The book seeks to understand how societies and cultures deal with disaster and the rhetorical means they resort to in order to represent it. It is situated on the cusp between the response to natural catastrophe, the renewed awareness of human vulnerability in the face of environmental hazard and irresponsible policies and the social role of traditional knowledge and humanistic ideas for the preservation of human communities. It aims to be diverse, in disciplinary allegiance and cultural situation, and relevant, by bringing together articles by well-known scholars and policy makers to jointly discuss the possibilities of reframing hazard for the future, so that one may learn from restored behavior instead of repeating the mistakes of the past.
This eclectic collection on what it is to be a part of global network will be of interest to scholars and researchers of South Asian studies, philosophy, sociology, culture studies, and religion.
This book emphasizes communication and semiotic processes as well as the use of artifacts, pictures and technologies in education and childhood development, placing a special focus on active subjectivity, historicity and performativity. Within this theoretical framework, contributors from Europe and the U.S. highlight the dynamic and creative aspects of school, family and community practices and the dramatic aspects of child development in our changing educational institutions. They also use a series of original empirical studies to introduce different research methodologies and complement theoretical analyses in an attempt to find innovative ways to translate cultural-historical and historical anthropological theory and research into a thorough understanding of emerging phenomena in school and after-school education of ethnic minorities, gender-sensitive education, and educational and family policy. Divided into two main parts, “Culture, History and Child Development”, and “Gender, Performativity and Educational Practice”, this book is useful for anyone in the fields of cultural-historical research, educational science, educational and developmental psychology, psychological anthropology, and childhood and youth studies.
Divided into three parts, the book examines the considerable and often conflicting variations in body images and body concepts. In Part One the contributors focus on the representation of the body in religious and philosophical texts; representations that emerged from reading, translating and interpreting classical writings from diverse historical and anthropological approaches. Through predominantly ethnographic studies, Part Two explores the role of the body in narratives and ritual performance, from dance to ritualistic ceremonies. Visualisation processes of the body are examined in Part Three, focusing on developments in modern and contemporary periods: from visual practices at the Mughal court, to the multiple bodies of the bride, and the influence of new media.
This volume is a fascinating collection of articles for those in the fields of sociology and anthropology, history, religion, cultural studies and South Asian studies.