Abstract
In this chapter, it is argued that both ethnographers and newcomers need to develop relational agency in order to engage in local practices. New feminist materialism helps us understand this process as one of aligning ‘relata-within-phenomena’, but lacks a vocabulary for collective practices. This vocabulary is found in cultural–historical activity theory where three different approaches to collective practices are explored. I argue that as the cultural forces move through newcoming ethnographers, they learn to distinguish between harmony and friction in new ways because the activity and material space they engage in collectively are changing. This implies sharing collective motives of engagements. A completely collectively aligned motive is rare, since participants (including ethnographers) learn from different nested positions. The experienced practitioners are, however, more nested than newcomers in the cultural markers that can move humans and artefacts in and out of geometrical spaces. This process I define and discuss is the scalar learning of centripetal cultural forces, which may eject phenomena while nesting others in the collective practices.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
Notes
- 1.
For a thorough discussion of the problem of methodological individualism, see Zahle 2007. In my discussion, there is no absolute distinction between methodological individualism (sometimes connected to ‘liberal values’) and methodological holism connected to espoused ‘collectivist political ideals’ (Zahle 2007: 318). On the contrary, the theory of cultural learning processes connects values and ideals, person and collectives of persons sounded through by cultural forces.
- 2.
In a subtle way, it also illustrates the danger of relying on interviews as the only approach during fieldwork. Questions form answers. What the answers actually mean may be obscured by the interpretations of those who asked the questions in the first place from their own frame of learning.
References
Ardener, E. (1989). The voice of prophecy. Oxford: Basil Blackwell.
Barad, K. (2000). Reconceiving scientific literacy as agential literacy, or learning how to intra-act responsibly within the world. In R. Reid & S. Traweek (Eds.), Doing culture & science (pp. 221–258). New York: Routledge Press.
Barad, K. (2007). Meeting the universe halfway: Quantum physics and the entanglement of matter and meaning. Durham: Duke University Press.
Bateson, G. (1972/1989). Steps to an ecology of mind. New York: Ballantine Books.
Bernstein, B. (1971). Class, codes and control. London: Routledge.
Bourdieu, P. (1977). Outline of a theory of practice. New York: Cambridge University Press.
Bourdieu, P. (1990). The logic of practice. Cambridge: Polity Press.
Cheryan, S., Plaut, V. C., Davies, P., & Steele, C. M. (2009). Ambient belonging: How stereotypical environments impact gender participation in computer science. Journal of Personality and Social Psychology, 97, 1045–1060.
Cole, M. (1996). Cultural psychology: A once and future discipline. Cambridge, MA: Harvard University Press.
Cole, M., & Engeström, Y. (1993). A cultural-historical approach to distributed cognition. In G. Salomon (Ed.), Distributed cognitions: Psychological and educational considerations (pp. 1–46). New York: Cambridge University Press.
Dreier, O. (1999). Personal trajectories of participation across contexts of social practice. Outlines. Critical Social Studies, 1, 5–32.
Dubeck, L. W., Moshier, S., Bruce, M. H., & Boss, J. E. (1993). Finding the facts in science fiction films. Science Teacher, 60(4), 46–48.
Dubeck, L. W., Boss, J. E., & Moshier, S. (2004). Fantastic voyages: Leaning science through science fiction films. New York: Springer.
Edwards, A. (2005a). Let’s get beyond community and practice: The many meanings of learning by participating. The Curriculum Journal, 16(1), 49–65.
Edwards, A. (2005b). Relational agency: Learning to be a resourceful practitioner. International Journal of Educational Research, 43(3), 168–182.
Edwards, A. (2009). From the systemic to the relational: Relational agency and activity theory. In A. Sannino, H. Daniels, & K. Gutiérrez (Eds.), Learning and expanding with activity theory (pp. 197–212). Cambridge: Cambridge University Press.
Edwards, A. (2010). Being an expert professional practitioner: The relational turn in expertise. Dordrecht: Springer.
Edwards, A. (2012). The role of common knowledge in achieving collaboration across practices. Learning, Culture and Social Interaction, 1, 22–32.
Engeström, Y. (1987). Learning by expanding. An activity-theoretical approach to developmental research. Helsinki: Orienta-konsultit.
