Josefine Raasch | ESMT - Academia.edu (original) (raw)
Papers by Josefine Raasch
Connecting with the past: bicultural notions of historical justice in Berlin high school students
This thesis investigates the enactment of historical knowledge in the classroom. Situated in the ... more This thesis investigates the enactment of historical knowledge in the classroom. Situated in the field of Science and Technology Studies, it applies Actor-Network Theory, Estrid Sørensen's typology of classroom knowledge and Helen Verran's notion of ontic-epistemic imaginary to the analysis of classroom situations. This thesis defines historical knowledge as an actor-network, the result of practices and associations of human and nonhuman actors while also itself acting.
Die Botschaft der Zäune [The message of the fences]
Vicki MacKnight (forthcoming, 2016) Imagining Classrooms: Stories of children, teaching and ethnography. Manchester: Mattering Press. 198 pages
Science and technology studies, 2016
Digital destigmatization: How exposure to networking profiles can reduce social stereotypes
Computers in Human Behavior
Science & Technology Studies, 2017
Using History to Relate: How Teenagers in Germany Use History to Orient between Nationalities
History, Memory and Migration, 2012
As in many cities in the former West Germany during the 1960s, 1970s and 1980s, West Berlin attra... more As in many cities in the former West Germany during the 1960s, 1970s and 1980s, West Berlin attracted a large number of temporary and permanent immigrants from southern and south-eastern Europe and from Turkey. What makes Berlin special is the unusually high concentration of immigrants in particular parts of the city, and the fact that immigrants from Turkey comprise such a large proportion of the immigrant population. While cities such as Frankfurt am Main and Munich have become multicultural, parts of Berlin have become bicultural.
Alter und Rückzug [Older people and retreat]
The way in which Murat and Nevin, two young German students from migrant backgrounds feel about s... more The way in which Murat and Nevin, two young German students from migrant backgrounds feel about studying history and historic injustices are discussed. The main thing that emerges is that, for them, multiculturalism does not emerge in society between individuals or groups but inside themselves.
Verran, Helen
Verran, Helen, 2020
Helen Verran is a postcolonial historian and philosopher of science at Charles Darwin University ... more Helen Verran is a postcolonial historian and philosopher of science at Charles Darwin University in Australia. Her contributions, addressing concepts’ performances and effects, are groundbreaking in the study of generalising logics, difference, and ontological politics. This analysis of how concepts get enacted responds to key challenges of social sciences and humanities inquiry.
Verran’s ‘relational empiricism’ analyses the many and various practices of conceptualising and their effects. Making relations is a central practice in conceptualising and, thus, part of her analysis. Her approach is relational in that the concepts she analyses are understood as doing something: They relate and separate entities. It is empirical as Verran analyses embodied experiences of worlds/worldings. Central in relational empiricism is the inquiry into tensions and overlaps between concepts as doing differences. Verran is best known for her ethnographic work, particularly on the concept of ‘number’ (Lippert & Verran, 2018; Verran, 2001).
For Verran, concepts are not merely an intellectual category. Rather, concepts are also embodied and lived, collectively shared and performed in ‘repeated routine performances’ (Verran, 2001, p. 157). In Verran’s material-semiotic analysis, concepts have a realness and are performed or reperformed in situations. This renders concepts as particular in time and place.
A world shaped by particular and situated concepts, then, is a world of differences. These differences are not threatening but workable, albeit amid generative dissensus. This take allows possibilities for creating ‘futures that are different from the past’ (Verran, 2001, p. 35). Verran has developed analytical tools for recognising and doing difference together, for ongoing relating and going-on with others.
Before this entry presents three Verranian tools, it locates Verran’s work and influences. Then, it introduces and illustrates Verran’s key method—storytelling—and presents central tools. The final section addresses politics in Verran’s work.
KATJA PUDOR Protocols, 2020
This reading of Katja Pudor's art work began during a visit to her studio in Berlin, which was in... more This reading of Katja Pudor's art work began during a visit to her studio in Berlin, which was intended as a kind of conversational ethnography with Katja and her works. Josefine Raasch, a common friend of Katja's and mine, had brought us together. On the day of our visit early in the winter of 2018, there were, then, three humans in the studio space along with many images in varying degrees of becoming art objects. In listening to, watching , and recording Katja as she moved around the space, explaining and showing, and in studying and photographing some of the images with our phones, we came to see ourselves as participants in an event, a small episode in which our lives (and our friendships) and ' doing art' collectively emerged as one and the same thing. Using the language of a twentieth-century art movement, we could call this "a blurred happening of art and life" 1 • One particular artwork still in the process of becoming helped me formulate a way to understand this experience. I refer to this work inthe conclusion.
