LEADER 04365nam 2200565 450 001 9910774818703321 005 20231110231609.0 010 $a3-11-074881-9 024 7 $a10.1515/9783110748819 035 $a(CKB)5670000000391426 035 $a(NjHacI)995670000000391426 035 $a(DE-B1597)579957 035 $a(DE-B1597)9783110748819 035 $a(MiAaPQ)EBC7113738 035 $a(Au-PeEL)EBL7113738 035 $a(OCoLC)1354207689 035 $a(EXLCZ)995670000000391426 100 $a20221123d2022 uy 0 101 0 $aeng 135 $aur||||||||||| 181 $ctxt$2rdacontent 182 $cc$2rdamedia 183 $acr$2rdacarrier 200 00$aParticipatory Knowledge /$fedited by Charlotte A. Lerg [and two others] 210 1$aBerlin ;$aBoston :$cDe Gruyter Oldenbourg,$d2022. 215 $a1 online resource (v, 253 pages) $cillustrations 225 0 $aHistory of intellectual culture ;$vVolume 1 311 $a3-11-074861-4 327 $tFrontmatter -- $tTable of Contents -- $tIntroducing the Yearbook History of Intellectual Culture -- $tSection I: Individual Articles -- $tCitation and Mediation: The Evolution of MLA Style -- $tThe Man in the Mirror: Jacques Lacan?s American Reception -- $tObject Photography, Illustrated Price Catalogues, and the Circulation of Knowledge -- $tSection II: Participatory Knowledge -- $tParticipatory Knowledge: Conceptual Thoughts -- $tEmpirical Research as a Form of Participatory Knowledge? The Sociological Projects of the Frankfurt School as Democratic Practice -- $tAmateur Eugenics: The ?Great-Mother in Dalecarlia? Genealogy Project and the Collaboration Between the Swedish Institute for Race Biology and the General Public, 1930?1935 -- $tFolklore, Teachers, and Collective Knowledge in Argentina in the Early Twentieth Century -- $tCritical Tendencies and the Production of Knowledge: Contention, Coalition, and Antagonism in the Digital Public Sphere -- $tSection III: Engaging the Field -- $tPositive Discourse Analysis: A Method for the History of Knowledge? -- $tDocumenting COVID-19 for Future Historians? -- $tContributors 330 $aWith concepts of participation discussed in multiple disciplines from media studies to anthropology, from political sciences to sociology, the first issue of the new yearbook History of Intellectual Culture (HIC) dedicates a thematic section to the way knowledge can and arguably must be conceptualized as "participatory". Introducing and exploring "participatory knowledge", the volume aims to draw attention to the potential of looking at knowledge formation and circulation through a new lens and to open a dialogue about how and what concepts and theories of participation can contribute to the history of knowledge. By asking who gets to participate in defining what counts as knowledge and in deciding whose knowledge is circulated, modes of participation enter into the examination of knowledge on various levels and within multiple cultural contexts. The articles in this volume attest to the great variety of approaches, contexts, and interpretations of "participatory knowledge", from the sociological projects of the Frankfurt School to the Uppsala-based Institute for Race Biology, from the Argentinian National Folklore Survey to current hashtag activism and Covid-19-archive projects. HIC sees knowledge as rooted in social and political structures, determined by modes of transfer and produced in collaborative processes. The notion of "participatory knowledge" highlights in a compelling way how knowledge is rooted in cultural practices and social configurations. 410 0$aHistory of Intellectual Culture 606 $aReligion and science 606 $aKnowledge, Theory of (Religion) 606 $aArt and religion 610 $aCultural History. 610 $aHistory of Knowledge. 610 $aParticipatory Knowledge. 610 $aTransatlantic History. 615 0$aReligion and science. 615 0$aKnowledge, Theory of (Religion) 615 0$aArt and religion. 676 $a100 702 $aLerg$b Charlotte A. 712 02$aUniversity of Lund$4fnd$4http://id.loc.gov/vocabulary/relators/fnd 801 0$bNjHacI 801 1$bNjHacl 906 $aBOOK 912 $a9910774818703321 996 $aParticipatory Knowledge$92950954 997 $aUNINA