Drawing on existing research in the fields of pilgrimage and tourism studies, the introduction to this special issue reviews the ways in which guiding has been theorized and explored within the two fields, therefore putting them in dialogue with one another. Presenting guiding as a form of mediation, the authors construct a theoretical framework for the analysis of pilgrimage and guiding through adapting Eade and Sallnow’s (2000 [1991]) analytical triad of person, place and text. Arguing that person, place and text may fruitfully be seen as embedded in notions and practices of mediation, they explore (a) how such mediation involves forms of ideologically charged framing, editing, concealment and revelation, through which different and often competing accounts of pilgrimage journeys, destinations, and experiences are produced, and (b) the sources of legitimation of the various forms of guiding present in the fields of pilgrimage and travel, as well as their effects on journeys, participants, and destinations.
While research has focused on the role of racism in (re)producing ethnic/racial inequalities in education, there is very little research that investigates how variability in minority students' responses to racism can be explained. By using an ecological approach to integrate existing research on actors' responses to racism, this study finds that researchers have generally neglected factors and processes situated at the micro and meso-levels of analysis. Qualitative interview data with Turkish-Cypriot children enrolled in schools in the predominantly Greekspeaking part of the Republic of Cyprus is used to investigate their strategies in response to racism and the factors that explain the observed variability in their responses. The findings suggest the importance of and interactions between factors situated at different levels of analysis, including the level of organizations and social groups and face-to-face interactions in explaining variability in young people's responses to racism.
This special issue on “Knowledge, Ignorance, and Pilgrimage” highlights processes of production of knowledge and ignorance that unfold within as well as beyond pilgrimage sites. We illustrate the labor, politics, and power relations involved in the construction of sacred centers, but also the ways in which the field of study must be extended to other places where pilgrims learn to practice their religion, and live their everyday lives.
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