Participants:

Auslander, Leora; Bentley, Amy; Halevi, Leor; Sibum, H. Otto; Witmore, Christopher

doi:10.1086/ahr.114.5.1355

Cited by 24 publications

(3 citation statements)

References 2 publications

(2 reference statements)

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“…Believing that this material support can provide information regarding the life of a school during a particular period, we essentially transformed these objects into documents. (Auslander et al, 2009), our objective is not to understand the changes in curricular history but to understand how these changes emerged and what they can teach us about the curricular history of the schools because it was the schools themselves that selected, purchased, and used these objects as material support for their practices.…”

Section: Methodsmentioning

confidence: 99%

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Material Culture as a Source for Writing the History of a School: a Brazilian Example

Pessanha

Silva²

2013

JSE

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This paper presents and discusses theoretical-methodological questions that are raised regarding the collection, classification, and analysis of information found in documents and photographs. These questions are related to an extensive research project whose goal was to write a middle school's history based on its material supports. These material supports-the buildings and the organization of their spaces, furniture, equipment and tools, books, notebooks, and other objects used in schools-enable a material culture approach for analyzing a school's meaning and purpose. Based on Grosvenor's proposal in 1999 and the Ginzburg's historiographical operation of hunting, we attempted to visualize the past of the Maria Constança Barros Machado School, a Brazilian secondary school from the 1930s in Brazil's Central Region. From administrative reports that had been prepared to demonstrate that the school was adequately equipped and had permission to offer courses, we selected four laboratory photographs. These photographs clearly indicate that the school had the material objects required by law to obtain operational authorization. This study may be relevant to researchers investigating the materiality of education history because the findings clearly express the theoretical inquiries that we often encounter, particularly questions related

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Section: Methodsmentioning

confidence: 99%

“…According to the editor of the American Historical Review, many historians are examiners of a manqué material culture because they do not consider the inherent interdisciplinary character of these studies (Auslander, Bentley, Halevi, Sibum, & Witmore, 2009). …”

mentioning

confidence: 99%

Material Culture as a Source for Writing the History of a School: a Brazilian Example

Pessanha

Silva²

2013

JSE

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“…Historical archaeologists have been especially forthright in insisting that rigorous scrutiny of material evidence is not just a supplement to text-based histories but often the only resource we have for exposing and correcting "superficial and elitist…myths[s] for the contemporary power structure" (Glassie 1977: 29): the systematic distortions that arise from ignoring "the inarticulate" (Ascher 1974: 11), the "endless silent majority who did not leave us written projections of their minds" (Glassie 1977: 29). These themes are taken up by contributors to a recent discussion of "Historians and the Study of Material Culture" in the American Historical Review (Auslander et al 2009) which begins with the observation that, "while some might still associate [the study of material culture] with objects found in museums or things from the remote past, it is in fact a field that takes an interest in all conceivable objects and every historical period"; it is especially relevant to any historical subject that takes as its subject a "concern for everyday life and the material circumstances of ordinary people" (AHR editor, Auschlander 2009: 1355.…”

mentioning

confidence: 99%

Material Evidence

2014

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How do archaeologists make effective use of physical traces and material culture as repositories of evidence?Material Evidence takes a resolutely case-based approach to this question, exploring key instances of exemplary practice, instructive failures, and innovative developments in the use of archaeological data as evidence. The goal is to bring to the surface the wisdom of practice, teasing out norms of archaeological reasoning from evidence.Archaeologists make compelling use of an enormously diverse range of material evidence, from garbage dumps to monuments, from finely crafted artifacts rich with cultural significance to the inadvertent transformation of landscapes over the long term. Each contributor to Material Evidence identifies a particular type of evidence with which they grapple and considers, with reference to concrete examples, how archaeologists construct evidential claims, critically assess them, and bring them to bear on pivotal questions about the cultural past.Historians, cultural anthropologists, philosophers, and science studies scholars are increasingly interested in working with material "things" as objects of inquiry and as evidence -and they acknowledge on all sides just how challenging this is. One of the central messages of the book is that close analysis of archaeological best practice can yield constructive guidelines for practice that have much to offer practitioners within archaeology and well beyond. Part I. Fieldwork andRecording Conventions 2. Repeating the Unrepeatable Experiment Richard Bradley 3. Experimental Archaeology at the Cross Roads: A Contribution to Interpretation or Evidence of 'Xeroxing'? Martin Bell 4. 'Proportional Representation': Multiple voices in Archaeological Interpretation at Çatalhöyük Shahina Farid 5. Integrating Database Design and Use into Recording Methodologies Michael J. Rains 6. The Tyranny of Typologies: Evidential Reasoning in Romano-Egyptian Domestic Archaeology

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