Abstract:The study presented here explores eating as a pedagogical practice by paying attention to arrangements of things such as Christmas cookies, whole-wheat and white bread, frozen chicken, plates, chairs, tables, and freezers. Through a series of ethnographic research examples from German and Brazilian preschools, it investigates how eating in the kindergarten can be a sensual pleasure, a health risk, an ethnic custom, or a civil right within different local histories. Through specific arrangements of foods and other things, young children are educated to eat with moderation, to change their ethnic dietary habits, or to be "modern citizens". Pedagogy can thus consist of doing public health, doing ethnic identity, or doing citizenship. Eating is an important way of doing pedagogy in early childhood education and care settings. Keywords
Cardiovascular diseases present the leading cause of death worldwide. Over the last decade, their preventio has become not only a central medical and public health issue but also a matter of political concern as well as a major market for pharma, nutrition, and exercise. A preventive assemblage has formed that integrates diverse kinds of knowledges, technologies, and actors, from molecular biology to social work, to foster a specific healthy Downloaded from lifestyle. In this article, the authors analyze this preventive assemblage as a heterogeneous engineer, that is, as an attempt to order complex everyday life into an architecture of modernism. This article draws on research conducted as part of the interdisciplinary research cluster ''preventive self '' (2006-2009) bringing together analyses from social anthropology, history, linguistics, sociology of knowledge, and medicine. The authors report here primarily from ethnographic investigations into biomedical research, primary care, and educational practices in kindergartens. The authors conclude that the preventive assemblage largely fails to install any kind of singular order. Instead, it is translated into existing orderings producing heterogeneity of a different nuance.
One often hears: that is good but it belongs to yesterday. But I say: yesterday has not yet been born '. (Mandelstam, 1991'. (Mandelstam, [1921 Although the study of memory would signifi cantly benefi t from the study of time and materiality and vice versa, there is currently very little scholarship that examines how memory, time and materiality interrelate. This special issue of Memory Studies aims at recovering this connection. From the very beginnings of modernity until the present the relation of time, matter or materiality, and memory has remained unsettled. While the mainstream memory studies (e.g. Gazzaniga, 2004) continue to build upon a muchcriticized spatial understanding of time (Middleton and Brown, 2005), constructivist, narrative and postmodern approaches to time and memory (
The study presented below has been an effort in examining the interdependence between time and memory practices, and in particular in studying how memory is related to the generation of pasts, presents and futures. Drawing on a one-year ethnographical research project in a secondary vocational school for students from sociocultural minorities in Germany, I examine how material-semiotic orderings determine how students' development and everyday action is remembered and forgotten, and at the same time what kind of futures are made possible for the students. On the ground of a relational-materialist approach, I analyze symmetrically the interaction between students and reports, files or questionnaires, and other actants. My analysis challenges the modern model of the arrow of time by suggesting that memory includes uncertainty, and that it is impossible to predict how pasts, presents and futures relate to each other.
This study explores the use of Facebook for educational purposes, as a collaborative online space for enabling communication among teachers from different schools. The article describes how a group of 43 teachers on Facebook, from various schools in the southeast region of Brazil used a group on Facebook as a collaborative space for communicating among each other. On the group, these teachers shared experiences about the use of digital technologies in their secondary education classes. This study is based on Cultural Historical Activity Theory, considering the group on Facebook as a tool for mediating communication . The objective of this study is to explore why and how teachers collaborated with each other on Facebook, and to study how communication among them evolved in the process. We examined the posts on that group from 2012 to 2014, and two questionnaires responded online by the teachers in June 2012 and in December 2013. Our findings suggest that teachers tend to critically collaborate in smaller groups and that further online communication evolved outside the group of teachers, with the creation of smaller groups on Facebook inside their schools. E ducation is essentially linked with (multi-modal) communication amongst people. In the course of human history, communication has evolved from oral to written, and more recently, to communication with the help of digital tools. While schools tend to follow these cultural developments, they often experience problems with integrating new tools into their practices. It is expected that the recent innovations in human communication with the help of digital tools will follow the same evolutional path into schools. KeywordsWith the popularity of Social Networking Sites (SNS), like Facebook, LinkedIn or Twitter, people are easily connected to each other. The distances between them are reduced and sending or sharing written files, pictures or videos is getting simpler. SNS are also a space to expand the relations people have, like the academic relations teachers have inside schools, to a virtual space where people relate to others who are in completely different contexts [36]. In addition, the Internet is making possible mass-scale applications of knowledge and knowledge sharing, which are applied to transform the educational contexts [3].Facebook is nowadays the largest SNS, with more than 1.23 billion users in the world, and more than 90,000,000 users in Brazil [13]. Because of the large number of users, research on digital media has increased in the last years, and there is an increasing interest on its use at schools, especially in emergent countries like Brazil [35]. There is also a growing interest in the use of Facebook for educational purposes [2; 19].
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