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Judith Butler’s influential writing on psychoanalytic, semiotic, linguistic and material-embodied gender performativity inspired a generation of geographers to advance critical understanding of labour and spaces of work. This paper adds to that progress by engaging with subsequent feminist, post-structuralist, materialist, and more-than-representational thinking that remains under-developed terrain for geographical studies of everyday work life. We offer ethnographic insights into on-site experiences of female building workers in China – career paths, labour practices, intimate spousal relations – evidence of (in)actions, trajectories, absences/presences, visual, vocal, linguistic, embodied, emotional, affective, material and (non)human registers of performative force. Overall, we explore more-and-less reflexive emerging, (re)surfacing, unfolding moments of meaningful, incongruent, incomplete, and contradictory ‘being’, ‘becoming’ and subjectivities ‘in-the-making’ that constitute female building workers’ undoing manual labour. Concluding, we offer theoretical, methodological and empirical reflections and signpost new research directions. [ABSTRACT FROM AUTHOR]

Copyright of Cuadernos del Centro de Estudios de Diseño y Comunicación is the property of Cuadernos del Centro de Estudios de Diseno y Comunicacion and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Las niñas y jóvenes aprendieron obligatoriamente a coser durante su enseñanza primaria, secundaria, estudios de magisterio o profesionales hasta la entrada en vigor de la Ley General de Educación en 1970 y sus labores de aguja son objetos con valor patrimonial presentes en los museos escolares. Rastreamos la existencia de la asignatura “labores”, aludimos a los contextos de enseñanza de la costura, recuperamos los primeros manuales utilizados para su enseñanza y proponemos una identificación y explicación de estos dechados escolares.

Copyright of BRAC: Barcelona, Research, Art, Creation is the property of BRAC: Barcelona, Research, Art, Creation and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Reflexionar sobre la materialidad, las texturas, la experiencia táctil, los colores, el peso de la materia y su poética, se ha vuelto imprescindible para un considerable número de artistas. Explorar procesos y materiales de manera no convencional es esencial para generar resultados innovadores. También lo es relacionarse con otras disciplinas y culturas, pues nos brinda la oportunidad de conocer nuevos materiales y nos ofrece infinitas posibilidades para crear. Nos enfrentamos a obras abiertas a una modificación constante, donde la experimentación y el proceso a lo largo de toda la elaboración, adquieren más importancia que la pieza acabada. Palpar la materia, interactuar con las herramientas, jugar, hacer, reflexionar, observar, deshacer y rehacer, constituyen una manera de abordar la práctica creativa desde la acción. Al mismo tiempo, el arte puede convertirse en el contexto idóneo para repensar las formas de producir, donde la elección de materiales respetuosos con el medio ambiente sea algo fundamental en un mundo preocupado por la sostenibilidad. Una estrategia de producción que establece un diálogo entre la práctica y el pensamiento, entre el procedimiento y el concepto, donde es esencial comprender y explorar los materiales, permitiéndoles que nos cautiven y estimulen nuestra imaginación

La invisibilización de la producción intelectual de las mujeres aún en pleno siglo XXI en las universidades latinoamericanas constituye una violencia epistémica y simbólica que alimenta y ampara la violencia de género en la estructuración sociohistórica de nuestras sociedades. Por tales motivos, en esta ocasión me referiré a la pensadora obrera y feminista autodidacta franco peruana Flora Tristán. Eploraré las fuentes de su rebelión mental, entre ellas su experiencia vital, el feminismo naciente, el socialismo utópico y sus vínculos con algunos varones implicados en las luchas de las mujeres. En segundo, me ocuparé de su texto manifiesto Unión obrera publicado en 1843. Se abordará desde la perspectiva sociohistórica y de género.

In the port terminals of Peru, the placement of fishery products such as frozen fish within refrigerated containers is done manually with the help of gaff hooks. The workers are organized into groups according to their experiences and knowledge in order to meet the production goals, following the quality and safety standards indicated by the organization. The introduction of technologies in the process of cargo stowage did not meet the expected results on reducing the long-term physical effects on operational personnel, who are the ones with the knowledge for the processes, which represents a disregard of the experience and loss of money in technology that is wrongly used by the workers. The challenge of this ergonomic intervention is to analyze the process of cargo stowage of frozen fish under a systematic approach to understand the ways and factors of this job, while getting the workers involved. [ABSTRACT FROM AUTHOR]

Copyright of Pensamiento, Palabra y Obra is the property of Universidad Pedaggica Nacional and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista Novedades en Población is the property of Universidad de La Habana, Centro de Estudios Demograficos and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Memorias is the property of Fundacion Universidad del Norte and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The article starts with the question of how the complexity of practical occupational knowledge is linked to and reflected in the vertical grading of an educational programme. The sociology of professional groups theory clearly differentiates between practical tacit knowledge and explicit formal knowledge, which is systemized in educational programmes. It presumes that those occupations whose practical work is more demanding and complex, such as doctors or lawyers, call for university programmes, while the educational programmes of other occupations (e.g. machine operators) appropriately remain at lower educational levels. This article studies whether or not this is really the case. It goes beyond this question and looks into the black box of practical occupational knowledge: required occupational competences, modes of learning and intellectuality of work. The article examines which of these elements are the most important for higher degrees of educational programmes. Finally, it develops a simple classification of occupations by the level of practical knowledge and a vertical formalization of the corresponding educational programme. For testing these confirmatory and exploratory hypotheses, the article uses a Slovenian pilot survey that encompasses 63 occupational groups with very diverse levels of formal education. The findings are put in the context of the Central European educational tradition (to which Slovenia belongs), where the accent on systematic, scientifically structured and theoretically grounded education persists. [ABSTRACT FROM AUTHOR]