Academic literature on the topic 'Online cultural identity'
Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles
Consult the lists of relevant articles, books, theses, conference reports, and other scholarly sources on the topic 'Online cultural identity.'
Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.
You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.
Journal articles on the topic "Online cultural identity"
1
Cardone, Resha. "Latin American Identity in Online Cultural Production." Letras Femeninas 40, no. 1 (2014): 258–61. http://dx.doi.org/10.2307/44733714.
Full text
2
Douglass, Laura. "Cyborg Identity, Trauma, and Online Learning." Journal of Trauma Studies in Education 1, no. 2 (2022): 43–58. http://dx.doi.org/10.32674/jtse.v1i2.5235.
Full textAbstract:
The integration of technology into the individual’s sense of self has changed our identity. The cultural shift to a digital landscape of learning has not lived up to its original expectations as a space where everyone is free to learn without the racial, gender, and socioeconomic identities that are tied to cultural trauma. The utopian view has given way to the knowledge that algorithms are coded with bias, and discussion posts are responded to with the same bias we find in traditional classrooms. Faculty are becoming, and resisting, being experts in the integration of technology into representations of self. The cyborg approach to learning encourages each of us to ask new questions about learning in environments that free us from the need to be physically present, but can imitate markers of identity that replicate societal trauma.
3
Giannini, Tula, and Jonathan P. Bowen. "Global Cultural Conflict and Digital Identity: Transforming Museums." Heritage 6, no. 2 (2023): 1986–2005. http://dx.doi.org/10.3390/heritage6020107.
Full textAbstract:
This paper looks at key elements of global culture that are driving a new paradigm shift in museums causing them to question their raison d’être, their design and physical space, recognizing the need to accommodate visitor interaction and participation, and to reprioritize institutional outcomes and goals reexamining their priorities. As heritage sharing in online spaces reaches across national, political, and social boundaries on platforms and networks, this has been driven by museum engagement with Internet life during the pandemic. Museum relationships and interactions with communities both local and global continue to challenge core values and precepts, leading to radical changes in how museums define their roles and responsibilities. In this new cultural landscape, museums are responding to human digital identity in a tidal wave of human interactions on the Internet, from social media to online sharing of images and videos. This is revealing shared perspectives on cultural conflict as being tied to freedom of expression of one’s heritage embedded in digital identity.
4
Campbell, Perri. "Book Review: Identity Technologies: Constructing the Self Online." Media International Australia 154, no. 1 (2015): 156. http://dx.doi.org/10.1177/1329878x1515400135.
Full text
5
Kania-Lundholm, Magdalena, and Simon Lindgren. "Beyond the nation-state Polish national identity and cultural intimacy online." National Identities 19, no. 3 (2015): 293–309. http://dx.doi.org/10.1080/14608944.2015.1108958.
Full text
6
Lewandowska-Tomaszczyk, Barbara. "Identity, emotions and cultural differences in English and Polish online comments." International Journal of Language and Culture 4, no. 1 (2017): 47–71. http://dx.doi.org/10.1075/ijolc.4.1.04lew.
Full textAbstract:
Abstract The focus of the present paper is to examine the extent to which the language used in Computer-Mediated Communication (CMC) and online discourse emotional behavior are good predictors of individual and group cultural types and their identities. It is argued that the identity marking CMC interactants develop has to be stronger, more salient, and, possibly less ambiguous than that used in direct conversation and that the emotionality markers the users apply in their discussion, particularly those engaging negative emotions and reflecting negative judgments, are argued to be used by online discussants for the purpose of increasing the CMC commentators’ conversational visibility. The questions of cultural and linguistic divergence between English and Polish emotional communication patterns are the main points discussed. Three sets of corpus materials are used and the research methodology involves both the qualitative analysis of the emotion types as well as a quantitative (frequency) approach, particularly with respect to culture-specific corpus-generated collocation patterns.
7
Li, Jianjun, Yonghui Dai, Qinghua Shi, and Jin Xian. "Study of situation awareness of cultural security based on social media analysis." International Journal of Distributed Sensor Networks 16, no. 1 (2020): 155014772090360. http://dx.doi.org/10.1177/1550147720903604.
Full textAbstract:
With the intercultural exchanges between different countries becoming more and more frequent, the degree of cultural exchanges is gradually deepening, which brings more and more cultural security problems. As an important part of national security, cultural security is closely related to national interests. This article takes Chinese college students and social workers who just graduated as research objects, takes online comments on “hip-hop” culture and “funeral culture” as research objects, and uses literature research and empirical research methods to analyze social media comments and study the cultural security situation in China. It is concluded that online comments have a significant impact on cultural identity and cultural security, and negative online comments have a greater impact on both than positive online comments. In addition, cultural identity has a significant impact on cultural security. At the same time, the impact of cultural identity on online comments and cultural security is partly mediated. The results of this study will help to provide reference and guidance for the maintenance of cultural security.
