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Incorporating ethnoscience into lessons through the ethnoscience-students' worksheet (ESW) is one method to improve student interest in science learning while introducing them to the local culture. However, no research was reported the effects of ESW on students' responses and the factors that influence ESW implementation in science learning. In order to better understand how students learn through ESW, this study investigated the relationship between ethnoscience context, science learning, and the implementation of students' worksheets. Seventy-two students participated in the survey after they studied ethnoscience learning through ESW. Students' responses are more influenced by science learning. In addition, the ethnoscience-integrated students' worksheets (SW) variable indirectly affects students' responses. Additionally, ESW affects students' responses more significantly than science learning and ethnoscience. This research provides insightful implications for educators on planning, designing, and practicing ESW to enhance students' problem-solving motivation and academic achievement. Furthermore, to contribute significantly to future researchers, further research employed the structural equation model through covariance analysis, also known as confirmatory factor analysis (CFA).

This research aimed to (1) study the current situation and existing problems of undergraduate students 'understanding of intangible cultural heritage, (2) develop a curriculum of intangible cultural heritage based on experiential learning theory, and (3) compare undergraduate students' understanding of intangible cultural heritage before and after teaching. The sample group was 50 students who were selected to attend the Intangible Cultural Heritage curriculum in the spring semester of 2023. The research tools were (1) Lesson plans (2) a Questionnaire on the current situation and existing problems of undergraduate students 'understanding of intangible cultural heritage, (3) an Interview form on the current situation and existing problems regarding students' understanding of intangible cultural heritage, (4) understanding intangible cultural heritage test, (5) Observation of Students' Behavior form, and (6) Interview form on opinions about teaching. This study was conducted in three steps: (1.) The study on the current situation and existing problems of undergraduate students 'understanding of intangible cultural heritage, (2.) The development of a curriculum of intangible cultural heritage based on experiential learning theory, and (3.) The experimental and improvement of curriculum. The results of the study showed that: 1) The current situation and existing problems of the intangible cultural heritage of college students have three aspects: students, teachers, and the school environment. The most important current situation and existing problems of undergraduate students 'understanding of intangible cultural heritage was the school environment aspects. 2) The Curriculum of intangible cultural heritage based on experiential learning theory includes 6 elements: Principle, Goal Contents, Learning process, Learning resource, and Evaluation. The learning process consisted of 4 steps: (1) Concrete Experience, (2) Reflective Observation, (3) Abstract Conceptualization, (4) Active Experimentation 3) The curriculum based on experiential learning theory can improve undergraduate students' understanding of intangible cultural heritage.

Environmental literacy related to the utilization of medicinal plants in the community provides a foundation for the younger generation to take an active role and form an attitude of care and responsibility for environmental sustainability. The current research aims to introduce the Inquiry-Etnobotany (IEb) learning model to enhance students' environmental literacy. The research design applied a pretest-posttest control group design to assess the effectiveness of the IEb model intervention, comparing it with the inquiry and discovery learning models. Upon analysis, notable differences emerged between the pre-test and post-test results across various learning models. Specifically, the IEb model exhibited a substantial difference, indicating significant progress in student outcomes. Similarly, the inquiry model showcased an improvement, while the discovery learning model displayed a slightly smaller change. Furthermore, the disparities between pre-test and post-test outcomes were evident across the different schools involved in the study. The IEb model has a significant impact on enhancing students' environmental literacy. However, the research results in each school also demonstrate that various learning models enhance students' understanding of environmental issues despite the different levels of effect.

Purpose: Ethnomathematics are used in motifs by the Dayak Ngaju Tribe in Central Kalimantan. The motifs contain some Ethnomathematical objects and concepts for Geometry and values. Therefore, this study aimed to describe the motifs based on mathematical objects and concepts of Geometry and value viewed from ethnomathematics aspects. Methodology: This study used a qualitative approach with an ethnography method. The researchers collected information from documents and books. They conducted in-depth observations and interviews with the subjects regarding the culture of the Dayak Ngaju people who reside downstream of the Kahayan River in Central Kalimantan. The subjects were a Dayak Ngaju craftsman and a priest of the Hindu Kaharingan community. The motifs consist of "tingang," "dandang tingang," "jata," "batang garing," "tanduk muang," "buntut kakupu gajah," "taya" tree and "rambunan tambun." Findings: The motifs contain some mathematical objects and concepts. Mathematical objects are created as circles, "batang garing" and "jata" motifs, and a six-sided shape in the "tanduk muang" motif. The concept is the geometric transformations, namely the axis reflection in the mdandang tingang and tanduk muang motifs the axis reflection in the motifs of "tingang," "batang garing," "tanduk muang" and "taya" tree. The rotation on point (0,0) in the motifs of "buntut kakupu gajah" and "taya" tree, and the translation in the motif of "jata." Significance: The study provides some mathematical objects and concepts in the motifs of the Dayak Ngaju tribe in Central Kalimantan. Students learning those objects and concepts should be related to their culture, namely the motifs, and they should acquire the values in such learning. Ethnomathematics plays an important role among Dayak Ngaju people in understanding mathematics concepts such as Geometry and values.

The teachers' beliefs in ethnomathematics-based numeracy learning are a crucial element to be able to develop students' numeracy skills. The teachers' beliefs in developing students' numeracy skills through ethnomathematics-based numeracy learning is a teacher's personal view about certain practices that are considered correct, which include four dimensions. The first dimension is the teachers' beliefs about numeracy. The second dimension is teachers' beliefs about the role of ethnomathematics in learning numeracy. The third dimension is teachers' beliefs about ethnomathematics-based numeracy teaching. The fourth dimension is teachers' beliefs about ethnomathematics-based numeracy learning. This study aimed to investigate the characteristics of teachers' beliefs in developing students' numeracy skills through ethnomathematics-based numeracy learning. The teacher's response was acquired through the completion of a questionnaire. The findings indicated that most teachers believed fostering students' numeracy skills could be achieved by implementing ethnomathematics-based numeracy learning inside the semi-realisticmechanistic (SRM) categories. Further analysis reveals that more extended teaching experience may mean something other than that a teacher has a realistically oriented outlook. Teachers with teaching experience of fewer than five years (new teachers) and 5 to 10 years (junior teachers') have a semi-realisticmechanistic (SRM) view. Most teachers with more than 10 to 15 years (semi-senior-teachers) of teaching experience have a dominant realistic (DR) idea. In contrast, teachers with more than 15 years (senior teachers) of teaching experience have a semi-realistic-mechanistic (SRM) view and a dominant realistic (DR) view. Teachers' positive beliefs will likely improve students' numeracy skills in general and based on teaching experience in the dominant realistic (DR) and realistic (R) categories regarding ethnomathematics-based numeracy learning.