EASST Review, 2018
This editorial reflects on how we want students of STS to engage and to contribute to doing diffe... more This editorial reflects on how we want students of STS to engage and to contribute to doing differences between discourses, concepts and methodologies in STS. It suggests to introduce students to engage generatively by telling stories of how STS came into being as not finished yet.
In this paper I present a short analysis of how shifts were examined in several presentations at ... more In this paper I present a short analysis of how shifts were examined in several presentations at the EASST conference in Toruń, Poland. I compare and generalize on my understandings of these shifts when I ask who was assumed to have brought the shifts into existence, what features were attributed to the shifts and what resulted from talking about shifts in these particular ways. In laying open my decisions of the writing process and positioning myself within this paper, I want to emphasize that I do not re-present these shifts, but produce specific academic shifts myself.
Helen Verran: Pionierin der Postkolonialen Science & Technology Studies
Schlüsselwerke der Science & Technology Studies, 2014
Using History to Relate
History, Memory and Migration, 2012
Murat and Nevin and the divided past.
The way in which Murat and Nevin, two young German students from migrant backgrounds feel about s... more The way in which Murat and Nevin, two young German students from migrant backgrounds feel about studying history and historic injustices are discussed. The main thing that emerges is that, for them, multiculturalism does not emerge in society between individuals or groups but inside themselves.
"Ich lebe eigentlich noch richtig gerne". Über Alter und Rückzug
Die Botschaften der Zäune
Connecting with the past: bicultural notions of historical justice in Berlin high school students
This thesis investigates the enactment of historical knowledge in the classroom. Situated in the ... more This thesis investigates the enactment of historical knowledge in the classroom. Situated in the field of Science and Technology Studies, it applies Actor-Network Theory, Estrid Sørensen's typology of classroom knowledge and Helen Verran's notion of ontic-epistemic imaginary to the analysis of classroom situations. This thesis defines historical knowledge as an actor-network, the result of practices and associations of human and nonhuman actors while also itself acting.
Die Botschaft der Zäune [The message of the fences]
Vicki MacKnight (forthcoming, 2016) Imagining Classrooms: Stories of children, teaching and ethnography. Manchester: Mattering Press. 198 pages
Science and technology studies, 2016
Digital destigmatization: How exposure to networking profiles can reduce social stereotypes
Computers in Human Behavior
Science & Technology Studies, 2017
Using History to Relate: How Teenagers in Germany Use History to Orient between Nationalities
History, Memory and Migration, 2012
As in many cities in the former West Germany during the 1960s, 1970s and 1980s, West Berlin attra... more As in many cities in the former West Germany during the 1960s, 1970s and 1980s, West Berlin attracted a large number of temporary and permanent immigrants from southern and south-eastern Europe and from Turkey. What makes Berlin special is the unusually high concentration of immigrants in particular parts of the city, and the fact that immigrants from Turkey comprise such a large proportion of the immigrant population. While cities such as Frankfurt am Main and Munich have become multicultural, parts of Berlin have become bicultural.
Alter und Rückzug [Older people and retreat]
The way in which Murat and Nevin, two young German students from migrant backgrounds feel about s... more The way in which Murat and Nevin, two young German students from migrant backgrounds feel about studying history and historic injustices are discussed. The main thing that emerges is that, for them, multiculturalism does not emerge in society between individuals or groups but inside themselves.
Verran, Helen
Verran, Helen, 2020
Helen Verran is a postcolonial historian and philosopher of science at Charles Darwin University ... more Helen Verran is a postcolonial historian and philosopher of science at Charles Darwin University in Australia. Her contributions, addressing concepts’ performances and effects, are groundbreaking in the study of generalising logics, difference, and ontological politics. This analysis of how concepts get enacted responds to key challenges of social sciences and humanities inquiry.
Verran’s ‘relational empiricism’ analyses the many and various practices of conceptualising and their effects. Making relations is a central practice in conceptualising and, thus, part of her analysis. Her approach is relational in that the concepts she analyses are understood as doing something: They relate and separate entities. It is empirical as Verran analyses embodied experiences of worlds/worldings. Central in relational empiricism is the inquiry into tensions and overlaps between concepts as doing differences. Verran is best known for her ethnographic work, particularly on the concept of ‘number’ (Lippert & Verran, 2018; Verran, 2001).
For Verran, concepts are not merely an intellectual category. Rather, concepts are also embodied and lived, collectively shared and performed in ‘repeated routine performances’ (Verran, 2001, p. 157). In Verran’s material-semiotic analysis, concepts have a realness and are performed or reperformed in situations. This renders concepts as particular in time and place.
A world shaped by particular and situated concepts, then, is a world of differences. These differences are not threatening but workable, albeit amid generative dissensus. This take allows possibilities for creating ‘futures that are different from the past’ (Verran, 2001, p. 35). Verran has developed analytical tools for recognising and doing difference together, for ongoing relating and going-on with others.
