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- Convenors:
-
David Shankland
(Royal Anthropological Institute)
Robert Langer (University of the Bundeswehr Munich)
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Short Abstract:
The creation and recognition of diverse cultural and religious traditions for teaching within schools has become an important aspect of the work of many anthropologists, particularly those who study migrations and Diaspora communities. This panel invites papers on any aspect of this phenomenon.
Long Abstract:
The creation and recognition of diverse cultural and religious traditions for teaching within schools has become an important aspect of the work of many anthropologists, particularly those who study migrations and Diaspora communities. This in turn raises many issues - amongst them are: what are the different national regulations that influence the possibility of obtaining formal recognition to teach diverse cultural and religious traditions in schools, and how do these different administrative and legal frameworks impact on what is being presented as the 'true' version of the tradition in question? What is the appropriate role of anthropologists in these debates, who may frequently be asked to be an expert witness as part of the evaluations of applications? Once recognition is gained, does it necessarily benefit the communities in question, or does it give rise to further problems that need to be addressed? Is it straightforward, or even possible, to codify often largely oral traditions in such a way that they can be taught satisfactorily in a class room setting? What are the links between education traditions that emerge in the Diaspora and those in the homeland setting? Papers are invited that consider empirical case studies of any aspect of this important phenomenon, irrespective of geographical area.
Accepted papers:
Session 1 Friday 28 June, 2024, -Nazira Abdinassir (Eurasian National Ubiversity)
Paper short abstract:
Multiethnic coexistence of various nationalities through the study of interethnic marriages based on the theories of assimilation and acculturation processes and role of anthropology in research that how people of different nationalities can live peacefully together in the same territory.
Paper long abstract:
Anthropology as the one of the basic human science of man in all his dimensions: social, cultural and
physical, by including ethnology as an essential element holds a large mirror in front of a person and gives
him the opportunity to look at himself in all his limitless diversity. To cover all parts of anthropology at
once deep in one research can be unrealistic and this study will be concentrated more on cultural part of
anthropology. Furthermore, anthropology as an important part of modern education, expanding its
horizons significantly with the growing number of contacts between peoples with cultures of different
origins. Through teaching and writing about cultural diversities, it is possible to contribute to the
development of tolerance and mutual respect among people, ultimately promoting the growth of
reciprocal understanding between them. As the main source of the information mentioned, as an instance
the research of inter-ethnic marriages can serve as a laboratory for the study of multiethnic coexistence
which current study will be focused on. Consequently, it allows to illustrate basic connected aspects of
the society as taking into account relationship of different ethnic groups in everyday life and cultural
aspects of integration process through the prism of two important standpoints: their social structure form
and inter-ethnic marriage (finding hard and soft aspects). In this case, through the theory of assimilation
and acculturation processes anthropology as the subject occupies a considerable place in education
whole. To be more comprehensible, let us take language use in inter-ethnic marriages, as language is one
of the significant aspects of the intrinsic cultural traits (acculturation) which inextricably linked with
culture. Two languages can be found in research spot community with inter-ethnic marriages, despite of
that from their social surroundings in a form of kindergarten, school, and higher educational system.
Based on theories of assimilation and acculturation it is possible to define (1) rule of the language use, or
in other words whose language is used mainly in the case of an interethnic marriage. (2) features of
sociocultural environment and how it makes impact on the language use in interethnic marriages. (3)
sociolinguistic aspect of the study concerning the interpretation if interethnic language use in mixed
marriages. As study settlement were chosen Turkestan region, Kazakhstan, one of mostly multinational
domain of the country with century-old history. Main point is taking into account the importance of
anthropology as a science in society, defining and analyzing the features of acculturation processes which
are based on everyday life aspects of inter-ethnic marriages to acquire exact social phenomenon. Which
can present not just statistical even from a psychological and political point of view that can serve as one
of the primary factors of an efficient maintenance of peaceful living in the aimed territory.
Handan Aksünger-Kizil (University of Vienna)
Paper short abstract:
This paper discusses the needs, development and application of interactive-multimedia teaching and learning material on Alevism in different education contexts.
