Minaret Building and Apprenticeship in Yemen

Marchand, Trevor H.J.

doi:10.4324/9781315029054

Cited by 37 publications

(36 citation statements)

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“…This is to be understood with reference to the status of the two actors, as employees of the same organisation, and despite differences of status, they are also interacting as co-workers. Facework is certainly not a necessary feature of work-based learning, and I am reminded of several cases in the anthropological literature on apprenticeship (Marchand 2001;Herzfeld 2004;Simpson 2006) in which verbal and physical abuse, mockery, and shaming -in other words everything but facework -are part and parcel of interactions between mentors and trainees.…”

Section: Morality and Ethicsmentioning

confidence: 99%

Francophone Perspectives of Learning Through Work

Filliettaz¹,

Billett²

2015

Professional and Practice-Based Learning

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Professional and practice-based learning brings together international research on the individual development of professionals and the organisation of professional life and educational experiences. It complements the Springer journal Vocations and Learning: Studies in vocational and professional education.Professional learning, and the practice-based processes that often support it, are the subject of increased interest and attention in the fields of educational, psychological, sociological, and business management research, and also by governments, employer organisations and unions. This professional learning goes beyond, what is often termed professional education, as it includes learning processes and experiences outside of educational institutions in both the initial and ongoing learning for the professional practice. Changes in these workplaces requirements usually manifest themselves in the everyday work tasks, professional development provisions in educational institution decrease in their salience, and learning and development during professional activities increase in their salience.There are a range of scientific challenges and important focuses within the field of professional learning. These include:-understanding and making explicit the complex and massive knowledge that is required for professional practice and identifying ways in which this knowledge can best be initially learnt and developed further throughout professional life. -analytical explications of those processes that support learning at an individual and an organisational level. -understanding how learning experiences and educational processes might best be aligned or integrated to support professional learning.The series integrates research from different disciplines: education, sociology, psychology, amongst others. The series is comprehensive in scope as it not only focusses on professional learning of teachers and those in schools, colleges and universities, but all professional development within organisations.More information about this series at

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Section: Morality and Ethicsmentioning

confidence: 99%

Francophone Perspectives of Learning Through Work

Filliettaz¹,

Billett²

2015

Professional and Practice-Based Learning

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“…For instance, in Trevor Marchand's (2001) comparison of the orders of apprenticeship and Sufism, which builds on these scholarly traditions, craft apprenticeship, master-disciple relations and father-son relationships are also cut from remarkably similar cloth. While this model might over-state the structural equivalence of the three orders, as a heuristic device there is something enduring and important here which finds its way through the literature from Ibn Khaldun to Weber and his disciples.…”

Section: The Spirit Of Patriarchy and The Gift Of Deathmentioning

confidence: 99%

Articulating Islam: Anthropological Approaches to Muslim Worlds

Марсден¹,

Retsikas²

2013

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“…This entails a process of enskilment. The anthropology of enskilment and apprenticeship has analysed listening and seeing as well as weaving and building (Dilley 1999; Goodwin 1994; Grasseni 2007 a ; 2007 b ; Ingold 2000; Ingold & Vergunst 2008; Marchand 2001). Analysis of action or practice, unlike behaviour, ‘cannot be understood from observation alone’ (Farnell 1999: 359).…”

Section: From the Margins Of Fieldworkmentioning

confidence: 99%

The political economy of movement and gesture in Cairo

Elyachar

2011

Journal of the Royal Anthropological Institute

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Based on fieldwork in Cairo, this article shows how analysis of bodily practice and of political economy – two fields that anthropologists have treated as completely separate – intersect in important ways. I provide conceptual tools to solve a common ethnographic dilemma: how can members of a group with no official status, no distinguishing marks of ethnicity, religious difference, race, recognize others who share that identity? I argue that the embodied practice in which the historically constituted identity of sha‘abi people in Cairo is evinced lies in the realm of gesture, while the embodied practice through which status as a pious Muslim is evinced lies in the realm of significant symbol. I further argue that gestural resources of poor people of Cairo can usefully be analysed as a ‘semiotic commons’ and ‘collective good’ in the political economy of Egypt. Résumé Sur la base d’un travail de terrain au Caire, l’auteure met en lumière des recoupements importants entre l’analyse des pratiques corporelles et celle de l’économie politique, deux domaines que les anthropologues ont séparés. Elle fournit des outils conceptuels visant à résoudre un dilemme ethnographique fréquent : comment les membres d’un groupe ne disposant d’aucun statut officiel, d’aucune marque distinctive d’appartenance ethnique, de différence religieuse ou de race, reconnaissent‐ils ceux qui partagent leur identité. L’auteure affirme que la pratique incorporée dans laquelle s’inscrit l’identité, constituée historiquement, des sha’abi cairotes est de l’ordre du geste, tandis que la pratique incorporée marquant le statut de musulman pieux est de l’ordre du symbole signifiant. Elle affirme en outre que les ressources gestuelles des populations pauvres du Caire peuvent être analysées utilement comme des « communs sémiotiques » et comme un « bien collectif » dans l’économie politique égyptienne.

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Minaret Building and Apprenticeship in Yemen

Cited by 37 publications

References 0 publications

Francophone Perspectives of Learning Through Work

Francophone Perspectives of Learning Through Work

Articulating Islam: Anthropological Approaches to Muslim Worlds

The political economy of movement and gesture in Cairo

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