Critical thinking ability is a very important basic ability in learning mathematics. In the era of technological advances and digitalization, a comprehensive learning approach is needed that accommodates critical thinking skills. The controversial problem-based multimodal approach with ethnomathematics is seen as being able to improve this ability. This can be seen from the characteristics of the learning model with the Ethnomathematically Controversial Problem-Based Multimodal approach that accommodates visual, auditory, and kinesthetic learning styles. However, there is no empirical evidence that the combination of that approach and ethnomathematics (Balinese culture) in digital learning can improve students' critical thinking skills. This study aims to comprehend the impact of digital learning with a controversial problem-based multimodal approach, incorporating Meru and Jejaitan Bali ethnomathematics on students' critical thinking skills. Quasi-experimental research uses a Randomized Complete Block Design (RCBD) applied to measure students' initial abilities, namely students with low, medium, and high initial abilities. The instrument used in this research is a test of critical thinking skills which contains controversial issues with ethnomathematical nuances in the cases of the sacred building of Meru. The population consists of 202 grade IX students, with 48 in the experimental group and 52 in the control group. The ANOVA test results demonstrated that using this approach was effective in improving students' critical thinking skills. (This can be seen from the value of sig. 0.00 < =0.05 which means that there is a difference in students' critical thinking skills between the experimental class and the control class). According to the t-test results, students in the experimental group had significantly higher critical thinking skills than students in the control group. Tukey's test shows that critical thinking ability varies depending on the student's beginning ability. In conclusion, this combination is effective in improving students' critical thinking skills, especially on the topic of geometry.

Chinese Tujia folk songs, deeply rooted in the cultural heritage of the Tujia ethnic group, serve as a living repository of history, values, and traditions. The primary objective of this study is to investigate the historical development of education and cultural literacy in Chinese Tujia working songs in Chongqing. The comprehensive literature review provides insights into the history of the Tujia ethnic group, their musical heritage, and contemporary challenges to preserving their cultural traditions. The research site includes Youyang Tujia and Miao Autonomous County, Shizhu Tujia Autonomous County, Pengshui Tujia, and Miao Autonomous County, and Qianjiang District. Key informants, including accomplished artists, academic researchers, and local experts, share their invaluable insights related to the preservation and performance of Tujia folk songs. By using the principles of music aesthetics, music ethnology, and ancient Chinese music history. The result of this study underscores the critical importance of preserving intangible cultural heritage, especially in the context of today's rapid modernization and globalization. They highlight those traditional folk songs, like Chinese Tujia working songs, hold immense cultural and historical value. The study also provides actionable recommendations for ensuring the continued vitality of these culturally rich songs. These suggestions can guide efforts to integrate Tujia folk songs into educational curricula, support local musicians and artists, and promote cultural events.

"Troso" woven fabric is a kind of weaving fabric produced in a village in Indonesia called "Troso." The aim of this study was to identify the detailed process of manufacture of "Troso" woven fabric and reconstruct it related to several scientific concepts. Research method started by observe several local cultures in this city, and found that students can better understand the science concept and increase their environmental awareness when it is exemplified by circumstances in their surrounding environment. The results of Troso woven fabric reconstruction can be used as a contextual alternative learning resource and increase students' awareness in protecting their environment. This study uses a qualitative research approach through ethnoscience and ethnoecology. The two aspects of the study were carried out through the process of reconstructing indigenous science into scientific science. The research stages include pre-research preparation, primary data collection through observation, in-depth interviews, discussion, and direct observations. The next step was collecting data from the study of cultural documents on the manufacturing of Troso woven fabric as well as verifying, reconstructing, formulating, and conceptualising into science. Various scientific studies relate to the measurement process, compounds and mixtures, heat, and energy transfer associated with ethnoscience. Ethnoecologically, the community does not know yet about the environmental impact that has occurred, resulting in environmental damage even though the community has not directly observed it. By associating science material with the local culture, it is hoped that the understanding of science will become more meaningful and contextual.

This research is an ethnomathematical research that aims to explore the mathematical abilities of the Bugis people in weaving the "lipa' sabbe." This study applies a qualitative method with an ethnographic approach. The data were collected through observation, interviews, and documentation. Based on the results, it can be explained that in the process of weaving silk, the craftsmen combine the techniques of counting, designing, placing, and measuring as mathematical activity to produce various motifs. The weaver's ability to count and design motifs produces geometric planes that are transformed through a combination of reflection, translation, and dilatation. In making visualized motifs resembling curved planes such as the "lagosi" motif, the "phinisi" or the "batumesang" motif, they are approximated by using a collection of rectangular pixels from the arrangement of warp, weft and other motif yarns such as gold or viscose. The redesign of the silk motif uses the the number patterns identified on the arrangement of the yarns. In algebra, the "lipa' sabbe" motif can be represented by a set of constant functions, parallel linear functions, or degree-n polynomial. The results of this study indicate that the mathematical concepts in "lipa' sabbe" motifs are not only in the form of geometric concepts, but also include the concepts of number pattern, and algebra. Based on the manufacturing process and the resulting motifs indicate that the craftsmen have unique mathematical abilities.