Before this entry presents three Verranian tools, it locates Verran’s work and influences. Then, it introduces and illustrates Verran’s key method—storytelling—and presents central tools. The final section addresses politics in Verran’s work.
KATJA PUDOR Protocols, 2020
This reading of Katja Pudor's art work began during a visit to her studio in Berlin, which was in... more This reading of Katja Pudor's art work began during a visit to her studio in Berlin, which was intended as a kind of conversational ethnography with Katja and her works. Josefine Raasch, a common friend of Katja's and mine, had brought us together. On the day of our visit early in the winter of 2018, there were, then, three humans in the studio space along with many images in varying degrees of becoming art objects. In listening to, watching , and recording Katja as she moved around the space, explaining and showing, and in studying and photographing some of the images with our phones, we came to see ourselves as participants in an event, a small episode in which our lives (and our friendships) and ' doing art' collectively emerged as one and the same thing. Using the language of a twentieth-century art movement, we could call this "a blurred happening of art and life" 1 • One particular artwork still in the process of becoming helped me formulate a way to understand this experience. I refer to this work inthe conclusion.
EASST Review, 2018
This editorial reflects on how we want students of STS to engage and to contribute to doing diffe... more This editorial reflects on how we want students of STS to engage and to contribute to doing differences between discourses, concepts and methodologies in STS. It suggests to introduce students to engage generatively by telling stories of how STS came into being as not finished yet.
In this paper I present a short analysis of how shifts were examined in several presentations at ... more In this paper I present a short analysis of how shifts were examined in several presentations at the EASST conference in Toruń, Poland. I compare and generalize on my understandings of these shifts when I ask who was assumed to have brought the shifts into existence, what features were attributed to the shifts and what resulted from talking about shifts in these particular ways. In laying open my decisions of the writing process and positioning myself within this paper, I want to emphasize that I do not re-present these shifts, but produce specific academic shifts myself.
Helen Verran: Pionierin der Postkolonialen Science & Technology Studies
Schlüsselwerke der Science & Technology Studies, 2014
Using History to Relate
History, Memory and Migration, 2012
Murat and Nevin and the divided past.
The way in which Murat and Nevin, two young German students from migrant backgrounds feel about s... more The way in which Murat and Nevin, two young German students from migrant backgrounds feel about studying history and historic injustices are discussed. The main thing that emerges is that, for them, multiculturalism does not emerge in society between individuals or groups but inside themselves.
"Ich lebe eigentlich noch richtig gerne". Über Alter und Rückzug
Die Botschaften der Zäune
Dicksein. Wie Kinder damit umgehen.
Übergewicht ist ein viel diskutiertes Thema in Medien und Wissenschaft. Die Debatte ist voll von ... more Übergewicht ist ein viel diskutiertes Thema in Medien und Wissenschaft. Die Debatte ist voll von Stereotypen und sozialen Vorurteilen. Über die Perspektive von Kindern allerdings hört man selten. Dabei bewerten vor allem Kinder Ursachen, Auswirkungen und Folgen des Übergewichts in anderen kausalen und moralischen Kategorien als Erwachsenen. Josefine Raasch zeigt das am Beispiel von Berliner Grundschulkindern. In ihrem Buch beschreibt sie das Verständnis der Kinder von Körper im Allgemeinen und Übergewicht im Konkreten und vergleicht es mit den Äußerungen Erwachsener aus Politik und Wissenschaft. Man könnte glauben, Kinder und Bedenkenträger sprächen über ganz verschiedene Themen. Nur ein neu bestimmter Dialog kann der gewichtigen Problematik gerecht werden.
Relating Histories. Epistemic Practices of Migrant Students
This paper reflects on some methodological issues for analyzing (ontic-)epistemic challenges that... more This paper reflects on some methodological issues for analyzing (ontic-)epistemic challenges that I identified during the process of writing about classroom activities. I suggest looking at tensions that emerged when one of the teenagers generated knowledge in novel ways.
The paper argues for a comprehensive awareness of a researcher's epistemic practices, specificall... more The paper argues for a comprehensive awareness of a researcher's epistemic practices, specifically at three specific occasions in the research process: the collection of data, the interpretation of data and the presentation of results. Based on original ethnographic research data, the paper describes how each of these occasions had the potential for epistemic violence to occur. At each of these occasions the researcher also had to make decisions for or against representative or performative research approaches. The paper reflects on epistemic practices at these three occasions by referring to the figures of a distant judging observer (Verran 2001), a modest witness (Haraway 1997), and as a representing or intervening researcher (Hacking 1983). These figures will be used to discuss a representative and a performative approach in the presented research and their potential to perpetuate epistemic violence.