One of the main challenges for teaching programs on immigration, ethnic diversity and health is to transform the commonplace notion of "culture" into a helpful tool for medical training and practice. This paper presents the teaching approach of an interdisciplinary course on "migrants' health" established at the University of Giessen since 2004, which has recently been complemented by a themati...

This article takes the reader inside four border security fairs in Europe and North America to examine the knowledge practices of border security professionals. Building on the border security as practice research agenda, the analysis focuses on the production, circulation, and consumption of scarce forms of knowledge. To explore situated knowledge of border security practices, I develop an app...

This article provides an overview of a research program developed over the past 20 years to explore relations between everyday practices and technology design and use. The studies highlighted reflect three interrelated lines of inquiry: (a) critical analyses of technical discourses and practices, (b) ethnographies of work and technologies-in-use, and (c) design interventions. Starting from the ...

ion from or analytic reduction of the communication process. While the rules perspective tends to make a single analytic reduction of normative and cultural processes in formulating rules (or norms as discussed above), the ethnographic perspective makes two analytic reductions in the analysis of normative and cultural processes, norms and cultural codes, respectively.

This position paper introduces MEDIATE, an objectoriented development framework that furnishes basic, common services for flexible interaction management of multimedia-supported co-operative work. Motivated by requirements elicited from several ethnographies, MEDIATE offers a fully replicated architecture for distributed switching of multimedia streams. The result is a simple, versatile, and mo...

What has come to be termed the ‘New Literacy Studies’ (NLS) (Gee, 1991; Street, 1996) represents a new tradition in considering the nature of literacy, focussing not so much on literacy as a ‘technology of the mind’ (cf Goody, 1968, 1977) or as a set of skills, but rather on what it means to think of literacy as a social practice (Street, 1984). This entails the recognition of multiple literaci...