Inquiry-based learning overcomes the gap between the acquisition of knowledge through discovery though it is not always directly proportional to students' development of critical thinking (CT). Knowledge about the real-world contexts in which children will learn is the first step in cultivating CT in science learning. Science inquiry is most relevant when it is linked to the cultural context and local wisdom in which students are growing and developing. On one hand, the current focus of learning is on digital systems which can also provide opportunities to enhance CT. The current study aims to implement a blend of inquiry-based learning and Ethnoscience on a digital learning platform (e-learning) and assess its effect on the pre-service science teachers' (PSTs) CT abilities. The study is conducted using an experimental method involving PSTs as participants. Several valid test instruments are employed to measure CT skills and the results are analyzed. According to the study's findings, there have been notable advancements in CT due to the digital learning platform's dynamic fusion of Ethnoscience and inquiry. This study demonstrates that the dynamic blend of Ethnoscience and inquiry in a digital learning platform can serve as a cutting-edge learning method for empowering CT particularly in future science teachers.

Citizenship education is historically linked with political developments that have forced governments to think deeper about nationality, power, identity, and the process of decolonization since large sectors of the population are denied and even excluded from the development of their citizenship. Currently, there is a need to provide mechanisms that foster the development of students' citizenship by enabling them to position themselves critically, politically, responsibly, and constructively in their own sociocultural contexts. These mechanisms contribute towards offering the intellectual tools needed to participate in society and also can encourage educators to develop pedagogical actions that stimulate students to develop their citizenship and be aware of problems they face in their communities. Thus, results of a study conducted in a public middle school, located in the metropolitan region of Belo Horizonte, Brazil, with 12 eighth-grade middle school students enrolled in a state public school, who are residents in a peripheral community, showed how ethnomodelling contributed to the development of mathematical content, which helped them to understand and propose solutions to the lack of basic sanitation. We concluded that competencies to analyze, decide, and judge solutions through the elaboration of ethnomodels helped students to make decisions to local and global problems, which promoted the development of their citizenship as well as the acknowledgment that the denial and exclusion process of peripheral communities' members still prevails in modern society.

This article analyzes elementary school students' didactical situation in traditional games through ethnomathematics learning. The conventional game studied was "Endog-Endogan" or egg games from the Sundanese culture, West Java, Indonesia. This qualitative and quantitative study applied the design of the didactic learning stage. The quantitative study employed the Rasch Winstep Model to survey 56 elementary school students from grades 2 to 6 as respondents in implementing "Endog-Endogan" games in mathematics learning. The instruments used in this stage were the worksheet, documentation, and observation. Data analysis was carried out by collecting and describing the data of students' responses in Student Worksheets to obtain the data on findings of student learning obstacles. Then the data from the questionnaire were analyzed using a rash model: person and item reliability, unidimensional, and summary of items. The study results showed that the didactic design process in ethnomathematics learning teaching materials could be optimum with "Endog-Endogan" games because almost all teacher predictions were equal to elementary school students' responses. Besides, traditional games can be used as a solution to make learning mathematics easy and flexible with the mathematical concepts taught.

Mathematics is employed in cultural activities in traditional and nontraditional societies. Ethnomathematics refers to mathematical ideas integrated into a culture. The culture can be used as a transformation effort to explore mathematical concepts in order to bring the mathematics closer to the reality and understanding of its people. Moreover, culture can be used as a groundwork for school mathematics. This study investigated ethnomathematics as geometry context illustrations of the patterns of Tapis Lampung in Indonesia. With an ethnographic approach and Rasch measurement that is to measure of persons and items on the same scale, this research is a quantitative study. Data were collected through test and documentation with tapis pattern results. It was discovered that the designs of the Tapis Lampung include geometric concepts that can be expressed as translations, rotations, reflections, and dilations. Moreover, students have different results of the creative thinking in mathematics. Each Tapis pattern also includes local values (i.e. sacred values, social stratification, history and understanding, creativity, inclusiveness, and economic value). Tapis Lampung can be used to disseminate and inform the world about Indonesian local wisdom and potentially as a source of contextual mathematics in rural schools and urban areas.

Statistical reasoning ability is one of the essential skills in developing competence, which is one of the Sustainable Development Goals (SDGs). This study aims to explore the statistical reasoning ability of junior high school students in descriptive statistics learning. The investigation directs students to determine their level of statistical reasoning ability. The Rasch model analysis analyzes whether there is a bias in the item questions used in exploring these abilities based on demographic factors such as gender, initial mathematical ability, and ethnic background. This study uses a mix-method (a combination of quantitative and qualitative methods). Based on the Rasch Model analysis, quantitative and qualitative data were obtained from 22 students utilizing a statistical reasoning ability test instrument based on the ethnomathematics context, which was valid and reliable. The results of data analysis show that students have different levels of statistical reasoning abilities and are related to students' initial mathematical ability. Students with low initial mathematical skills are at level 1 idiosyncratic, while students with high initial mathematical skills are at procedural level 4. The results of the DIF (Differential Item Functioning) analysis showed no significant difference between the use of the ethnomathematics context-based test instrument and the demographic factors of the research subjects. This study concludes that students can explore statistical reasoning ability through ethnomathematics-based problem solving but still pay attention to other demographic factors.

Internationalisation of the curriculum has been the subject of various debates in recent years in higher education institutions. In particular, the need to incorporate local knowledge systems when internationalising the curriculum continues to be a major challenge in African universities. This study explores faculty members' experiences inherent in the internationalisation of the curriculum at one Mozambican university. On the basis of semi-structured interviews with eleven faculty members, two research questions were investigated: (1) How do faculty members understand the internationalisation of the curriculum in their university?; and (2) How are local knowledge systems embedded in the internationalisation of the university curriculum? The findings revealed that the internationalisation of the curriculum is mainly understood in terms of developing intercultural knowledge, skills and values; mobility of students, teachers and academic programmes; and teaching international students and languages. Some practices suggest opportunities for a more decolonised approach in the internationalisation of the university curriculum, such as the integration of local languages and the practice of ethnoscience, with the main focus on ethnomathematics.

This article focuses on a particular arena of creative practice: music students' largely sonic experience of Otherness through world music ensemble performance of klezmer (music with its roots in the weddings and other social occasions of mostly Yiddish-speaking Ashkenazi Jews in eastern and central Europe). Having briefly introduced klezmer, we situate our university ensemble into the traditions for teaching/learning it. We then present our pedagogic framework which combines ethnomusicological and intercultural thinking. We conclude with observations on how the module enables both increased transmusicality (through experience of a musical Other) and increased intercultural awareness (through the cultural encounters generated through klezmer performance).