8
Martin, Michelle. "Rwandan diaspora online: Social connections and identity narratives." Crossings: Journal of Migration & Culture 10, no. 2 (2019): 223–41. http://dx.doi.org/10.1386/cjmc_00004_1.
Full textAbstract:
This article explores how Rwandan diaspora living in North America and Europe use social media platforms to establish networked connections and express a range of identity narratives related to their forced displacement and resettlement experiences. Facebook posts (and cross-posted tweets), including status updates and linked artefacts, posted by members of the Rwandan diaspora were analysed using thematic analysis, borrowing concepts from virtual ethnography. Results reveal that Rwandan diaspora active on social media used Facebook and Twitter extensively to connect with homeland compatriots and to express a range of identity narratives with strong historic and cultural connections. Trauma related to their displacement and resettlement experiences was prevalent throughout the data and was strongly integrated into diaspora members’ collective identity. Contributions to migration policy and service providers working with trauma-exposed migrants are explored.
9
Brata Wardhana, Harli, and Didik Hariyanto. "IDENTITAS BUDAYA NASIONAL PADA GAME NUSANTARA ONLINE." KANAL: Jurnal Ilmu Komunikasi 1, no. 1 (2016): 1. http://dx.doi.org/10.21070/kanal.v1i1.324.
Full textAbstract:
Game Nusantara Online is the only online game that lifted the Indonesian culture hey day empires that ever existed and is the only original online games domestically-made. So it is not surprising that this game displays various types of display depicting national cultural identity in the game. The method used in analyzing was John Fiske the semiotics (semiology) through three tiers level, reality, representation, and ideology in the opening game in the form of nondialogue short film, but it was also analyzed in the game play in game logo, the cast of characters, and missions “Timun Mas”. Further analysis was based on the study of literature and other supporting data to determinenational cultural identity. After doing research on the game Nusantara Online, it was found thatnational cultural identity displayed on the level of reality by visualizing typical clothing and accessories of Indonesia empire at that time, the use of the name on the cast of characters that has its own story and has become the local culture, including Hayam Wuruk, Elephant Mada, and others. Visualization of social life, such as religious rituals Bendrong Dimples and Bali, and incorporate folklore or legends in the game missions. While the level of representation, the camera technique is used so that the details of the national cultural identity clearly visible on the clothing motif and shape of the building. The ideology that displayed the Nusantara Online games are games that have cultural values and history of Nusantara (Indonesia).
10
Virador, Farah Aimee. "Identity construction using English as lingua franca in an online English class." University of Mindanao International Multidisciplinary Research Journal 4, no. 1 (2019): 1–12. http://dx.doi.org/10.55990/umimrj.v4i1.401.
Full textAbstract:
The continuous dominance of English as a global lingua franca in the 21st century has led to the proliferation of English classes online where people from different parts of the globe can learn and teach English using different online platforms. In the Philippines alone, the online English teaching industry has generated thousands of jobs as English language learners from other countries, mostly coming from Expanding Circle countries in Kachru’s (1992) Three-concentric model of World Englishes, learn English with Filipino online English teachers. Using the Positioning Theory of Davies and Harre (1999) as a tool or lens, this study investigates a single ELF intercultural communication between a Filipino online English teacher and her Chinese student. It aims to examine how the two interlocutors of different linguistic and cultural backgrounds actively construct their identities in an attempt to develop cultural affinity with one another and to contribute to the current literature by presenting how an intercultural teaching approach can help contribute to the sharing of cultural knowledge and construction of a multicultural identity among online English teachers and their students.
Dissertations / Theses on the topic "Online cultural identity"
1
Huang, Xiao Wei. "Is there a second life online? :Culture and socio-cultural identity in the virtual world." Thesis, University of Macau, 2018. http://umaclib3.umac.mo/record=b3952619.
Full text
2
Razavi, Minoo. "Navigating new national identity online| On immigrant children, identity & the internet." Thesis, Georgetown University, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=1536645.
