390 Bräuche, Etikette, Folklore
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Es ist so eine Sache mit der Gattung der "gesammelten Aufsätze": Sie bieten in praktischer Form thematisch zusammenhängende Beiträge eines Autors, die über einen längeren Zeitraum entstanden und an unterschiedlichen Orten publiziert wurden. Im günstigsten Fall entfalten die Texte durch den unmittelbaren Dialog ein neues Panorama, das die Genese und Ausarbeitung eines Forschungsbereichs widerspiegelt. Stets besteht aber auch die Gefahr, Texte neu zirkulieren zu lassen, deren fruchtbarste Zeit doch in der Vergangenheit liegt. Die Lektüre eines solchen Bandes ist daher nicht nur mit der (Wieder-)Entdeckung alter und neuer Perspektiven und Materialien verbunden, sondern fordert zugleich zur Reflexion über die Gattung selbst auf. Das gilt umso mehr in einer Zeit, in der die Möglichkeit zur Erstellung "virtueller Dossiers" bestünde, die nicht notwendigerweise als gedrucktes Buch vorliegen müssen. ...
Drawing on the example of a research project on the extension of the margins of the global agricultural market through the workings of agribusiness in Ghana, this paper explores what contribution ethnographic approaches can make to the study of quotidian market constructions in organizational settings. It demonstrates how ethnographies of marketization can be grasped conceptually, epistemologically and methodologically, as well as what practical and methodological challenges such a practice-oriented approach towards the everyday organization of markets might encounter. By doing so, the paper offers a methodological contribution to the interdisciplinary field of marketization studies. Moreover, this paper urges economic geographers to further harness the epistemological potential of ethnographic approaches.
The aim of this article is to show the difference between an interpretative-hermeneutic ethnographic approach deeply embedded in the history of anthropology and ethnographic methods introduced as part of a social science repertoire. Taking the classical "network" as an example, it contrasts the way this concept is generally used in studies on translocal mobility with interpretations of ethnographic research. This not only opens up critical reflections on the role of "networks" when it comes to understanding translocality as a lived experience, but also illustrates what it actually means to follow an interpretative-hermeneutic approach in which ethnographic material is seen to serve as a way to ground, question and refine abstract concepts. The article thus argues that it is through ethnographies and their inherent openness towards the field that a more enriching and creative engagement with theories and methodologies can be achieved than qualitative social science approaches usually allow for.
Menschen mit Geldbeträgen in Verbindung zu setzen, gilt heute in Deutschland als inakzeptabel, ja sogar sittenwidrig. Zwangsheiraten, bei denen auch Brautgeld fließt, werden als Menschenhandel geahndet. Bei den Brautpreisübergaben der Mossi in Burkina Faso gewinnen Geld und Güter jedoch eine symbolische Dimension. Wer von der Suppe isst, die mit dem Salz des Brautpreises gewürzt ist, erkennt das Bündnis zwischen den Brautleuten an. Die sorgfältig vorbereitete Übergabe des Preises etabliert soziale Bande zwischen den Familien und ist zugleich ein Test für den Bräutigam.
Grave visitation and concepts of life after death : a comparative study in Frankfurt and Hong Kong
(2012)
Grave visitation is a tradition common to many cultures. Yet, this sensitive topic is rarely addressed in cross cultural comparisons. Why do people visit the graves of their parents? What do they do in the cemetery? Could there be a similar set of intentions behind the diverse customs? By examining the visiting patterns in Frankfurt and Hong Kong, this research is aimed at comparing the concepts of life after death that underlie the practice. Phenomenologically oriented, this is an exploratory study based on qualitative interviews. Integrated with in-depth semi-structure interviewing and thematic analysis, the project covered twelve cases in each city. Research participants were purposefully selected. Data analysis was conducted according to the analytical framework approach. After identifying and clustering of themes, three central and interlocking issues were found: 1. the grave as a new home that connects the living and the dead; 2. death and the interpretation of hope; and 3.intergenerational reciprocity and continuing bonds. Though the images of life after death were ambiguously depicted, grave tending reflected shared expectations of the world beyond. Most significantly, visits to the graves strengthened the ties between the living and the dead, revealing a longing for a continued bond regardless of the forms of burial. At the end, this research illustrated not only the meanings of death but also the notion of religiosity through evaluating the secularisation thesis. Emphasising the dynamics of tradition and personal experience, this contextual reading of current death rituals serves as an original source for religious dialogue and education.