This study reports on in-service mathematics teachers' views of geometry in the context of ethnomathematics. A convergent parallel mixed method design which includes both quantitative and qualitative methods was used to provide a deeper understanding of how the participants view geometry from an ethnomathematics perspective. Questionnaires and focus group discussions were used to gather data from 40 in-service mathematics teachers. The teachers' views of geometry were classified under the cultural, social and practical dimensions of ethnomathematics. The views held by the teachers influence the way they teach geometry. The study suggested that knowledge construction and conceptual understanding in geometry are essential for its application in everyday life.

This article presents a synthesis of existing literature on ethnomodeling and the ways in which it extends mathematical modeling research in mathematics teacher education. We also call on the field to consider ways to connect and value culture and content in teaching mathematics. There have been increasing calls for integration of a culturally responsive mathematics curriculum. Additionally, mathematics teacher educators and researchers have also emphasized the critical role of deep and meaningful mathematical content within curricular efforts that focus on culture and student identity. In this paper, we present how ethnomodeling connects to and extends current literature to apply mathematical modeling to shift toward culturally relevant and sustaining teaching practices while maintaining a focus on deep and meaningful mathematical content. We start by describing the various existing calls, present a synthesis of the literature supporting the components of ethnomodeling, and conclude by proposing a new call to action for the field to deepen existing efforts and plan for actionable steps for using an ethnomodeling approach to impact teacher education programs.

Evidence is sparse on how community-based health-promoting programs can be culturally adapted for racially minoritized, immigrant older adult populations. Choose to Move (CTM) is an evidence-based health-promoting program that enhances physical activity and mobility and diminished social isolation and loneliness in older adults in British Columbia, Canada. However, racially minoritized older adults were not reached in initial offerings. We purposively sampled CTM delivery staff (n = 8) from three not-for-profit organizations, in Metro Vancouver, British Columbia, that serve Chinese older adults. We used semistructured interviews, ethnographic observations, and meeting minutes to understand delivery staff's perspectives on factors that influence CTM adaptations for Chinese older adults. Deductive framework analysis guided by an adaptation framework, Framework for Reporting Adaptations and Modifications-Enhanced, found three dominant cultural- and immigration-related factors influenced CTM adaptations for Chinese older adults: (a) prioritizations, (b) familiarity, and (c) literacy. Findings may influence future program development and delivery to meet the needs of racially minoritized older adult populations. [ABSTRACT FROM AUTHOR]

Through an ethnographic study of decision making in a rape crisis center, I explore how institutional logics come to be through interactions. Zooming in on storytelling interactions and slowing down to follow their evolution, I find that collective cognitive, political, and emotional elements mediated the narration of logics into effect. While the interactions unfolded within a space of possibilities determined by logics, co-narrators still put much cognitive effort into negotiating which logic was relevant and how it implicated specific ways of understanding and responding to events. Narrators' subject positions and their perceived interests and emotions also mediated the work of logics on the ground. Decisions were determined by degrees of coherence across these cognitive, political, and emotional elements. When there was high or moderate coherence, the decision followed the resolution implied by the narration. When coherence was low, decision makers rejected the decision implied by the narration. Coherence, then, constrained people's agency to invoke institutional logic. These results offer compelling new theory about how institutional logics work: logics are neither deterministic nor freely manipulated but instantiated through collective and situated dynamics that set limits on their strategic use. [ABSTRACT FROM AUTHOR]

Open water swimming (OWS) has rapidly grown in popularity, driven by the purported health benefits of cold-water immersion. A paucity of research remains specifically considering the notable risks inherent in OWS participation, and a lack of qualitative research on freshwater swimming experiences, and safety-related issues therein. This rapid ethnographic study, based at a dedicated OWS lake in the UK, conducted semi-structured interviews with OWS participants (n=17; female=11, male=6). Two core themes emerged: environmental issues impacting OWS experiences and behaviours; and knowledge and education of OWS which highlighted safe/unsafe practices, levels of education for managing risks, personal preparedness, swimming solo/with others, use/non-use of specialised equipment, anxieties relating to participation, and environmental conditions. Findings suggest a lack of safe practice persists pertaining to immersion in cold water environments. Specific strategies are suggested that organisations involved with the promotion of the sport should consider to promote safer and more enjoyable OWS experiences. [ABSTRACT FROM AUTHOR]

Despite its centrality as a locus of both occupation and resistance in Kashmir, the inquiry into time has received scant academic attention. This essay undertakes two lines of inquiry. First, it attempts to foreground the temporal extraction integral to the Indian state's matrix of control, arguing that its military occupation and settler-colonial project in Kashmir operates not only through the logics of spatial control but also through a control over time. The state has not only tried to erase people out of their own futures but also weaponized the idea of future itself—as a site of a permanent and multimodal extraction. Second, Kashmir's liberation praxis is anchored on a rejection of an occupational and settler-colonial temporal order and, through two ethnographic fragments, this essay explores enactments of alternate temporal imaginaries and consciousness and foregrounds multiple registers of "in-betweenness" within this imaginary. The essay redirects attention from future as an event or a discrete unit of time, and from its not-yetness, toward the intimate and everyday articulations and enactments of future—a complex ongoing process of becoming and unbecoming unfolding in the everyday. Thus the essay calls for reimagining "ruptures"—instead of "futures"—as a locus of liberation. [ABSTRACT FROM AUTHOR]

The present study focuses on the diverse relationships between middle-school students and their school library. Students between the ages of 10 and 15 were observed in an urban French middle school during an ethnographic experience. The results show the importance of the school library as a refuge for marginalized, younger, and/or feel bad students as well as those who like to read. The library also contributes to student well-being by acting as a bulwark against the cold and agitation of the playground. The recommendations call on school administrators to recognize the importance of the school library to adolescents and to provide ongoing access. [ABSTRACT FROM AUTHOR]