Full textAbstract:
<p> Increased immigration finds children in a quandary to develop an identity consolidating their multiple locales and cultures. Additionally, the internet is highly integrated into children's lives and plays a consequential role in their identity formation processes. "Local culture," as referred to by scholars (e.g. Elias & Lemish 2008, 2009; De Block & Buckingham 2007), is a major influence on diaspora children's identity formation. Unfortunately, "local culture" is not clearly defined in literature thus far; it can refer to any combination of at-home and outside-the-home cultures with which children in a new country interact. This paper delineates parts of local culture in a way prior literature has not and introduces the notion of "new national identity" (NNID) as a component of local culture that immigrant children acquire. NNID is derived from new national culture. It is the culture of the immigrant-receiving nation as commonly available to all immigrants regardless of their ethnic background. The case studies presented here examine NNID acquired through internet usage specifically by Iranian-American and Iranian-Canadian youth. The case studies bring to light the importance of birthplace in how children of the diaspora perceive new national identity. Their perceptions and conceptions of this development can be mitigated by many factors including, but not exclusive to, place of birth, age at which emigration occurs, parental familiarity with new national culture, local social demographics, and local co-ethnic support, to name a few.</p>
3
Nilsson, Lauren Camilla. "Indo chic: Cultural Appropriation, Online Activism and Diasporic South Asian Cultural Identity in Australia." Thesis, The University of Sydney, 2022. https://hdl.handle.net/2123/29597.
Full textAbstract:
My research tracks and interrogates the many manifestations of the aesthetic tradition ‘Indo chic’, analysing how South Asian diasporic (desi) communities in the West interact with the trend, and in particular, how the trend has led desi women to engage in political activism online. The term ‘Indo chic’ refers to the Western production and consumption of 'South Asian/Indian inspired' commodities and images that connote a specific, yet generic, 'exotic cool' such as yoga or Bindis. Using a mixed methodology of critical visual analysis and ethnographic interviews, I examine how the aesthetics of contemporary Indo chic affect the cultural identity of desi women living in the West, with a particular focus on the experiences of desi women living in Australia. Broadening the category of diasporic South Asian identity, I also engage with mixed-race diasporic South Asian relationships to Indo chic which illuminate the messiness and constructedness of culture as embodied experience. As such, this project situates itself within wider arguments concerning the diasporic experience, whiteness and racial privilege, online activisms, and cultural authenticity.
4
Doherty, Catherine Ann. "The production of cultural difference and cultural sameness in online internationalised education." Thesis, Queensland University of Technology, 2006. https://eprints.qut.edu.au/16302/1/Catherine_Doherty_Thesis.pdf.
Full textAbstract:
This research investigates the cultural politics of 'borderless' education. In Australia, online internationalised education has recently emerged as a market innovation borne from the intersection of two agendas in the higher education sector: an enthusiasm for technological means of delivery; and the quest for international full-fee paying enrolments. The empirical study analyses how both cultural difference and cultural sameness were produced in a case study of borderless education and were made to matter in both the design and the conduct of online interaction. A core MBA unit offered online by an Australian university was selected for the study because its enrolments included a group enrolled through a partner institution in Malaysia.
The study is framed in the broad context of the changing cultural processes of globalisation, and in educational markets where knowledge is business. In this more fluid and complicated cultural landscape, the technologies and social practices supporting online education were understood to offer new cultural resources for identity processes. Pedagogy, rather than providing an inert stage for cultural identities to interact, was understood to play an active role in invoking and legitimating possible orientations for student identities. The framework thus builds on a metaculture, or understandings of culture and cultural identity, more appropriate for the cultural conditions of globalising times.
The study was conducted as a virtual ethnography of the case study unit drawing on: the observation and recording of all virtual interaction in the unit's website; interviews and dialogues with the lecturer and designer involved; email interviews with some students; and the collection of course artefacts and related documentation. The methodological arguments and design addressed the complexity of grasping how culture is lived in globalised times, and how it is invoked, performed and marked in virtual interactions.
Using layered textual analyses synthesising Bernstein's theory of pedagogic discourse and Systemic Functional Linguistics, a description of the unit drew out contradictory aspects in its macrogenre design. On one hand, the design aimed for cultural saming in terms of delivering undifferentiated curriculum and pedagogy for the diverse cohort of students. On the other hand, it also aimed for cultural differencing in the 'student subsidy'of the curriculum. The analysis showed how cultural difference was thus produced as both a curricular asset, and as a series of pedagogical problems in the case study unit.
The 'student subsidy' design involved allocating students to purposefully mixed groups for assessable small group discussions in order to enrich the curricular treatment of cultural diversity as a topic of interest. This design invoked expressions of a range of cultural identities and knowledge claims about cultural differences. These claims were analysed with reference to how they were legitimated, and who invoked what culture on behalf of which groups.
Despite the design of an undifferentiated process, the conduct of the unit displayed a number of pedagogical problems or 'regulative flares' in which groups of students complained about being overly or insufficiently differentiated. The analysis focused on three such flares: troubles with naming protocols; troubles around genre expectations for assessment tasks; and trouble over 'local' markers for the Malaysia students. These were summarised as trouble with the unit's 'default settings' and presumptuous assumptions about whose cultural terms applied in this educational setting.