Paper long abstract:
Due to background of a lack of institutional religious education in the form of school lessons and university studies on the one hand and the invisible written canon on the other, Alevis in many European contexts are faced with the challenge of transferring their previously hidden faith into teaching. The socialization with a command of silence, the rules of interpreting Alevi scriptures according to an inner meaning and the regulation that religious education should take place explicitly through religious leaders not only make communication with non-Alevis in interreligious and inter-cultural life contexts more difficult, but also, as can be increasingly observed, the handling of inner-Alevi plurality. This paper therefore discusses the needs, development and application of interactive multimedia teaching and learning materials on Alevism in different classroom contexts.
Surbhi Dayal
Paper short abstract:
This ethnographic research focuses on denotified tribes of India. The paper explores the various sociocultural factors that contribute to the high dropout rate and disinterest in education among them. It also suggests an educational model based on creativity for inclusive education.
Paper long abstract:
India is a multicultural country. The Indian Constitution recognises all Indian citizens as equal, but still, there are groups that are marginalised and are subject to discrimination at the societal level. The paper focuses on denotified tribes in India. Denotified tribes are the tribes that were notified as criminal tribes under the Criminal Tribes Act of 1871 during the colonial period in India. Post-independence, these communities were denotified from the Criminal Tribes List, but the stigma of being criminal still haunts them. This paper is based on the primary research done on denotified tribes during the past two decades. The central research method used for the study is ethnography.These denotified tribes practice sex work as their traditional occupation. Paper explores the various sociocultural factors that contribute to the high dropout rate and disinterest in education among them. On the one hand, these children experience various forms of discrimination from teachers, peers, and society, and on the other hand, the Indian educational system is unable to understand the needs of first-generation learners and those with diverse backgrounds. This study suggests an educational model based on creativity for inclusive education to bridge the gap between tribes and larger society. Tribes under this study have been exploited and left out of the process of development. It is important to understand their socio-cultural references and include them in mainstream society. Lastly, the paper emphasizes that anthropologists, policymakers, and the community need to work together to bring these nomadic tribes into the mainstream education system
Zuzanna Majerowicz (Adam Mickiewicz University in Poznan)
Paper short abstract:
Chazy is a microregion in the south of Greater Poland, which includes several villages near Rawicz. The aim of my research was to demonstrate the functioning of regional lessons in this area, conducted mainly by members of folklore groups, associations and foundations.
Paper long abstract:
Regional education is a form of pedagogical practice that focuses on shaping regional awareness and supporting development in building personal and social identity. It involves researching and promoting knowledge about a given region, its history, culture, traditions and local community. The aim of regional education is to develop students' bonds with their place of residence, build regional identity and local patriotism (Nikitorowicz 2006: 102). Chazy is a microregion in the south of Greater Poland, which includes several villages near Rawicz, town between Poznan and Wroclaw. In the 16th century, settlers from Silesia arrived in these areas and developed their own cultural diversity manifested through customs, language and folk attires. As part of field research, I asked my research partners whether regional education lessons were conducted in schools in the Chazy area. Most of the answers were affirmative, but the fact was emphasized that regional lessons are conducted mainly by members of folk ensembles, associations or foundations. The aim of my research was to demonstrate the functioning of the idea of regional education in the Chazy. The main research questions were: What does the regional lesson program look like; What contribution do teachers make to regional lessons; Are children interested in the offer of regional lessons; How do local authorities support the functioning of regional education? The paper was prepared on the basis of ethnographic field research, and the research material was collected through in-depth interviews.
Robert Langer (University of the Bundeswehr Munich)
Paper long abstract:
How can we define (and teach) 'heterodox Islam' without being normative and essentialising? Standard representations and proposed genealogies of 'heterodox Islam' usually are constructed along the lines of some greater narrative; in case of the 'Islam narrative', 'heterodox groups' serve as the diametral other. It is, then, impossible to conceive of them without 'standard' Islam. This was theorised by scholars from Max Weber up to Bourdieu and others by looking at the relationship of orthodoxy and heterodoxy. This paper evaluates these conceptionalisations and exemplifies them looking at a wide range of groups considered as apostates and heretics by mainstream Islam in order to express some ideas for representing those groups in their own right.
David Shankland (Royal Anthropological Institute)
Paper long abstract:
This paper discuss issues which have emerged during the course of a longitudinal study of migration from Anatolia to Europe, in this instance the way that Alevi traditions can be codified for teaching in the respective schools in their host countries, particularly in Germany, Austria and Switzerland. The issue is complex in multiple ways, as there is no establish consensus as to the historical basis of the Alevis, nor of their texts. Is it possible to present a different way of creating lessons or a curriculum that might help with this question?