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Mobilizing the Past in the Changing Present
Abstract
In this chapter we illustrate how, through their iconography and rituals, our research schools marshal represent and use their history and heritage as markers of prestige and success. Thus, we call attention to their manipulation and modulation of history to meet present challenges and the pressure of globalizing change. The chapter shows how the schools’ material and virtual resources are selectively mobilized in hyper-celebratory, highly ornamental ways. Thus, we call attention to the choreographed practices of class-making conducted by these schools as they rearticulate and reinvent their symbolic inheritances in their project of hegemonic stabilization and affirmation.
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This major collection of essays, a sequel to Modernity at Large (1996), is the product of ten years' research and writing, constituting an important contribution to globalization studies. Appadurai takes a broad analytical look at the genealogies of the present era of globalization through essays on violence, commodification, nationalism, terror and materiality. Alongside a discussion of these wider debates, Appadurai situates India at the heart of his work, offering writing based on first-hand research among urban slum-dwellers in Mumbai, in which he examines their struggle to achieve equity, recognition and self-governance in conditions of extreme inequality. Finally, in his work on design, planning, finance and poverty, Appadurai embraces the "politics of hope" and lays the foundations for a revitalized, and urgent, anthropology of the future.
Privileged benefaction in elite schools and the moral dilemmas, contradictions and power politics involved are the focus of this paper. The notion of ‘the gift’ provides our analytical lens. We concentrate on two girls’ schools – one in South Africa and one in England. These were both built, in various ways, on the British model of public schooling. These schools pride themselves on their gifting practices. We offer a broad overview of the different local and global manifestations of and justifications for these practices as they occur in these schools and in the transnational organisations of which the schools are members.
Om kulturens rolle i det 19. århundredes og det tidlige 20. århundredes kolonipolitik.
Elite schools established in the nineteenth century in the image of British public schools now face intense competition from newly established elite schools. Located within the broader research project that this special issue discusses, this paper examines some of the ways in which an old elite school in India has sought to utilise is history to strategically re-position itself within the emerging global market of elite schools. The paper notes that the historical narrative the school has constructed of its traditions over the decades has not been static, but has changed over the years, in line with their understanding of the shifting historical forces and prevailing political conditions. In the current globalising circumstances, it continues to attach considerable significance to its traditions, often as a marker of distinction. However, it simultaneously emphasises its capacity to prepare its students to meet the emerging demands of global modernity. The paper shows how the school views these two aspects of its strategic re-positioning as inextricably linked.
A simple phrase takes its meaning from a given context, and already makes its appeal to another one in which it will be understood; but, of course, to be understood it has to transform the context in which it is inscribed. As a result, this appeal, this promise of the future, will necessarily open up the production of a new context, wherever it may happen. The future is not present, but there is an opening onto it; and because there is a future, a context is always open. What we call opening of the context is another name for what is still to come. (Derrida and Ferraris, 2001: 19-20)
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