The study makes a contribution to the sociology of education, in particular with regard to internationalisation and online modes of delivery. The empirical study also contributes to the sociology of the cultural processes of globalisation. More practically, it is suggested that such programs could profitably embrace a version of culture more in line with the entangled routes and global flows that have brought the students and provider together, one that can accommodate and celebrate glocalised identities.
5
Doherty, Catherine Ann. "The production of cultural difference and cultural sameness in online internationalised education." Queensland University of Technology, 2006. http://eprints.qut.edu.au/16302/.
Full textAbstract:
This research investigates the cultural politics of 'borderless' education. In Australia, online internationalised education has recently emerged as a market innovation borne from the intersection of two agendas in the higher education sector: an enthusiasm for technological means of delivery; and the quest for international full-fee paying enrolments. The empirical study analyses how both cultural difference and cultural sameness were produced in a case study of borderless education and were made to matter in both the design and the conduct of online interaction. A core MBA unit offered online by an Australian university was selected for the study because its enrolments included a group enrolled through a partner institution in Malaysia. The study is framed in the broad context of the changing cultural processes of globalisation, and in educational markets where knowledge is business. In this more fluid and complicated cultural landscape, the technologies and social practices supporting online education were understood to offer new cultural resources for identity processes. Pedagogy, rather than providing an inert stage for cultural identities to interact, was understood to play an active role in invoking and legitimating possible orientations for student identities. The framework thus builds on a metaculture, or understandings of culture and cultural identity, more appropriate for the cultural conditions of globalising times. The study was conducted as a virtual ethnography of the case study unit drawing on: the observation and recording of all virtual interaction in the unit's website; interviews and dialogues with the lecturer and designer involved; email interviews with some students; and the collection of course artefacts and related documentation. The methodological arguments and design addressed the complexity of grasping how culture is lived in globalised times, and how it is invoked, performed and marked in virtual interactions. Using layered textual analyses synthesising Bernstein's theory of pedagogic discourse and Systemic Functional Linguistics, a description of the unit drew out contradictory aspects in its macrogenre design. On one hand, the design aimed for cultural saming in terms of delivering undifferentiated curriculum and pedagogy for the diverse cohort of students. On the other hand, it also aimed for cultural differencing in the 'student subsidy'of the curriculum. The analysis showed how cultural difference was thus produced as both a curricular asset, and as a series of pedagogical problems in the case study unit. The 'student subsidy' design involved allocating students to purposefully mixed groups for assessable small group discussions in order to enrich the curricular treatment of cultural diversity as a topic of interest. This design invoked expressions of a range of cultural identities and knowledge claims about cultural differences. These claims were analysed with reference to how they were legitimated, and who invoked what culture on behalf of which groups. Despite the design of an undifferentiated process, the conduct of the unit displayed a number of pedagogical problems or 'regulative flares' in which groups of students complained about being overly or insufficiently differentiated. The analysis focused on three such flares: troubles with naming protocols; troubles around genre expectations for assessment tasks; and trouble over 'local' markers for the Malaysia students. These were summarised as trouble with the unit's 'default settings' and presumptuous assumptions about whose cultural terms applied in this educational setting. The study makes a contribution to the sociology of education, in particular with regard to internationalisation and online modes of delivery. The empirical study also contributes to the sociology of the cultural processes of globalisation. More practically, it is suggested that such programs could profitably embrace a version of culture more in line with the entangled routes and global flows that have brought the students and provider together, one that can accommodate and celebrate glocalised identities.
6
Carvalho, Dalva Morais. "Ideology and cultural identity : news coverage by three leading Internet portals in Brazil /." free to MU campus, to others for purchase, 2003. http://wwwlib.umi.com/cr/mo/fullcit?p1418010.
Full text
7
Perrotta, Carlo. "The construction of a common identity through online discourse : a socio-cultural study of a virtual community." Thesis, University of Bath, 2009. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.520326.
Full textAbstract:
This thesis investigates the relationship between identity and discourse in a networked collaborative environment in order to explore the following question: <br /> Is the construction of a common identity taking place? <br /><br /> The research question draws on the socio-cultural theory and, in particular, on the view according to which the development of a common identity is an important dimension of learning. More specifically, the thesis builds upon recent criticism attracted by the sociocultural notion of ―Community of Practice‖ for its inadequate account of the relationship between identity, language and practice, both in traditional and computer-mediated settings. The empirical section of the thesis reports a study which applies the concept of recognition work developed by James Gee to the discursive dynamics identified in a ―discussion room‖ of an Italian online community of young psychologists and psychology students. In the study, discourse analysis was carried out on 20 online discussions and on 23 semi-structured interviews. <br /><br /> The findings demonstrate that the notion of recognition work can be used to study how identities are constructed and negotiated through discourse, and provide an additional insight into the role of computer-mediated communication in the relationship between identity and learning. The findings also have theoretical implications, raising the question as to whether the emphasis on communities of practice has exhausted its possible contributions to a socio-cultural theory of learning. Additionally, the thesis also considers the implications for the design of virtual learning environments that try to foster collaborative learning through networked discourse.