Engeström, Y. (1999). Expansive visibilization of work: An activity-theoretical perspective. Computer Supported Cooperative Work, 8, 63–93.
Engeström, Y. (2000). Activity theory as a framework for analyzing and redesigning work. Ergonomics, 4(7), 960–974.
Engeström, Y. (2001). Expansive learning at work: Toward an activity theoretical reconceptualization. Journal of Education and Work, 14(1), 133–156.
Engeström, Y., & Sannino, A. (2010). Studies of expansive learning: Foundations, findings and future challenges. Educational Research Review, 5(1), 1–24.
Engeström, Y., Virkkunen, J., Helle, M., Pihlaja, J., & Poikela, R. (1996). The change laboratory as a tool for transforming work. Lifelong Learning in Europe, 1(2), 10–17.
Goffman, E. (1963). Stigma: Notes on the management of spoiled identity. Englewood Cliffs: Prentice Hall.
Hasse, C. (2000). Feedback-loop among physicists – Towards a theory of relational analysis in the field. Anthropology in Action, 3, 5–12.
Hasse, C. (2001). Institutional creativity – The relational zone of proximal development. Culture and Psychology, 7(2), 199–221.
Hasse, C. (2002a). Learning physical space – The social designation of institutional culture. FOLK, Special Issue: Culture of Institution/Institutions of Culture, 44, 171–195.
Hasse, C. (2002b). Kultur i Bevægelse: Fra Deltagerobservation Til Kulturanalyse - I Det Fysiske Rum. København: Forlaget Samfundslitteratur.
Hasse, C. (2002c). Gender diversity in play with physics. The problem of premises for participation in activities. Mind, Culture and Activity: An International Journal, 9(4), 250–270.
Hasse, C. (2008a). Postphenomenology – Learning cultural perception in science. Human Studies, 31(1), 43–61.
Hasse, C. (2008b). Cultural body learning – The social designation of institutional code-curricula. In T. Schilhab, M. Juelskjær, & T. Moser (Eds.), Body and learning (pp. 193–215). Copenhagen: The Danish School of Education Press.
Hedegaard, M. (2009). Children’s development from a cultural–historical approach: Children’s activity in everyday local settings as foundation for their development. Mind, Culture, and Activity, 16(1), 64–82.
Hedegaard, M. (2012). Children’s creative modeling of conflict resolutions in everyday life as central in their learning and development in families. In M. Hedegaard, K. Aronsson, H. Charlotte, & O. S. Ulvik (Eds.), Children, childhood, and everyday life: Children’s perspectives (pp. 55–74). Charlotte: Information Age Publishing.
Hedegaard, M., & Chaiklin, S. (2005). Radical-local teaching and learning. A cultural-historical approach. Aarhus: Arhus University press.
Hollan, J., Hutchins, E., & Kirsh, D. (2000). Distributed cognition: Toward a new foundation for human-computer. ACM Transactions on Computer-Human Interaction, 7(2), 174–196.
Holland, D. (1992). How cultural systems become desire: A case study of American Romance. In R. D’Andrade & C. Strauss (Eds.), Human motives and cultural models (pp. 61–89). Cambridge: Cambridge University Press.
Hutchins, E. (1995). Cognition in the wild. Cambridge: MIT Press.
Ihde, D. (1998). Expanding hermeneutics: Visualism in science. Evanston: Northwestern University Press.
Ihde, D. (2002). Bodies in technology. Minneapolis: University of Minnesota Press.
Langemeyer, I., & Roth, M. W. (2006). Is cultural-historical activity theory threatened to fall short of its own principles and possibilities in empirical research? Outlines. Critical Social Studies, 8(2), 20–42.
Lassiter, L. E. (2005). The Chicago guide to collaborative ethnography. Chicago: University of Chicago Press.
Lave, J. (1996). Teaching, as learning, in practice. Mind, Culture, and Activity, 3(3), 149–164.
Lave, J. (2011). Apprenticeship in critical ethnographic practice. Chicago: Chicago University Press.
Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. New York: Cambridge University Press.
Leont’ev, A. N. (1978). Activity, consciousness, and personality. Englewood Cliffs: Prentice-Hall.
Leont’ev, A. N. (1981). Problems of the development of mind. Moscow: Progress Publishers.
