The politics of storytelling: electronic media in archaeological interpretation and education

Clarke, Catherine A. M.

doi:10.1080/0043824042000261022

Cited by 9 publications

(2 citation statements)

References 16 publications

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“…On the one hand, many anthropological projects have made use of electronic media for detailed cultural portraits, but even "interactive" media are typically a matter of users pressing a button to see an image or video clip (cf. Banks 1994 for skepticism on its impact in cultural anthropology; Clarke 2004 on the impact of electronic media in archaeology representations). On the other hand, the field of "computational anthropology" has taken advantage of computer simulations ranging from population dynamics of the !Kung (Howell and Lehotay 1978) to agent-based simulations such as "Artificial Anasazi" (Axtell et al 2002).…”

Section: Anthropological Research and Theory Issues In Ethnocomputingmentioning

confidence: 99%

Culturally Situated Design Tools: Ethnocomputing from Field Site to Classroom

Eglash

Bennett

O’Donnell

et al. 2006

American Anthropologist

192

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Ethnomathematics is the study of mathematical ideas and practices situated in their cultural context. Culturally Situated Design Tools (CSDTs) are web‐based software applications that allow students to create simulations of cultural arts—Native American beadwork, African American cornrow hairstyles, urban graffiti, and so forth—using these underlying mathematical principles. This article is a review of the anthropological issues raised in the CSDT project: negotiating the representations of cultural knowledge during the design process with community members, negotiating pedagogical features with math teachers and their students, and reflecting on the software development itself as a cultural construction. The move from ethnomathematics to ethnocomputing results in an expressive computational medium that affords new opportunities to explore the relationships between youth identity and culture, the cultural construction of mathematics and computing, and the formation of cultural and technological hybridity.

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Section: Anthropological Research and Theory Issues In Ethnocomputingmentioning

confidence: 99%

Culturally Situated Design Tools: Ethnocomputing from Field Site to Classroom

Eglash

Bennett

O’Donnell

et al. 2006

American Anthropologist

192

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“…For example, it has been deployed in sociology to analyse the use of storytelling to mobilize social change (Polletta 2006); in archaeology to reflect on the impact of different forms of narratives in the public appreciation of this discipline (Clarke 2004); in urban studies to show the importance of communities' storytelling and political tactics to succeed in urban projects (Pikholz 1997); in law to highlight the value of storytelling to the practice and pedagogy of law (Foley 2008); and in education research to use counter-storytelling to contest deficit storytelling about racism, sexism and classism (Delgado 2002;Fernandez 2002;Solorzano and Yosso 2002).…”

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confidence: 99%

The politics of storytelling: unfolding the multiple layers of politics in (P)AR publications

Santos

2012

Educational Action Research

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In the social sciences, inquiry into the relationship between storytelling and politics is based on a notion of historical continuity. One problem is the possible trap of inevitability inherent in this notion -that something which happened 'had to happen'. Hannah Arendt's conception of political theory as storytelling overcomes this trap, recognizing a form of storytelling that does not look for consensus or assent but seeks to engage its audience in critical thinking about an issue while 'visiting' different perspectives. My story in this paper aligns with Arendt's approach to storytelling and with her claim that 'publicity' -making public -is its validation. Here I argue that (participatory) action research [(P)AR] practitioners as storytellers of political life need to unfold its layers, coming to terms with their own experience of the projects in which they are involved. This paper invites readers to explore a phenomenological route, which can enable (P)AR practitioners to identify and engage critically with discontinuities in 'the political' that are enmeshed in the socially unjust situations the practitioners are committed to addressing. I illustrate how this works through what I explain as unfolding the political of a (P)AR programme in a Colombian university.Political thought is representative [. . .] The more people's standpoints I have present in my mind [represent] while I am pondering a given issue, and the better I can imagine how I would feel and think if I were in their place, the stronger will be my capacity for representative thinking and the more valid my final conclusions, my opinion. (Arendt 2006, 237)

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