8
Oviedo, Marilda Janet. "Growing up Latinita| Latina girls, online 'zine production, and identity formation." Thesis, The University of Iowa, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3566696.
Full textAbstract:
<p> The purpose of this dissertation was to examine the ways in which the media products of the non-profit organization Latinitas revealed ideologies and discourses about identity. The organization purports to empower Latina youth via media education. The media products include two online magazines that feature content for and by the members of the organization. The media products also include a Web site where members of the organization can post and update individual blogs and videos. While not the focus of this dissertation, it is important to note that the organization also hosts various after-school programs and workshops that teach its members about issues related to media education. </p><p> The study was managed in two stages. First, a content analysis of the two magazines was conducted to reveal which ideologies were featured in the magazine articles. Literature suggests that the two most relevant identities to Latina girls are gender and ethnicity. As such, special attention was given to ideologies that directed attention to those identities. Second, a discourse analysis of the blogs and videos hosted on the Web site was performed to reveal whether the featured ideologies carried over into the media product of the members of the organization. Results suggested that the magazines focused on issues of gender while mostly ignoring issues of ethnicity. The blogs housed on the Web site reflected the focus on gender but were also the only place where talk of ethnicity was dominant. The videos were generally not used as a means to express identity and were vehicles for displaying the activities of the organization.</p>
9
McDonald-Kenworthy, Nancy Ann. "How To Be A Widow: Performing Identity in Grief Narratives of an Online Community." The Ohio State University, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=osu1325091105.
Full text
10
Trivedi, Soumya. "The Indian Diaspora: (Re)Building Identities and Communities Through Social Media." Miami University / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=miami160570611308781.
Full textBooks on the topic "Online cultural identity"
1
N, Ursua Lezaun, and Metzner-Szigeth Andreas 1961-, eds. Netzbasierte Kommunikation, Identität und Gemeinschaft =: Net-based communication, identity and community. Trafo, 2006.
Find full text
2
Rigney, Ann, and Thomas Smits. The Visual Memory of Protest. Amsterdam University Press, 2023. http://dx.doi.org/10.5117/9789463723275.
Full textAbstract:
Social movements are not only remembered in personal experience, but also through cultural carriers that shape how later movements see themselves and are seen by others. The present collection zooms in on the role of photography in this memory-activism nexus. How do iconographic conventions shape images of protest? Why do some images keep movements in the public eye, while others are quickly forgotten? What role do images play in linking different protests, movements, and generations of activists? Have the affordances of digital media made it easier for activists to use images in their memory politics, or has the digital production and massive online exchange of images made it harder to identify and remember a movement via a single powerful image? Bringing together experts in visual culture, cultural memory, social movements, and digital humanities, this collection presents new empirical, theoretical, and methodological insights into the visual memory of protest.
3
Muḥammadī, Wadād Ḥusayn. al-Huwīyah al-nisāʼīyah al-raqmīyah ʻalá shabakāt al-tawāṣul al-ijtimāʻī. al-ʻArabī lil-Nashr wa-al-Tawzīʻ, 2022.
Find full text
4
Bhatia, Kiran V. Children’s Digital Experiences in Indian Slums. Amsterdam University Press, 2024. http://dx.doi.org/10.5117/9789048559930.
Full textAbstract:
This book departs from the universalising and rescue narratives of poor children and technologies. It offers complex stories on how children’s social identities (gender, caste, and religion), cultural norms, and personal aspirations influence their digital experiences. How do children challenge, circumvent, or reinforce the dominant sociocultural norms in their engagements with digital technologies? What can we learn about digital technologies and poor children’s jugaad and aspirations in the urban sprawls of India? This book explores these questions ethnographically by focusing on how children in three urban slums in India access technologies, inhabit online spaces, and personalise their digital experiences, networks, and identity articulations based on their values and aspirations. It utilises insights from studies on jugaad, expression, and sociality to argue that poor children’s material realities, community relations, and aspirations for leisure, class mobility, and belongingness profoundly shape their engagements with digital technologies.
5
Bippus, Elke, Anne Ganzert, and Isabell Otto, eds. Taking Sides. transcript Verlag, 2021. http://dx.doi.org/10.14361/9783839449011.
