The Circumpolar North has been changing rapidly within the last decades, and the socioeconomic systems of the Eurasian Arctic and Siberia in particular have displayed the most dramatic changes. Here, anthropogenic drivers of environmental change such as migration and industrialization are added to climateinduced changes in the natural environment such as permafrost thawing and increased frequency of extreme events. Understanding and adapting to both types of changes are important to local and indigenous peoples in the Arctic and for the wider global community due to transboundary connectivity. As local and indigenous peoples, decision-makers and scientists perceive changes and impacts differently and often fail to communicate efficiently to respond to changes adequately, we convened a meeting of the three groups in Salekhard in 2017. The outcomes of the meeting include perceptions of how the three groups each perceive the main issues affecting health and well-being and recommendations for working together better.
The key contribution of this article is bridging the perspectives of anthropology of food, mobility studies and anthropology of time, unfolding through an ethnographic study of the dietary practices of the Khanty reindeer herders in the Shuryshkar Region of the Yamal Peninsula in the beginning of the 21st c. We focus on freeze-dried foods, ‘Doshirak’ — the brand name which became genericized in this environment, and the dialogue of these foods with fish and venison, depending on the modes of mobility and the season. The Khanty herder's diet as recently as 20–25 years ago included reindeer and fish, processed and stored in various forms. In summer, dur-ing the nomadic period, raw foods are unfeasible, and dried venison and salted fish become key nutrients. Fresh foods and sophisticated cooking can only be afforded at campsite. Mobility periods reduce the diversity and set technological limits for food choice. The process of cooking and eating is integrated into the per-minute plan of the day during migration: one needs to find lightweight meal that regains weight and volume with addition of water. This is how soluble noodles and mashed potatoes are introduced in the reindeer herders' diet during the migration period. Nutrition type reflects the trend towards the “fragmentation” of food resources into small portions, suitable for single meal in a narrow family circle. A brigade of related tents has different diets. Previously, the problem of storing a deer slaughtered for “collec-tive nutrition” (“colpit”) was solved via distribution of meat to a wide social circle. Now whole reindeer is too large for a mo-bile and small family during migration. Thus, Doshirak has become a way to save and/or speed up time (a longer march during the day instead of boiling cereals), a way to autonomize the family/chum within the extended family and the reindeer herding brigade. At the same time, the phenomenon of Doshirak reflects the pattern of food alienation, unification of food trends. This trend also highlights the understudied discourse of the usefulness and danger of this food — not in terms of freshness/rotting, purity/pollution, but in terms of artificiality/naturalness of food, which raises the question of the “natural-ness” of the consuming subject itself.
Аннотация. Рассматривается взаимосвязанный цикл практик и политик образования, передачи и производства знания в условиях постсоветского удаленного сибирского поселка. Классификации, создаваемые государством через архитектуру образовательной системы -от сельской школы до университета, в данном исследовании встречаются с частными классификациями, появляющимися в биографических нарративах сельских учителей. Автор исследует контекстуально и исторически обусловленные разломы и смещения понятий и классификаций, которые переживали реинтерпретацию одновременно с трансформацией специальностей, ниш труда, социальных иерархий до и после распада СССР и закрытия предприятий. В центре дискуссии -феномены «учителя» и «интеллигента», преподносимые как личный опыт и критикуемые в качестве клише и устойчивого понятия самими информантами. Через три различные профессиональные траектории местные жители, выпускники училищ, ПТУ, институтов и университетов становились учителями сельской школы и занимали в ней различные смысловые и ценностные ниши. Противопоставление опыта и квалификации дает почву для очерчивания собственных границ и прояснения идентичности -в масштабе села и в контексте советской и постсовесткой системы образования в целом. Следование методике как эталону противопоставляется не только гибкости и импровизации, дискуссионности и агонистичности школьного образования, но и -в более широком контексте -сопротивлению модусам и режимам власти через производство знания и отказ от его воспроизводства.Ключевые слова: сельская школа, антропология знания, лесозаготовительные поселки, Западная Сибирь, интеллигент, высшее образование, социальные связи
ВведениеИстория исследовательского вопроса и собственно поля, берет свое начало из одной фразы моего собеседника, школьного учителя на пен-'I HAD TO REBUILD MYSELF…': RURAL TEACHERS, DOCTORS AND FOREST ENGINEERS AS KNOWLEDGE (RE)PRODUCERS*
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