Becoming (ethnic minority) teenagers: a practice study of emotional well-being at a Danish sports school

This article explores how everyday school life interacts with students’ practices of ‘becoming teenagers’ at a Danish school, analysing how age and ethnicity intersect with emotional well-being. The article builds on an ethnographic study at a public sports school following ethnic minority and majority students in two school classes from the fifth to seventh grades. Taking a practice approach, the article first analyses school as a social site before turning phenomenological attention to experiences and expectations of becoming teenagers, focusing on the experiences of ethnic minority students. The article addresses how school as social site constituted by discursive, material and social arrangements shapes a normative linear process of becoming at school, that is, becoming a responsible, healthy, Danish citizen. Consequently, dissonance between embodied being and expected normality affects the emotional well-being of ethnic minority students, whose transnational practices are constrained within a national practice architecture.     

BUILDING URBANITY: SPATIAL ORGANISATION AS SOCIAL PRACTICE IN MEDIEVAL ODENSE

The article investigates the social practices of the inhabitants of the medieval town as it is expressed in the materiality of the urban landscape. It is argued that a practice‐based approach allows an understanding of how urbanity, defined as a specific set of social practices motivated by the shared space, developed in the medieval period. The town is seen as something more than a physical entity. The argument is developed through a diachronic and contextual analysis of the spatial organisation and layout of the medieval town of Odense in Denmark, as it is seen in the archaeological record of I. Vilhelm Werners Plads, representing the 9^th‐16^th centuries. The analysis demonstrates that from the mid‐12^th century, the organisation of the settlement plot and the interaction between town dwellers and townscape change. This change of practices is seen as related to a different mind‐set and perception of what it means to live in a town, that progressively has provided a sense of urbanity.     

Consumption Strategies and Social Implications in Two Danish Towns in the 13th–16th Centuries

THIS ARTICLE PRESENTS a new contextual model to study the social implications of consumption strategies in an archaeological context. The model can be used to establish a baseline of consumption, against which other consumption strategies can be measured. By analysing and comparing finds from two different urban locations in medieval Denmark, we examine how these urban environments facilitated different consumption strategies, and how these strategies changed over time. We also discuss how the archaeological record can contribute to analysing the negotiation of social identities through consumption patterns and consumer choices as reflected in artefact assemblages. The analysis demonstrates that consumption strategies depend on and are related to the characteristics and social complexity of the town in terms of demographics and networks.     

Moving from research ON,to research WITH and FOR Indigenous communities: A critical reflection on community‐based participatory research

Research projects conducted on Indigenous communities have largely been developed within a dominant Western research paradigm that values the researcher as knowledge holder and the community members as passive subjects. The consequences of such research have been marginalizing for Indigenous people globally, leading to calls for the decolonization of research through the development of Indigenous research paradigms. Based on a reflexive analysis of a five‐year partnership focused on developing capacity for tourism development in Lake Helen First Nation (Red Rock Indian Band), we offer a way of understanding the connection between Indigenous research paradigms and the western construct of community‐based participatory research as a philosophical and methodological approach to geography. Our analysis shows that researchers should continue to move away from methods that perpetuate the traditional ways of working ON Indigenous communities to methods that allow us to work WITH and FOR them, based on an ethic that respects and values the community as a full partner in the co‐creation of the research question and process, and shares in the acquisition, analysis, and dissemination of knowledge. Our reflection also shows that when research is conducted on a community, the main beneficiary is the researcher, when conducted with, both parties receive benefit, while research for the community may result in benefits mainly for the community. We further contend that any research conducted within a community, regardless of its purpose and methodology, should follow the general principles of Indigenous paradigms, and respect the community by engaging in active communication with them, seeking their permission not only to conduct and publish the research but also with respect to giving results of the research back in ways that adhere to community protocols and practices.