Full textAbstract:
Is there an option to oppose without automatically participating in the opposed? This volume explores different perspectives on dissent, understanding practices, cultures, and theories of resistance, dispute, and opposition as inherently participative. It discusses aspects of the body as a political instance, the identity and subjectivity building of individuals and groups, (micro-)practices of dissent, and theories of critique from different disciplinary perspectives. This collection thus touches upon contemporary issues, recent protests and movements, artistic subversion and dissent, online activism as well as historic developments and elemental theories of dissent.
6
1969-, Tillmann Angela, ed. Identitätsspielraum Internet: Lernprozesse und Selbstbildungspraktiken von Mädchen und jungen Frauen in der virtuellen Welt. Juventa, 2008.
Find full text
7
Latin American Identity in Online Cultural Production. Taylor & Francis Group, 2012.
Find full text
8
Pitman, Thea, and Claire Taylor. Latin American Identity in Online Cultural Production. Taylor & Francis Group, 2016.
Find full text
9
Pitman, Thea, and Claire Taylor. Latin American Identity in Online Cultural Production. Taylor & Francis Group, 2013.
Find full text
10
Pitman, Thea, and Claire Taylor. Latin American Identity in Online Cultural Production. Taylor & Francis Group, 2013.
Find full textBook chapters on the topic "Online cultural identity"
1
Dyer, Harry T. "Enmeshing the User and Design: How Is Identity Managed Online?" In Cultural Studies and Transdisciplinarity in Education. Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-5716-3_5.
Full text
2
Garcés-Conejos Blitvich, Pilar, and Patricia Bou-Franch. "‘Desengañate …NO ERES BLANCO’: Identity Attribution and (Non) verification—A Case Study of Cross-Cultural Discursive Struggle." In Evaluating Identities Online. Springer International Publishing, 2024. http://dx.doi.org/10.1007/978-3-031-62320-2_4.
Full text
3
Chand, Asha. "15. Online dating." In Digital Humanities in the India Rim. Open Book Publishers, 2024. http://dx.doi.org/10.11647/obp.0423.15.
Full textAbstract:
Marriage and migration are twin global forces that have reshaped Australia’s identity from a white nation to a multicultural melting pot. India has become the largest contributor to immigration in Australia, with 710,380 permanent migrants. Indians are Australia’s second largest migrant community (after England), equivalent to 9.5% of Australia’s overseas-born population (Australian Bureau of Statistics, 2021). This study, built within the context of a postmodern society that is networked, mobile and global, examines the use of new media technologies in finding a marriage match, known to the Indian diaspora as a way of life. The research seeks to understand the sociological impacts of hyper communication, especially the use of dating sites and social media platforms such as Facebook, in forming intimate relationships online. This chapter evaluates the aspirations among the Indian diaspora to maintain cultural identities through marriage (which also feeds migration) by seeking life partners with similar background via online dating websites. Globalisation, while opening a world of possibilities, simultaneously helps to lock the Indian community into its own cultural cluster through online dating and marriage. Using Information and Communication Technologies (ICT), the community is basking in this newfound freedom to pick and choose, reinforcing the centuries old tradition of ensuring compatibility when forming relationships. Levels of education, professional status and family values stand out as key attributes being sought by men and women who engage on the dating sites in this study. This study builds on earlier research (Chand, 2012) that presents the fabric of family as vital to the Indian social structure. This study is important as it attempts to understand the cultural negotiations specific to the Indian diaspora, which is vibrant and growing in the Australian landscape. The influence of Bollywood, which has enraptured Western societies, coupled with India’s resurgence as a superpower, adds value and significance to this research which provides an understanding of the importance of marriage to Indians. This research is timely and relevant to the public, including Western societies, which not too long ago saw ‘matchmaking’ as backward.
4
Yang, Chia-chen, Angela Calvin, Sophia Choukas-Bradley, Koen Leurs, Adriana Manago, and Kaveri Subrahmanyam. "Online Self-Presentation and Identity: Insights from Diverse and Marginalized Youth." In Handbook of Children and Screens. Springer Nature Switzerland, 2024. https://doi.org/10.1007/978-3-031-69362-5_34.
Full textAbstract:
AbstractIn the digital age, self-presentation on social media has become commonplace among youth. By selectively posting texts, photos, and videos, young people present and communicate aspects of who they are and/or how they want to be seen. Online self-presentation has important implications for identity development. In this chapter, we review recent studies about (1) different types of online self-presentation and their identity implications, (2) online self-presentation and body image, and (3) online self-presentation among marginalized youth (sexual and gender minority youth, youth from underrepresented cultural and racial/ethnic backgrounds, and migrant youth). Based on the reviewed literature, we propose directions for future research and provide recommendations for researchers, policymakers, clinicians, and educators.