Background: Ethnobiologists commonly analyze local knowledge systems related to plants, animals, fungi, and ecosystems. However, microbes (bacteria, yeasts, molds, viruses, and other organisms), often considered invisible in their interactions with humans, are often neglected. Microorganisms were the earliest life forms on Earth, and humans have interacted with them throughout history. Over time, humans have accumulated ecological knowledge about microbes through attributes such as smell, taste, and texture that guide the management of contexts in which microorganisms evolve. These human-microbe interactions are, in fact, expressions of biocultural diversity. Thus, we propose that ethnomicrobiology is a distinct interdisciplinary field within ethnobiology that examines the management practices and knowledge surrounding human-microbe interactions, along with the theoretical contributions that such an approach can offer. Methods: We reviewed scientific journals, books, and chapters exploring human-microbe relationships. Our search included databases such as Web of Science, Scopus, Google Scholar, and specific journal websites, using keywords related to ethnomicrobiology and ethnozymology. To categorize activities involving deliberate human-microbial interactions, we examined topics such as fermentation, pickling, food preservation, silaging, tanning, drying, salting, smoking, traditional medicine, folk medicine, agricultural practices, composting, and other related practices. Results: Our research identified important precedents for ethnomicrobiology through practical and theoretical insights into human-microbe interactions, particularly in their impact on health, soil, and food systems. We also found that these interactions contribute to biodiversity conservation and co-evolutionary processes. This emerging interdisciplinary field has implications for food ecology, public health, and the biocultural conservation of hidden microbial landscapes and communities. It is essential to explore the socioecological implications of the interwoven relationships between microbial communities and humans. Equally important is the promotion of the conservation and recovery of this vast biocultural diversity, along with sustainable management practices informed by local ecological knowledge. Conclusion: Recognizing the dawn of ethnomicrobiology is essential as the field evolves from a descriptive to a more theoretical and integrative biological approach. We emphasize the critical role that traditional communities have played in conserving food, agriculture, and health systems. This emerging field highlights that the future of ethnobiological sciences will focus not on individual organisms or cultures, but on the symbiosis between microorganisms and humans that has shaped invisible but often complex biocultural landscapes. [ABSTRACT FROM AUTHOR]

Across Europe, refugees face significant difficulties in finding employment. Many studies have attributed the disadvantaged labor market position of refugees to factors on the individual level, such as language barriers or health issues related to the experience of fleeing. While such explanations emphasize individual responsibility, ethnographic studies are increasingly contending that opportunities to integrate into the labor market can be restricted or enabled by arrival infrastructures. We contribute to this discussion by taking a quantitative perspective. Focusing on the Netherlands, we used extensive national register data that allowed us to follow refugees over time and break the concept of arrival infrastructures down into four dimensions, namely job access, neighborhood effects, enclave effects, and the local migration regime. In addition, because the Dutch dispersal policy distributed refugees – to a considerable extent – randomly across municipalities during the period under study, we were able to counteract problems of self-selection and reversed causality. We studied the labor market integration of refugees using competing risks analysis, taking educational enrollment and residential mobility into account. Our findings show that economic, social, and institutional arrival infrastructures manifest themselves at different scales but all matter in the labor market integration of refugees. [ABSTRACT FROM AUTHOR]

This article presents opportunities for enriching anthropological knowledge and methods with machine learning and data analysis. Different examples show how quantitative methods empower anthropologists and how computational methods supplement ethnography, from sensor data and interview transcripts to designing technology solutions and automatically labeling cultural heritage. Conversely, the authors discuss the benefits of qualitative approaches in contemporary anthropological research and show how to transition from data analysis to ethnography and vice versa. Finally, the article pinpoints aspects in which each method can fail individually. It discusses why a combination of the two approaches, called circular mixed methods, minimizes the chance of failure and maximizes insights from the data. [ABSTRACT FROM AUTHOR]

Gija people in the East Kimberley community of Warmun (Western Australia) negotiate their engagement with pastoralism with varying degrees of primacy. Through ethnography and oral histories, I explore how Gija people manage pastoralism and its effects through acts of accommodation, adoption, refusal and innovation. I begin by outlining the development of the colonial pastoral industry in Western Australia, state and federal legislation that withheld and underpaid wages to Aboriginal pastoral workers and cattle‐killing practices and protective measures. I use ‘Kila’, the bovine species killed for local consumption, as an entry point to explore intercultural relations and Gija relative autonomy within this context. Analysing Kila etymologically and through an ethnographic case study involving its procurement, dissection, and distribution, I find that cooperation is implemented to enable the Kila event. Kila emerges as both a nexus for intercultural mutuality and as a facilitator of distinct opportunities for Gija social and cultural maintenance and recreation. [ABSTRACT FROM AUTHOR]

This paper is an ethnographic examination of race, racialization, and racism among members of a Muslim post-Yugoslav population who have not emigrated – who stayed “in place” – but whose location just outside EU borders has brought people from outside Europe to their community as illegalized migrants along the Balkan Route to the EU. Residents of Bihać and the northwest region of Bosnia–Herzegovina make sense of how racial hierarchies position both them and the migrants, and in turn how racism functions in their society, through overlapping and simultaneously imagined global, regional, and local scales. Distancing from racism based on Bosnia’s specific positioning was common, while local racializing hierarchies such as those that inferiorize the Roma were often understood through frameworks of ethnicity. This made possible a simultaneous identification with “Europe” and whiteness and a distancing from racial thinking and racism as a problem of the “west” even through divergent stances towards migrants. [ABSTRACT FROM AUTHOR]

The project We:Design delves into the digital inequalities affecting young people in Vienna during their transition from education to employment. It not only investigates the barriers faced by youth in the job market but also collaborates with them to create an accessible and open-source job application mobile app. Employing a mixed-method approach, the project is an equal-footed collaboration between computer science and social and cultural anthropology. This paper explores the notion of ‘drifting’ within participatory research and how seemingly irrelevant data can inform the design process. By examining the We:Design case study, we discuss the importance of embracing interdisciplinary tensions and the unexpected insights that research and design ‘byproducts’ can inspire, thus advocating for a more inclusive, flexible, and open-ended approach to participatory design. [ABSTRACT FROM AUTHOR]

