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Astheure und maintenant im Französischen Nordamerikas im Vergleich: Eine korpusbasierte Untersuchung
Get PDFDer Aufsatz untersucht die Verwendung der beiden französischen Temporaladverbien astheure und maintenant im Französischen Nordamerikas. Aufbauend auf einer Analyse von Wörterbucheinträgen zum Adverb astheure wird zunächst dessen Verbreitung in Frankreich und Nordamerika aufgezeigt, wo astheure weitaus gebräuchlicher ist als in Frankreich selbst. Im zweiten Teil des Aufsatzes wird die Verwendung von astheure im Vergleich zu maintenant anhand einer Korpusuntersuchung analysiert, die auf den drei Korpora FRAN, Varitext und CFPQ basiert. Dabei wird ersichtlich, dass sich die beiden Adverbien zwar weitgehend als synonym erweisen, hinsichtlich ihres variationellen Status jedoch stark voneinander unterscheiden: Während sich maintenant in allen Varietäten belegen lässt, erweist sich astheure im Französischen Nordamerikas als ein Element der Nähesprache.The article examines the use of the French temporal adverbs astheure and maintenant in the French-speaking part of North America. Based on an analysis of dictionary entries of the adverb astheure, the article initially describes its distribution in France and North America, where astheure is by far more often used than in France. The second part of the article compares the usage of astheure and maintenant in North America on the basis of a corpus study. This study, which is based on the three corpora FRAN, Varitext and CFPQ, clearly shows that the two adverbs can largely be seen as synonyms, but that there is an important difference with regard to their variational status: Whereas maintenant is used in all varieties, astheure proves to be an element of the language of proximity in North American French
Ideologías y actitudes del clero de Antequera (Oaxaca, México) hacia los indios y sus lenguas a finales de la época colonial
Get PDFThe aim of the article is to present and analyse the ideologies and attitudes of the clergy of the bishopric of Antequera towards the Indians and their languages at the end of the colonial period. The study was carried out based on the text of a Pastoral Visit of Bishop José Gregorio Ortigosa, a Pastoral of Bishop Antonio Bergosa y Jordán and the Questionnaire that the latter prelate ordered to be answered by all the parish priests of this diocese.
The analysis of the discourse of the aforementioned bishops and parish priests focuses on the beliefs and evaluations they projected about languages and their speakers, and in them they expressed the (dis)prestige of those who were evaluated. Underlying the statements are the ideologies with which the group in power legitimised and justified its dominance and sought to perpetuate it, and they show the collective mental representations of the time.El objetivo del artículo es presentar y analizar las ideologías y actitudes del clero del obispado de Antequera hacia los indios y sus idiomas a finales de la época colonial. El estudio se realizó con base en el texto de una Visita Pastoral del obispo José Gregorio Ortigosa, una Pastoral del obispo Antonio Bergosa y Jordán y el Cuestionario que este último prelado mandó que fuera respondido por todos los párrocos de esta diócesis.
