Diskussioner omkring køn rykker i stigende grad ind på danske arbejdspladser. Den offentlige debat problematiserer især den vertikale kønsopdeling på arbejdsmarkedet, dvs. kønsfordelingen i de enkelte arbejdspladsers hierarki, hvorimod den horisontale kønsopdeling, dvs. kønsfordelingen inden for erhvervssektorer og fag, i mindre grad er genstand for debat. Men hvad kan vi lære om kønsproblematikker i arbejdslivet gennem antropologisk feltarbejde, der går tæt på arbejdsforholdene for kvindelige ansatte i en såkaldt mandsdomineret branche? I denne artikel kigger jeg inden for hos en håndværksvirksomhed, som søger at ansætte flere kvindelige håndværkere. Jeg undersøger relationen mellem køn, krop og faglighed og viser herigennem, hvordan de kvindelige håndværkeres tilgang til faget problematiseres, samtidig med at de bidrager til en nytænkning af byggearbejdet.
En fritlevende dystopi. Kultivering af urbane fødevarer og pessimistiske fremtidsudsigter i Portland, Oregon
PurposeThe paper ethnographically explores modes of urban resistance emerging in tandem with climate change mitigation programs in Copenhagen.Design/methodology/approachBuilding on 11 months of fieldwork with a Danish construction enterprise, the paper examines the politics of urban climate change mitigation programs through the lens of a group of builders' struggles to rethink and resolve dilemmas related to environmental concerns in construction and urban development.FindingsBased on an analysis of a specific construction project connected to a larger urban climate change mitigation program in Copenhagen, the paper shows how the builders deliberately move between different perspectives and positions as they navigate the shifting power relations of urban planning. The paper argues that this form of crafty resistance enables the builders to maneuver the political landscape of urban planning as they seek to appropriate the role of “urban planners” themselves.Originality/valueTaking up recent discussions of “resistance” in anthropology and cognate disciplines (e.g. Theodossopoulos, 2014; Bhungalia, 2020; Prasse-Freeman, 2020), the paper contributes an ethnographic analysis of struggles between diverging and, at times, competing modes of engagement in urban climate change mitigation programs and thus sheds light on how professional actors negotiate the ambiguity of “sustainability” in urban planning.
Litteraturen om, hvorledes forskning og undervisning kan integreres på uddannelsesinstitutioner, er vokset betragteligt i de seneste år. Derimod har kun få af disse studier beskæftiget sig med, hvordan studerende oplever forholdet mellem forskning og undervisning. Baseret på et kvalitativt studie af studerendes oplevelse af et forskningsbaseret undervisningsforløb, nærmere bestemt et forskningspraktikforløb, vil denne artikel bidrage til diskussionen med et studenterperspektiv. Vores data viser, at studerende, til trods for at have gennemgået dette forskningsbaserede læringsforløb, stadig oplever forskning og undervisning som adskilte. Vi vil derfor argumentere, at studerende drager et konceptuelt skel mellem forskning og undervisning og betragter disse som to divergerende praksisser. Gennem en analyse af vores data, vil vi vise, at forskningspraktik leder til en afmystificering af studerendes forestillinger om forskning, hvilket udfordrer dette skel. I konklusionen påpeger vi, at en bedre integration af forskning og undervisning kan ske, hvis studerende introduceres til forskningsprocesser gennem hele deres uddannelse. Abstract Literature promoting a close relationship between research and teaching in university has increased significantly in recent years. A walk-through of this literature, shows that only few of these studies have investigated the students’ perspective, though. We intend to fill this gap, by contributing with a qualitative study of students’ experience of research based teaching. This study shows how students experience a divide between research and teaching. This divide, we argue, is primarily on a conceptual level, where the two practices and considered fundamentally different. Our data shows how an internship can lead to a demystification process for these students. This lead to a reevaluation of the conceptual boundary. We argue that a larger focus on research based teaching, throughout the university education, would lead to a better integration between research and teaching, and give students better conditions for taking ownership of their discipline’s knowledge production practices.
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