Researching in heterogeneous communities can present challenges for the most experienced of researchers, especially in the context of ethnographic work, where the dynamism and unpredictability of a research setting can make it difficult to anticipate the languages spoken. Drawing on data from multilingual health consultations, I reflect on incidents where language(s) extend beyond the scope of my repertoire and inhibit the immediacy of inference. Ensuing collaborative processes of translation, transcription and analysis offer opportunities to illuminate (mis)understanding(s), but also demonstrate how additional contributions can complexify and shape what can be understood as ‘interpretation’. In documenting some of the practical and ethical considerations that emerge during the research journey, I explore the experience of developing capabilities to cope with communicative opacity and (un)expected tensions. I conclude with some tentative recommendations for institutions seeking to support doctoral students embarking on fieldwork in diverse settings. [ABSTRACT FROM AUTHOR]

This short paper introduces a special section exploring how human geographers use research notebooks. It outlines why a fuller exchange about how exactly we do ethnographic note‐taking in human geography is worthwhile, and describes a series of conference sessions in which a group of human geographers took the relatively bold step of showing each other examples of what could be found inside their notebooks. It also provides an overview of how the papers in the special section might help us all to consider the variety of options available to us when we choose to work in this way. [ABSTRACT FROM AUTHOR]

This article analyzes the politics of scale in global development by focusing on a sanitation program in western Kenya. It follows the daily work of a nongovernmental organization that seeks to provide access to chlorine dispensers to millions of people for the purpose of disinfecting water. By engaging with literatures on development and infrastructure, this article proposes reach as an analytic that jointly attends to the aspirations, labors, and uncertain outcomes embedded in scale work. An ethnography of reach emphasizes the temporality of off‐grid infrastructures to capture the ambivalent relationships between aspirations and results and between standardization and adaptation, as well as the unstable nature of care. This proves useful to theorizing expansion as potentially generative of, rather than only inimical to, the good life—thereby troubling the vision of scale making as replication often used to understand development projects and their consequences. [ABSTRACT FROM AUTHOR]

Global knowledge production and dissemination through academic publishing plays a critical role in achieving epistemic inclusion for peripheral scholars. This paper reports on an autoethnographic study of the 15 years of academic publishing efforts by the first author, Jiaqi Liu (JL). We used the theoretical lens of epistemic agency to explore how JL navigates the challenges posed by the structural constraints of academic publishing. We adopted the framework of “researching multilingually” (RM‐ly) as an analytical framework to examine the specifics of how JL exercises her epistemic agency. The findings indicate that linguistic injustice was associated with epistemic exclusion, but JL developed her epistemic agency by drawing on the intentionality, spatiality, and relationality dimensions of RM‐ly practices. She took responsibility for the advancement of her own knowledge, and generated new insights and practices in order to enhance her epistemic participation between English‐, Japanese‐, and Chinese‐mediated research worlds. The paper suggests that instead of perceiving epistemic exclusion as an insurmountable difficulty, peripheral multilingual scholars can foster epistemic agency through the alternative approach of RM‐ly and engage in multi‐directional knowledge production and dissemination. [ABSTRACT FROM AUTHOR]

It is increasingly common for advocates for LGBTQ (lesbian, gay, bisexual, transgender, queer) workspace benefits and protections to argue for equitable treatment by utilizing the 'business case', or the argument that fostering a diverse and inclusive workspace promotes positive economic outcomes for multinational corporations (MNCs). Utilizing this discourse is particularly important in countries like India, where LGBTQ workers in the private sector have few to no legal protections. As such, a discourse that sutures human rights to business imperatives becomes a primary means of articulating LGBTQ precarity. In this contribution to the 'Queer Precarities' themed section, this article seeks to hold in tandem a critical analysis of this arguably neoliberal discourse of LGBTQ precarity with an ethnographic account of 'following' the business case into the diverse spacetimes in which it is performed. Drawing from ten-months of fieldwork primarily among MNCs in Bengaluru's offshore information technologies (IT) industry beginning hours before the Indian Supreme Court read-down the colonial-era anti-sodomy law Section 377, this article describes how corporate organizations responded to the ruling and how these responses, often haphazard and experimental, provided moments for various LGBTQ diversity and inclusion (D&I) advocates to make claims on global capital. In placing criticism of queer liberalism into dialogue with geographic and anthropologic inquiries into globalizing business knowledge and practice, this article argues for moving beyond queer theoretical concerns of normativity to consider moments of maneuver available to actors otherwise unequally incorporated into the global distribution of labor. [ABSTRACT FROM AUTHOR]

This study, based on three years of interviews, archival work, and ethnographic fieldwork, explores how social organisations integrate governmental and Party ideologies into the grassroots of urban society, and evaluates the effects of these efforts. Contrary to the widespread belief among the middle class that social organisations simply act as conduits for the will of the government and the Party, this study uncovers a notable absence of official backing for their activities by the state. This apparent contradiction, which might seem baffling at the grassroots level, becomes more comprehensible when examining the function of social organisations. They not only articulate the aims of the government and the Party, thereby addressing a critical void in the existing literature on co-governance, but also shield the state from direct criticism by the middle class. Employing the Chinese proverb 'Fox Fake Tiger'—which typically denotes a scenario where the fox leverages the tiger's perceived strength to enhance its influence in a manner it could not achieve on its own, thus critiquing those who depend on the authority of others to garner respect or induce fear—this study illustrates how social organisations, much like the fox that announces the tiger, subtly reinforce the state's control and credibility within these communities, in line with the 'whole-process democracy' campaign. This analogy emphasises the complex role of social organisations in magnifying state authority and legitimacy through delegated power, a dynamic that merits further investigation concerning governmentality and the mentalities of the middle class. [ABSTRACT FROM AUTHOR]

