Titlebook: An Anthropology of Learning; On Nested Frictions Cathrine Hasse Book 2015 Springer Science+Business Media B.V. 2015 activity theory.cognit

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PLIC

Culture as Contested Field,f learning. I argue that researchers engage differently with the two fields. That distinction is particularly recognisable within the analytical field of organisational culture, where participants engage in ongoing fights over culture concepts. The different conceptualisations of . create, in part,

欄桿

somnambulism

Position Matters!,physical positions of the ethnographer learning in a topologically fluid space. The chapter argues that the ethnographer, in meeting the empirical field, engages with already formed structural identities and social roles, which, once learned, are valuable resources for cultural analysis. The varied

cognizant

Social Designation of Cultural Markers,atter. The chapter introduces two of four ways ethnographers learn to share cultural markers as resources with their ethnographic subjects. Cultural learning processes entail first of all learning through social designations, where word meaning is pointed out by reactions. Secondly, cultural learnin

譏諷

胎兒

Towards Nested Engagement,ist 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 c

乏味

Console

Epilogue,r learns through what I call . that consist of four processes: learning through social designation, practice-based learning, learning from culture contrast and scalar learning leading to zone of development. Ethnographers write descriptions based on this evolving engagement with the empirical field.

是比賽

https://doi.org/10.1007/978-3-662-40423-2hnographer as participant observer and any other participant. In order to contribute to general anthropology of cultural diversity in humankind, expert ethnographers must be sensitive to the force of culture and learn to align frictions that arise between meaning and materials with their ethnographi