5
Mei, Mingli, and Siyu Wang. "De-stigmatization and Identity Refactoring of Chinese Online Celebrities: Case of the Chinese Economy." In Dismantling Cultural Borders Through Social Media and Digital Communications. Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-92212-2_2.
Full text
6
Lewandowska-Tomaszczyk, Barbara, and Saveena Chakrika Veeramoothoo. "Cross-Cultural Identity and Reflective Memos in American and Polish Student Online TAPP Cooperation." In Language Use, Education, and Professional Contexts. Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-96095-7_12.
Full text
7
Al-Azm, Amr. "The Threat to Cultural Heritage in Times of Conflict and Its Dynamic Relationship with Gulf Society." In Gulf Studies. Springer Nature Singapore, 2023. http://dx.doi.org/10.1007/978-981-19-7796-1_16.
Full textAbstract:
AbstractCultural heritage, both material and immaterial, is an important representation of a nation’s diverse cultures and vital to national identity. Yet this heritage is increasingly coming under threat from ongoing regional conflicts resulting in an unprecedented surge in looting and trafficking in cultural heritage materials throughout the region. Furthermore, social media has led to the exponential growth of this illicit trade of antiquities where an international network of traffickers, traders and terrorists utilize online platforms for the auctioning and sale of cultural goods. This paper seeks to address a number of questions pertaining to the evolving relationship of Gulf states and societies to cultural heritage (museums, private collections, etc.) and the international laws and conventions protecting them. The extent of trafficking that occurs in the region and changing attitudes to it.
8
Ahmadian, Sohrab. "Kurdish Diaspora in Japan: Navigating Kurdish Identity and Activism on Social Media." In Palgrave Macmillan Studies on Human Rights in Asia. Springer Nature Singapore, 2024. http://dx.doi.org/10.1007/978-981-97-2867-1_10.
Full textAbstract:
AbstractThe Kurdish community in Japan offers a dynamic diaspora, where social media plays a pivotal role in expressing and negotiating Kurdish cultural and political identities. This research examines how online communication and social media activism empower Kurdish diaspora members in Japan, facilitating transnational connections, identity expression, and advocacy for Kurdish causes. By exploring the intersection of Kurdish identity, activism, and social media in the Japanese context, this study enhances our understanding of evolving diasporic experiences in the digital age. This study employs a content analysis approach, examining Facebook posts by Kurdish users in Japan and the online activities of civil organisations affiliated with the Kurdish diaspora, to understand the representation of Kurdish identity and activism on social media. The analysis of collected data reveals that Kurdish nationalism is actively expressed within social media platforms, despite limitations such as the predominance of the Turkish language for representing Kurdish nationalism and identity. This highlights the significance of social media in facilitating Kurdish political mobilisation and the resilience of the Kurdish diasporic community in Japan.
9
Aziz, Abdul. "Food on Display: Connecting Home (Land) and Identity Negotiation of the Rohingya Refugees in Brisbane City." In Inclusive Cities and Global Urban Transformation. Springer Nature Singapore, 2025. https://doi.org/10.1007/978-981-97-7521-7_20.
Full textAbstract:
AbstractThis study explores how Rohingya refugees in Brisbane utilize food practices as a manifestation of their ethnic identity and citizenship. It also demonstrates how food culture serves as a strategy for connecting with both community members (insiders) and individuals from different cultural backgrounds (outsiders). By introducing the concept of ‘food on display,’ this chapter integrates offline and online food practices, providing a comprehensive overview and deeper insights into the place-based lived experiences and survival strategies of forced migrants in the context of exile and statelessness. Overall, the study highlights how these food practices foster a sense of agency and belonging, contributing to emerging research on urban social justice, migration inclusion, and inclusive cities.
10
Gunawardena, Charlotte Nirmalani. "Online Identity and Interaction." In Culture and Online Learning. Routledge, 2023. http://dx.doi.org/10.4324/9781003443964-4.
Full textConference papers on the topic "Online cultural identity"
1
Rawat, Dr Komal, Dr Priya Sahni, and Dr Tarvinder Kaaur Ghai. "SOCIAL MEDIA USAGE AND CULTURAL IDENTITY: A CROSS-GENERATIONAL INVESTIGATION." In Transforming Knowledge: A Multidisciplinary Research on Integrative Learning Across Disciplines. The Bhopal School of Social Sciences, 2025. https://doi.org/10.51767/ic250115.