This article examines ambulant vendors' labour on a Buenos Aires trainline. It explores how vendors employ a range of verbal and embodied resources to navigate the challenges of sustaining attention from commuters and manage the progressivity of their sales pitch as they achieve individual service encounters and deal with physical obstructions intrinsic to the local ecology of the train and the contingencies of earning a livelihood on the move. An interactional pragmatics analysis of vendors' working practices as video-recorded by them coupled with ethnographic observations, reveals the complex interplay of verbal and embodied cues, spatial arrangements, and temporal constraints in relation to the progressivity of their sales pitch. The findings challenge long-held negative views of vendors' presence in public space by highlighting the methodical approach, dexterity, and civility of their working practices, and how their labour fills a gap in the market. The article provides new insights into the dynamics of urban labour in public spaces and the intrinsicality of multimodality to manoeuvre round the unequal conditions these workers inhabit. [ABSTRACT FROM AUTHOR]

Practice theories offer potential to reveal, understand, and attribute value to the everyday thoughts and actions of dementia caregivers. Drawing on ethnographic data from research in rural South Africa, on everyday dementia care practices, we highlight the profound importance of mundane practices – especially "sitting in wait" – for optimizing wellbeing of people with dementia who are cared for at home. We draw attention to the structural drivers of homebased (informal) care, which is underpinned by state inaction. This situates the act of sitting in wait as both an act of care and an embodied form of structural powerlessness. [ABSTRACT FROM AUTHOR]

This article analyzes how different activisms in Chile – feminists, LGTBIQ+, anti-hegemonic masculinities, and groups opposing sexual and reproductive rights – contested the gender order during the country’s constituent process, which unfolded between 2020 and 2023. In particular, we explore the way in which anti-abortion groups mobilized, showing that they not only oppose the interruption of pregnancy, but they also try to re-signify gender as a social construct. From the logic of methodological assemblage, we combined the observation of street demonstrations and digital ethnography through a series of interviews with cyber-activists of “pro-life” organizations. From the analysis conducted on the practices and discourses of these groups, three types of political operations have been identified: a redefinition of the framework of rights at stake when debating abortion; a broadening of the affected subject otherwise restricted to the fetus; and a resignification of feminism. These findings allow us to conclude that such activisms do not represent “anti-gender” positions but rather correspond to a neoconservative gender countermovement. [ABSTRACT FROM AUTHOR]

Talking about sexuality in a health care total institution is not an easy task insofar as it contributes to the disclosing of the subjective and cultural postures of professionals, in contexts still marked by the absence or lack of professional training on this subject. Talking about sexuality can also endanger or challenge the institution. This paper presents a secondary analysis of what is presented as a form of "clinical ethnography". The materials used in this study were collected in 1996–1997, in the context of a crisis situation caused by the revelation of illicit sexual relations between a head special educator and a young woman labelled as mentally handicapped, in a care institution. In the course of a psychosociological intervention carried out in response to a request from the management of the institution, professionals from different categories were able to express themselves on these "events" and to address, more generally, issues related to sexuality in the institution. The sessions, moderated by the author of the study and a psychoanalytic research assistant, were recorded and transcribed for subsequent feedback to participants. The thematic content analysis of the transcripts of the sessions allowed for a better understanding of the psychosocial obstacles to communication about sexuality, the subjective difficulties related to speaking out, the phenomena of denial of sexuality, as well as the representations of sexuality in institutional situations. The documents discussed here invite reflection on the complexity of collecting information and stories about sexuality in institutional settings. They explore communication processes and, in particular, the difficulties of communicating about sexuality and sexual abuse in institutions in the health and social sector. This study suggests ways in which clinical support can be provided to teams affected by and confronted with traumatic events and the personal and professional difficulties that may arise from such situations. [ABSTRACT FROM AUTHOR]

The construction of the Sardar Sarovar Dam in the Narmada Valley in western India displaced more than 30,000 families, mostly from Indigenous communities. Many of those displaced were resettled in regions that had a starkly different ecological and social composition from the mountainous areas they were forced to leave. In this paper we draw on the anthropology of landscape, linguistic anthropology, and ethnophysiography to chart the transformation of referential landscape terminology in the indigenous Bhili language as a result of displacement and subsequent resettlement. We focus on semantic domains covering ecological features such as soil, rivers, and forests, as well as the use of land for functional purposes. In doing so, we demonstrate how bridging conceptual and perceptual ethnographic approaches to landscape provides a more holistic view of displacement that encompasses both the memories of the places left behind as well as the unfolding process of resettlement. [ABSTRACT FROM AUTHOR]

This article examines a temporary accommodation service for homeless people in Finland. By building on institutional ethnography, it aims to map the relations that coordinate the everyday work and to analyse the potential consequences of these relations for clients' vulnerability and autonomy. By applying recognition theory, autonomy is considered to be dependent on mutual relations of recognition. The data are based on 8 group and 5 individual interviews with the workers (N = 20) as well as observations. The results show that 1) everyday activities and recognitional relations are tied to the spatiality of the service, 2) the translocal coordination of work tend to produce a not-worth-the-effort mode of action towards clients, and 3) the aims and recognitional responsibilities are mobilized by an accommodating discourse, which partly limits the workers' professional space. This can potentially leave the clients highly vulnerable in terms of their autonomy. [ABSTRACT FROM AUTHOR]

This article focuses on female bodies co‐laboring across the racial lines and academic‐activist divides to explore both the potentials and constraints of feminist solidarity in the hyper‐masculine and ultra‐nationalist normative order of the global war on terror. Anthropological studies have deconstructed phantasmatic narratives of the global war on terror by disclosing its racialized and classed structure. However, what remains understudied is how racialized female bodies are subjected to the biopower and necropower of this war. This ethnography concentrates on the feminist solidarity between Özlem Yasak and Serra Hakyemez, the coauthors of this article, which stretches over 13 years and moves between the colony and the metropole and the Global South and Global North. It examines how a Turkish academic and a Kurdish activist (both lower middle‐class women) forge, cultivate, and repair their comradeship as they move from an immigration office to their family house to neoliberal universities. Based on what we call the Other‐graphy as a new feminist method, this article argues that the global war on terror expands its reach as the humanitarian and neoliberal regimes of power recruit activists and academics to the fantasy of autonomous subjectivity posited against their possible political solidarity. [ABSTRACT FROM AUTHOR]

