SOW WHAT YOU KNOW - THE STRUGGLE FOR SOCIAL REPRODUCTION IN RURAL SUDAN
SOW WHAT YOU KNOW - THE STRUGGLE FOR SOCIAL REPRODUCTION IN RURAL SUDAN
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DOI：
10.1111/j.1467-8306.1991.tb01706.x
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发表时间：
1991-09-01
期刊：
影响因子：
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通讯作者：
KATZ, C
中科院分区：
文献类型：
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作者：
KATZ, C
生产与社会再生产之间的统一不断受到瓦解的威胁。维持或威胁它的做法是日常生活的内容，并且可以在实地目睹。社会再生产的一个关键实践是儿童的社会化和教育。本文介绍了社会再生产的各种实践（环境知识的生产、交换和部署）的详细发现，并指出了工作、娱乐和学习的平凡实践所固有的变革潜力。苏丹霍瓦村被纳入国家资助的农业发展项目，儿童环境知识的内容、获取方式和利用方式因此发生了巨大变化。在解决这些问题时，我更大的研究目标是在面对外部强加的社会经济和文化生态变化时找到破裂、抵抗或重新制定的实例。该研究采用人种学方法来获取有关儿童环境知识的内容和组织及其获取和使用方式的信息。儿童对与提供或生产家庭生计相关的所有环境任务做出了重大贡献。在工作、娱乐和正式学习活动中，他们获取、整合和使用大量环境知识，包括农业、畜牧业和当地资源利用的知识。与农业项目相关的分化和商品化的社会经济进程增加了对童工的需求，并开始瓦解现有的工作和娱乐的统一，使家庭不再是社会再生产的场所，并使农民人口去技能化。再加上静态的土地保有权关系，这些变化可能会导致儿童所学内容与成年后所做的事情之间出现重大脱节。经济发展的轨迹也可能因此而改变。
The unity between production and social reproduction is under constant threat of dissolution. The practices by which it is maintained or threatened are the stuff of everyday life, and can be witnessed on the ground. A key practice of social reproduction is the socialization and education of children. This piece presents detailed findings on various practices of social reproduction—the production, exchange, and deployment of environmental knowledge—and points to the transformative potential inherent in the mundane practices of work, play, and learning. The village of Howa in Sudan has been incorporated within a state‐sponsored agricultural development project and the content, mode of acquisition and utility of children's environmental knowledge has thereby changed dramatically. In addressing these, my larger research goal is to locate instances of rupture, resistance, or reformulation in the face of socioeconomic and cultural‐ecological change imposed externally. The study employs ethnographic methods to elicit information on the content and organization of children's environmental knowledge and the means of its acquisition and use. Children contribute significantly to all environmental tasks associated with providing or producing household subsistence. In their work, play, and formal learning activities, they acquire, integrate, and use a substantial body of environmental knowledge, including knowledge of agriculture, animal husbandry, and the use of local resources. The socioeconomic processes of differentiation and commoditization associated with inclusion in the agricultural project increased demands for children's labor and began to dissolve the existing unity of work and play, to dislodge the home as the locus of social reproduction, and to deskill the peasant population. Coupled with static land tenure relations, these changes are likely to lead to significant disjuncture between what children learn and what they will do as adults. The trajectory of economic development may thereby also be altered.