El análisis del discurso de los obispos y los párrocos mencionados se centra en las creencias y valoraciones que proyectaron acerca de las lenguas y sus hablantes. En ellas expresaron el (des)prestigio de quienes fueron evaluados. En la base de las declaraciones se encuentran las ideologías con las cuales el grupo en el poder legitimaba y justificaba su dominio y pretendía perpetuarlo, y muestran las representaciones mentales colectivas de la época
Paul Claudel et la modernité médiévale : Penser, écrire et réécrire le Moyen Âge claudélien
Get PDFThe ennemies of Claudel have always tried to depict him as a poet of the christian Middle Ages. In their opinion, his medieval inspiration, from Tête d’Or to Le Chemin de la Croix n° 2, could not be modern. But if we consider his complete works, it seems that his vision of the Middle Ages is far more wide that we could think. This period is christian, but far more inclusive. Claudel resurrected many medieval forms and genres, but always mixed them with other literary traditions. Therefore, Middle Ages are not turned towards the past, but towards the future. Indeed, Claudel is far more modern that his contemporaries. That is what we intend to demonstrate in a new essay called Paul Claudel and the Middle Ages, to be published by Champion in March 2022.Les détracteurs de Claudel n’ont cessé de le présenter comme un poète ancré dans le Moyen Âge chrétien. L’inspiration médiévale de Claudel, sensible de Tête d’Or au Chemin de la Croix n° 2, dénierait ainsi à son art toute modernité. En considérant l’intégralité de son œuvre, il apparaît que le Moyen Âge n’implique en rien une régression. Le Moyen Âge claudélien est beaucoup plus vaste qu’on ne l’imagine : il n’est pas uniquement chrétien mais accueille toutes les traditions du monde. Il ne fait pas seulement revivre les genres et formes de ce passé, mais les hybride. Le Moyen Âge est dès lors moins tourné vers le passé que vers l’avenir et semble, à sa manière, infiniment plus moderne que celui de ses contemporains. C’est ce que nous tentons de démontrer dans un essai à paraître chez Honoré Champion en mars 2022, Paul Claudel et le Moyen Âge
„Escribiré la historia de Juan hasta que se recupere la libertad de Venezuela.”: Zu Jonathan Jakubowicz’ Romanen über Juan Planchard
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Kommentar zu „Hin zu einer neuen Männlichkeit im Film – Am Beispiel von Claire Denis’ Beau Travail (1999)“ von Melanie Tissot
Get PDFKommentar zum Premiers travaux-Artikel „Hin zu einer neuen Männlichkeit im Film – Am Beispiel von Claire Denis’ Beau Travail (1999)“ von Melanie TissotComment to the article (Premiers travaux) „Hin zu einer neuen Männlichkeit im Film – Am Beispiel von Claire Denis’ Beau Travail (1999)“ by Melanie Tisso
Expansive Design for Teachers : An activity theoretical approach to design-based research
Get PDFInnovative designs for learning have implications for the teaching practices and the system in which they are created, often with conflicting motives and tensions on systemic levels. Co-design processes with teachers and researchers require tools and concepts to grasp this complexity and to create durable changes. In the case studied in this article, activity theory and change laboratory methodologies were used in a participatory design process with a small group of teachers. Five key characteristics of the epistemological principles behind the change laboratory methodology were identified and analysed. The theoretical framework enabled tools for a collective analysis of the origin and development of systemic contradictions as well as a model to envision future practices and concrete learning designs. Findings suggest that the combination of participatory design and change laboratory methodologies can serve as a vehicle for expansive learning and new innovative learning designs in educational settings
No Magic! Teaching Ethnographic Writing
Get PDFIn this essay, I reflect on my experiences in teaching ethnographic writing to graduate anthropology students over the last decade. After years of experimenting with different course formats and ethnographic exercises, the anthropology department in Hamburg now offers two courses on ethnographic writing before fieldwork and one course after students have returned from the field. The first course, taken before students conduct their master’s fieldwork, focuses on reading ethnographies. It draws on John van Maanen’s (1988 [2011]) Tales of the Field to explore different writing styles and guides students to imitate these styles in different writing exercises. The second preparatory course introduces students to ethnographic writing through the observation of everyday interactions. Students observe, take notes, and write ethnographic narratives about visits to a playground, an elevator ride, or lunchtime in the university cafeteria. When students return from their master’s fieldwork, they finally participate in the ‘Ethnographic Writing Workshop’. Here students write and revise key ethnographic scenes, dialogues, and portraits derived from their fieldwork. This set of ethnographic writing courses encourages students to read (more) ethnographies, reflect on writing styles, and work on their own writing in groups and by themselves. With this essay, I want to