Within the past few years, pandemics like HIV/AIDS, influenza, and SARS-CoV-2 have become common worldwide. The COVID-19 pandemic, which broke out recently, profoundly impacted the world. As part of containing this pandemic, lockdowns which put a moratorium on human mobility and associational life became a dominant measure. Yet these mobilities and associational life are the lifeblood of migrants and diaspora belonging. This paper examines the impacts of bans on associational life on migrants and, further, what migrants did to continue living in the absence of these associations during the COVID-19 pandemic. The paper is based on a case study of Lydiate informal settlement in Zimbabwe, where Malawian migrants have established an ethnic enclave to shield themselves from the precarity and injustices of foreign lands. Through convivial and digital ethnographic fieldwork, the paper revealed that bans on associational life disrupted community engagements and binding religious associational life, increased targeted violence and "othering," and perpetuated stigma and discrimination and loss of ties with family and fictive kin. However, migrants restructured their associational life by adopting agile and new forms of belonging to get by, including relocating religious shrines to more secretive places or conducting religious ceremonies in the dark, drinking beer within the perimeter of the settlement, using of WhatsApp and instant messaging and WhatsApp groups for important community updates, and collective resistance. I termed these strategies "nimble forms of sociality and belonging," meaning there are lithe mechanisms that migrants employ to further their sociality even when they are restricted. [ABSTRACT FROM AUTHOR]

Considering the COVID-19 pandemic, teaching, and learning encounters in higher education have changed. Online teaching has become routine and a variety of virtual learning platforms are being explored. Within this article we, two higher dance education teachers and researchers, reflect on using TikTok in our work. Taking a duoethnographic approach, we explore engagement with TikTok in our contexts of teaching in higher education institutions in China and Norway. From our duoethnographic dialogue we discuss how TikTok offers an example of a posthuman educational encounter. From there, the idea of how a platform such as TikTok might be able to create a space and place for teaching and learning within a higher education setting is unpacked. Then a reflection on disciplinary specific contribution is given, asking: what can dance offer to the conversation about using a social media platform such as TikTok within higher education? Through reflecting on our pedagogical experiences and cultures, this article reveals that while queries surround the use of social media platforms such as TikTok in higher education, there are benefits in experimentation with such platforms. Specifically, there is value considering the interaction between the human and non-human aspects of teaching and learning in higher education settings. [ABSTRACT FROM AUTHOR]

Heritage is defined and maintained through complex and changing processes. In what ways might heritage scholars and practitioners understand dynamic complexities theoretically, methodologically and ethically? Through reflections on involvement in environmental and cultural heritage initiatives with Maya communities in southern Belize, this paper argues for an explicit forefronting of community aims and goals in heritage-focused project design and implementation. It demonstrates how cultural anthropologists involved in collaborative projects with archaeologists, non-governmental and/or community organisations may use ethnographic approaches to push collectively towards decolonial, community archaeologies. The challenges of ethnographers and archaeologists working together to document heritage past and present are critically and reflexively analysed, using frameworks rooted in environmental anthropology to capture the fluid and negotiated nature of heritage constructions by exploring what it means to live a 'good life' in Maya communities in Belize. The insights generated for developing a decolonising approach for future work of this type are also considered. By challenging what constitutes project 'success', and discussing the questions simultaneously posed and revealed by the long-term community projects detailed here, the paper argues for a more collaborative, nuanced and fluid conceptualisation of what constitutes heritage, and who is served by its documentation and dissemination. [ABSTRACT FROM AUTHOR]

Outer space is often described as a frontier – an unsettled, mysterious or wild place that should be explored and eventually inhabited. The metaphor evokes a pioneer spirit and a sense of freedom, but it is also bound up with violent histories of settler colonialism and social injustice. Although the frontier narrative remains prevalent in political, commercial and media discourses in the United States and elsewhere, we know little about whether the public understands space exploration in this way. We also lack studies about how those working to popularise space exploration and make it comprehensible to a global audience understand and apply the frontier narrative. A long-term ethnographic study of their work shows that their understandings of the space frontier are refracted through everyday forms of sociality and experience that they cultivate near Boca Chica in South Texas, where SpaceX builds and tests Starship prototypes. The labour of imagination performed by SpaceX fans and space creators upends the problematic myth of the frontier and points towards alternative ways of understanding space exploration. • We lack studies that analyse whether the public really understands space as a frontier. • Their labour of imagination rather than the frontier narrative binds space creators. • The work of SpaceX fans points to alternative ways of imagining space exploration. [ABSTRACT FROM AUTHOR]

Drawing on 15 months of ethnographic fieldwork, this article investigates the cooperative consolidation of the Liberians United for Reconciliation and Democracy (LURD), a rebel movement that in 1999-2003 sought to rid Liberia of President Charles Taylor. The LURD faced many obstacles to consolidation, including a history of ethnic fragmentation and infighting, leadership conflicts, lack of territory inside Liberia, and a paucity of resources. Yet, despite these hurdles, the LURD succeeded in forging a coalition that lasted just long enough to oust Taylor. It did this by adopting three maxims that emphasized institutional learning, interethnic power sharing, and Guinean sponsorship. [ABSTRACT FROM AUTHOR]

Sami Tchak is renowned for his novels that skillfully blend elements of literature and research, creating a fictionalized portrayal of both worlds. While commentators have examined various aspects of Tchak's work, none have explored the connection between literature and social sciences in his novels through their shared element, the book. This article demonstrates how his novel Le continent du Tout et du presque Rien (2021) aims to dismantle the assumed boundaries between form and content, reality and fiction, scientific discourse and literary expression. Through the fictionalization of ethnology books and African novels, it challenges preconceived notions, revealing the scientific elements within literary discourse and the literary aspects within scientific discourse. The novel combines a genealogical approach, addressing the Other through the lens of ethnology's influence on Africa's perception, with a genetic approach, aligning itself with the African literary canon. [ABSTRACT FROM AUTHOR]