The present study focuses on specific aspects in the organization of teaching religion in Indonesia. It analyses the position of religion within the Indonesian Basic Law, consequential legislation, and educational policies. How does this framework translate into national and regional policies pertaining to the emergence, institutionalization, and organization of the Hindu class and the Hindu education system in Bali from 1945 to 2008?
Muslim majority Indonesia constitutes an interesting laboratory for doing fundamental research on religious plurality and transformations of religion. The model of organizing the religion class in Indonesia is rooted in a specific historical, socio-cultural, political, and legal context, which is fundamentally different to European models of religious education. In addition, in contrast to classical Islam and modern Islamic states, Indonesia recognizes Asian religions as equal in status with the religions of the book. Besides Islam and Christianity, Hindu Dharma and Buddhism were recognized as state funded religions in 1965. This recognition had important consequences for the Indonesian model of organizing five confessional religion classes and faith-based education systems.
The Balinese are a rare case of a religious and ethnic minority being simultaneously an ethnic and religious majority. Therefore, the Balinese provide an outstanding case to analyze how Indonesia’s religious and educational policies do deal with that particular ethnic and religious minority. In addition, how do the Balinese themselves use the constitutional and legal framework to establish the Hindu religion class in public schools and a private Hindu education system from the level of pre-school to higher education?
A qualitative examination was conducted basing on a combination of theoretical and empirical investigations. The province of Bali and three educational institutions were chosen, because the Balinese were the reformers of Indonesian Hindu Dharma and the inventors of the Hindu education system. As the study focuses on constitutional and legal contexts of the Hindu class and the Hindu education system, teachers’ professional education, and composition of curricula and textbooks, a qualitative approach was applied combining ethnographic fieldwork and case study research. In consequence, the subject positions the study in the academic disciplines of Religious Studies and Area Studies. Data were collected through bibliographical surveys and fieldwork.
The amended 1945 Basic Law and consequential legislation give the same right to state sanctioned religions. The state is based on “One Supreme Lordship” prescribing national monotheism or monism. Indonesia’s spirited statehood is based on a religious, but not confessional interpretation. In addition, the strategy to manage religious plurality is authoritarian, as positive freedom of religion is limited to six state-funded religions, whereas negative religious freedom is not provided for. Despite the equal status of the six state funded religions, discriminative practices prevail with regard to funding those Asian religions. Notwithstanding, the Muslim majority Pancasila state can serve a model function for countries with illiberal politics in the Muslim world.
The first objective of strategic and educational policies is to mould a citizen who has faith in God, follows the commands of God, and has morals. The dimension of spiritual intelligence in education is a particular Indonesian dimension of education, which Indonesian educational planners added to the UNESCO standards of student-centered learning throughout life. Indonesia organizes the religion class and faith-based education systems in a confessional but pluralistic style. The citizens are required to attend the religious class in the religion they adhere to instructed by a teacher of the same belief from elementary to higher education. In addition, the religious mark is a compulsory item in the school report, and whether a pupil/student stays back or is promoted to the next level depends, amongst other factors, on how the religion teacher grades the student.
Unlike the Muslim or Christian based education systems, the Hindu education system is still marginal and minuscule. Its funding is discriminative. Funding and expansion are linked to national policies, and the personal networks of Hindu agents are given the mandate to organize the Hindu administration and education system.