initiate a dialogue about different approaches to teaching ethnographic writing.In this essay, I reflect on my experiences in teaching ethnographic writing to graduate anthropology students over the last decade. After years of experimenting with different course formats and ethnographic exercises, the anthropology department in Hamburg now offers two courses on ethnographic writing before fieldwork and one course after students have returned from the field. The first course, taken before students conduct their master’s fieldwork, focuses on reading ethnographies. It draws on John van Maanen’s (1988 [2011]) Tales of the Field to explore different writing styles and guides students to imitate these styles in different writing exercises. The second preparatory course introduces students to ethnographic writing through the observation of everyday interactions. Students observe, take notes, and write ethnographic narratives about visits to a playground, an elevator ride, or lunchtime in the university cafeteria. When students return from their master’s fieldwork, they finally participate in the ‘Ethnographic Writing Workshop’. Here students write and revise key ethnographic scenes, dialogues, and portraits derived from their fieldwork. This set of ethnographic writing courses encourages students to read (more) ethnographies, reflect on writing styles, and work on their own writing in groups and by themselves. With this essay, I want to initiate a dialogue about different approaches to teaching ethnographic writing
How to write? Experiences, challenges and possibilities of ethnographic writing
Get PDFEthnography, as text, is the main outcome of fieldwork. It is also the most important way in which anthropologists communicate and share their findings. As a consequence, despite substantial critique by postmodern anthropology on how ethnographic texts in the past have represented the reality and life-worlds of others, ethnographic writing remains at the centre of the anthropological enterprise. But how to write? The so-called Writing Culture debate, together with feminist and postcolonial approaches, has stimulated new ways to do and write ethnography. But where much has been published on how to master fieldwork, it is still hard to find advice on how to go ‘from notes to narratives’ (Ghodsee 2016) and write a convincing ethnography. This special issue brings together a diverse range of contributions on how to write ethnography. Contributors reflect on ethical challenges, including issues of confidentiality and questions of representation. Writing is discussed as a way to construct and deconstruct truth(s). Temporalities of ethnographic writing are scrutinised and different writing styles, like vignettes and portraits, are introduced. Engagement with other modes of representation and storytelling, like film-making and photography, pushes beyond the written medium. The special issue concludes with two contributions on how to teach and learn ethnographic writing
S6_2 The ›other side of reality‹. ›Mystery Journalism‹ in Spain as a heterodox interpretation of the world?
No full textDer Aufsatz thematisiert Bedeutungen und Funktionen der Kategorie des ›Mysteriösen‹ als Perspektivierung, die ermöglicht, Weltwissen und -erfahrung im Alltag von Subjekten zu generieren. Im Fokus der Analyse steht eine spezielle journalistische Praxis, der Journalismus des Mysteriösen in Spanien, die diesen Zugang auf die Welt mitentwirft und weitergibt.The article deals with meanings and functions of the category of ›mystery‹ as a perspective generating world knowledge and world experience in the everyday life of subjects. The analysis focuses on a special journalistic practice, mystery journalism in Spain, which co-drafts this approach to the world and passes it
S7_2 Which stories about digitalization are told in historical technology museums?
No full textHistorische Technikmuseen sind nicht nur Orte der Sammlung und Erforschung von Objekten des Wandels von Lebens- und Arbeitswelten. Sie sind auch Akteure der Repräsentation und Popularisierung von deren Geschichte(n). Welche Geschichte(n) werden dort über die Digitalisierung erzählt? Dieser Beitrag vergleicht die museale Inszenierung von Computern und digitaler Kultur in drei Museen mit unterschiedlichen Trägerschaften und Konzepten: Dem Deutschen Museum in München, dem Heinz Nixdorf MuseumsForum in Paderborn sowie dem Museum der Arbeit in Hamburg. Darüber hinaus fragt der Beitrag nach den spezifischen Eigenschaften des Computers als Ausstellungsobjekt und geht auf die Geschichte von Computerausstellungen und Computermuseen ein.Technology museums not only collect and research technological objects that document change of living and working conditions, but also represent and popularize their history or histories. Which stories about digitalization are told in historical technology museums? This article compares exhibitions of computers and digital culture in three German museums with different organizational and conceptual backgrounds: the Deutsches Museum in Munich, the Heinz Nixdorf MuseumsForum in Paderborn and the Museum der Arbeit in Hamburg. In addition, this article explores the specific characteristics of the computer as an exhibit and outlines the history of computer exhibitions and computer museums