Postmodernism has been particularly important in acknowledging 'the multiple forms of otherness as they emerge from differences in subjectivity, gender and sexuality, race and class, temporal and spatial geographic locations and dislocations'. Postmodernism also ought to be looked at as mimetic of the social, economic, and political practices in society. The meta-narratives that the postmodernists decry were much more open, nuanced, and sophisticated than the critics admit. The rhetoric of postmodernism is dangerous for it avoids confronting the realities of political economy and the circumstances of global power. The sharp categorical distinction between modernism and postmodernism disappears, to be replaced by an examination of the flux of internal relations within capitalism as a whole. The reproduction of the social and symbolic order through the exploration of difference and 'otherness' is all too evident in the climate of postmodernism.

The condition of postmodernity

This review surveys an emergent methodological trend in anthropological research that concerns the adaptation of long-standing modes of ethnographic practices to more complex objects of study. Ethnography moves from its conventional single-site location, contextualized by macro-constructions of a larger social order, such as the capitalist world system, to multiple sites of observation and participation that cross-cut dichotomies such as the “local” and the “global,” the “lifeworld” and the “system.” Resulting ethnographies are therefore both in and out of the world system. The anxieties to which this methodological shift gives rise are considered in terms of testing the limits of ethnography, attenuating the power of fieldwork, and losing the perspective of the subaltern. The emergence of multi-sited ethnography is located within new spheres of interdisciplinary work, including media studies, science and technology studies, and cultural studies broadly. Several “tracking” strategies that shape multi-site...

http://anthro.vancouver.wsu.edu/media/Course_files/anth-490-edward-h-hagen/marcus-1995-ethnography-in-of-the-world-system_the-emergence-of-multi-sited-ethnography.pdf

Ethnography in/of the World System: The Emergence of Multi-Sited Ethnography

Since critics first allegedthat feminism claimed tospeak universally for all
women, feminist researchers havebeen acutely aware ofthe limitations of 
genderas a single analyticalcategory. In fact, feministsare perhaps alone in
the academy in theextent to which theyhave embraced intersectionality – the 
relationshipsamong multiple dimensions andmodalities of social relations
and subject formations – as itselfa central category ofanalysis. One could 
evensay that intersectionality isthe most important theoreticalcontribution 
that women’s studies,in conjunction with relatedfields, has made sofar.1

https://www.jstor.org/stable/10.1086/426800

The Complexity of Intersectionality

(1992) Design Experiments: Theoretical and Methodological Challenges in Creating Complex Interventions in Classroom Settings Journal of the Learning Sciences: Vol 2, No 2, pp 141-178

/pdf/design-experiments-theoretical-and-methodological-challenges-1aoqdo4gxg.pdf

Design Experiments: Theoretical and Methodological Challenges in Creating Complex Interventions in Classroom Settings

The education and research communities are abuzz with new (or at least re-discovered) ideas about the nature of cognition and learning. Terms like \"situated cognition,\" \"distributed cognition,\" and \"communities of practice\" fill the air. Recent dialogue in Educational Researcher (Anderson, Reder, & Simon, 1996,1997; Greeno, 1997) typifies this discussion. Some have argued that the shifts in world view that these discussions represent are even more fundamental than the now-historical shift from behaviorist to cognitive views of learning (Shuell, 1986). These new ideas about the nature of knowledge, thinking, and learning—which are becoming known as the \"situative perspective\" (Greeno, 1997; Greeno, Collins, & Resnick, 1996)—are interacting with, and sometimes fueling, current reform movements in education. Most discussions of these ideas and their implications for educational practice have been cast primarily in terms of students. Scholars and policymakers have considered, for example, how to help students develop deep understandings of subject matter, situate students' learning in meaningful contexts, and create learning communities in which teachers and students engage in rich discourse about important ideas (e.g., National Council of Teachers of Mathematics, 1989; National Education Goals Panel, 1991; National Research Council, 1993).

Stanley Fish

Papers

Stanowisko tekstualne nie istnieje

Who Decides, and Who Speaks?: Shutaisei and the West in Postwar Japan

Self-Affiliation and the Management of Confusion

Further Thoughts on Milton's Christian Reader

Unger and Milton