Low, S. M., & Merry, S. E. (2010). Engaged anthropology: Diversity and dilemmas: an introduction to supplement 2. Current Anthropology, 51(2), 203–226.
Martin, J. (1992). Cultures in organisations – Three perspectives. London: Oxford University Press.
McDermott, R. P. (1993). The acquisition of a child by a learning disability. In S. Chaiklin & J. Lave (Eds.), Understanding practice. Perspectives on activity and context (pp. 269–305). Cambridge: Cambridge University Press.
Postill, J. (2010). Introduction: Theorising media and practice. In B. Bräuchler & J. Postill (Eds.), Theorising media and practice (pp. 1–32). Oxford/New York: Berghahn.
Risjord, M. W. (2007). Ethnography and culture. In S. P. Turner & M. W. Risjord (Eds.), Philosophy of anthropology and sociology (pp. 399–428). Amsterdam: Elsevier Science.
Rouse, J. (2006). Practice theory. Division I Faculty Publications (Paper 43). http://wesscholar.wesleyan.edu/div1facpubs/43. Accessed 9 Feb 2013.
Rouse, J. (2007). Practice theory. In S. Turner & M. Risjord (Eds.), Handbook of the philosophy of science. Vol 15: Philosophy of anthropology and sociology (pp. 639–681). Dordrecht: Elsevier.
Sannino, A., Daniels, H., & Gutierrez, K. D. (2009). Activity theory between historical engagement and future-making practice. In A. Sannino, H. Daniels, & K. Gutiérrez (Eds.), Learning and expanding with activity theory. Cambridge: Cambridge University Press.
Schatzki, T. R., Knorr-Cetina, K., & von Savigny, E. (Eds.). (2001). The practice turn in contemporary theory. London: Routledge.
Søndergaard, D. M. (2013). Virtual materiality, potentiality and subjectivity: How do we conceptualize real-virtual interaction embodied and enacted in computer gaming, imagination and night dreams? Subjectivity, 6(1), 55–78.
Strauss, C. (1992). What makes Tony Run? Schemas as motives reconsidered. In R. D’Andrade & C. Strauss (Eds.), Human motives and cultural models. Cambridge: Cambridge University Press.
Strauss, C., & Quinn, N. (1994). A cognitive/cultural anthropology. In R. Borofsky (Ed.), Assessing cultural anthropology (pp. 284–297). New York: McGraw-Hill.
Tsing, A. L. (2012). On nonscalability: The living world is not amenable to precision-nested scales. Common Knowledge, 18(3), 505–524.
Verbeek, P. P. (2005). What things do: Philosophical reflections on technology, agency, and design (R. P. Crease, Trans.). University Park: The Pennsylvania State University Press.
Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. In M. Cole, V. John-Steiner, S. Scribner, & E. Souberman (Eds.), Cambridge: Harvard University Press.
Vygotsky, L. S. (1987). Thinking and speech. In R. W. Rieber & A. S. Carton (Eds.), The collected works of L.S. Vygotsky. Vol. 1: Problems of general psychology (pp. 39–289). New York: Plenum.
Vygotsky, L. S. (1998). In R. W. Rieber & J. Wollock (Eds.), The collected works of L.S. Vygotsky (Vol. 5). New York: Plenum Press.
Yanow, D. (2000). Seeing organisational learning: A cultural view. Organisation, 7(2), 247–268.
Zahle, J. (2007). Holism and supervenience. In S. Turner & M. Risjord (Eds.), Handbook of the philosophy of science. Vol 15: Philosophy of anthropology and sociology (pp. 311–342). Dordrecht: Elsevier.
Author information
Authors and Affiliations
Rights and permissions
Copyright information
© 2015 Springer Science+Business Media B.V.
About this chapter
Cite this chapter
Hasse, C. (2015). Towards Nested Engagement. In: An Anthropology of Learning. Springer, Dordrecht. https://doi.org/10.1007/978-94-017-9606-4_7
Download citation
DOI: https://doi.org/10.1007/978-94-017-9606-4_7
Published:
Publisher Name: Springer, Dordrecht
Print ISBN: 978-94-017-9605-7
Online ISBN: 978-94-017-9606-4
eBook Packages: Humanities, Social Sciences and LawEducation (R0)