteman, Yarimar Bonilla, Kevin Carrico, C. Anne Claus, Sienna R. Craig, Zoë Crossland, Lara Deeb, K. Drybread, Jessica Marie Falcone, Kim Fortun, Kristen R. Ghodsee, Daniel M. Goldstein, Donna M. Goldstein, Sara L. Gonzalez, Ghassan Hage, Carla Jones, Ieva Jusionyte, Alan Kaiser, Barak Kalir, Michael Lambek, Carole McGranahan, Stuart McLean, Lisa Sang Mi Min, Mary Murrell, Kirin Narayan, Chelsi West Ohueri, Anand Pandian, Uzma Z. Rizvi, Noel B. Salazar, Bhrigupati Singh, Matt Sponheimer, Kathleen Stewart, Ann Laura Stoler, Paul Stoller, Nomi Stone, Paul Tapsell, Katerina Teaiwa, Marnie Jane Thomson, Gina Athena Ulysse, Roxanne Varzi, Sita Venkateswar, Maria D. Vesperi, Sasha Su-Ling Welland, Bianca C. Williams, Jessica Winegar
Since 1989 neo-nationalism has grown as a volatile political force in almost all European societies in tandem with the formation of a neoliberal European Union and wider capitalist globalizations. Focusing on working classes situated in long-run localized processes of social change, including processes of dispossession and disenfranchisement, this volume investigates how the experiences, histories, and relationships of social class are a necessary ingredient for explaining the re-emergence and dynamics of populist nationalism in both Eastern and Western Europe. Featuring in-depth urban and regional case studies from Romania, Hungary, Serbia, Italy and Scotland this volume reclaims class for anthropological research and lays out a new interdisciplinary agenda for studying identity politics in the intensifying neoliberal conjuncture.