Full textAbstract:
Purpose This study aims to investigate how social media usage influences different facets of cultural identity including such as traditional beliefs, family solidarity, and community involvement among individuals from diverse generations. The study particularly emphasizes the dual role of social media in preserving traditional culture while also fostering connections across generational divides. Additionally, the study seeks to uncover innovative approaches for facilitating intergenerational discussions and interactions on cultural identity topics through social media platforms. Design/methodology/approach Quantitative research methods were utilized in this study, which involves surveying 258 social media users spanning across multiple generations. Findings In line with the study's findings, social media appears to hold promise for fostering cultural connection across generations and promoting traditional values. Three key aspects of cultural identity emerged as most impacted by social media usage: a sense of spirituality, a feeling of shared community (consensual solidarity), and active involvement within the community (attending social events). This influence was strongest for Generation Y, those between 23 and 38 years old. The study also revealed a gender difference, with women experiencing a greater impact of social media on their cultural identity compared to men. Research limitations/implications 229 Individuals across different generations who engage with social media for cultural and religious purposes could find value in this study. Additionally, marketers can draw insights from the study to improve their strategies for fostering customer confidence in cultural identity campaigns on social media. Practical Implications Businesses can leverage this understanding to refine advertising strategies and product offerings for targeted audiences. Study insights may guide policies on internet regulation, digital literacy, and cultural conservation, aiding governments in promoting diversity. Community leaders and activists can utilize findings to advocate for inclusive cultural representation on social media, fostering exchange and unity within communities. Originality/value In contrast to past studies, the research aims to identify generational disparities in cultural values and technology fluency by cultivating a sense of shared community and supporting traditional values across generations. Current research might overlook how different age groups (raised with vs. without social media) utilize these platforms for cultural identity exploration and expression. The framework offered by the research models advances the concept of encouraging good online experiences and cultural connections and aids companies in developing their tactics.
2
Gruber, Alice, and Sofiya Karnovska. "Cultural identity construction and English as a lingua franca in online virtual exchange." In EuroCALL 2023: CALL for all Languages. Editorial Universitat Politécnica de Valéncia, 2023. http://dx.doi.org/10.4995/eurocall2023.2023.16932.
Full textAbstract:
This study explores how students perceive the construction of cultural identity in online intercultural encounters and the impact these perceptions may have on their relationship with English as a Lingua Franca (ELF). This paper presents findings from a mixed-methods study conducted with university students in Germany, France, Israel, and Spain, focusing on English language learning experiences within the context of a Virtual Exchange (VE) project. Results from qualitative data of (n=356) participants indicate considerable differences in how students perceive their roles in intercultural interactions, along with the benefits associated with ELF participation. The results moreover emphasise the importance of reflective practices and open discussions concerning identity construction and language use. The value of initiating dialogues and reflecting identity in the ELF classroom is discussed.
3
Gheorghiu, Dragos, and Livia Stefan. "VIRTUAL MUSEUMS: DEALING WITH CULTURAL IDENTITY IN THE DIGITAL AGE." In eLSE 2018. Carol I National Defence University Publishing House, 2018. http://dx.doi.org/10.12753/2066-026x-18-280.
Full textAbstract:
One of the roles of traditional museums was that to support cultural identities. According to UNESCO’s definition, the heritage that generates the identity of a community is both material (objects, architectural constructions), and immaterial (represented by technologies, customs).In order to preserve today, and to transfer into the future the identity of a community, a solution is the digitalization of both categories of cultural heritage, complemented by a subsequent structuring of the information, starting from the objects and buildings, up to their utilization by people. This logical process outlines the possible structure of a virtual museum of cultural identity. The virtual museum we have implemented within the Time Maps Project (www.timemaps.net), following the above mentioned concept, in a first stage presents to the visitor the objects specific to the local history, virtually reconstructed in 3D. In a secondary stage, the visitor can study the technologies behind the manufacturing of the 3D objects, explained by means of a series of video films. In the third stage, the visitor will be immersed in the architectural contexts virtually reconstructed, in which the 3D objects have been introduced, as well as the human characters that utilize these objects, the latter being created with 3D photogrammetry techniques. The 3D content has been simplified for optimal utilization of the virtual museums in online and mobile environments. The e-learning experiments with the virtual museums of cultural identity have been performed in different rural and urban communities within the Time Maps project, and will be described and discussed in the current paper.
4
Hlebova, Natalia, Natalia Falko, Lyudmila Afanasieva, Ernest Murtaziiev, and Mykhailo Semikin. "Studying high school students abroad in the dimensions of civic and cultural identity." In VI International Conference on European Dimensions of Sustainablе Development. National University of Food Technologies, 2024. https://doi.org/10.24263/edsd-2024-6-50.
Full textAbstract:
The civic and cultural identity of a person is an integral part of the existence of any human community and a marker of its national, political and cultural subjectivity. In view of the ongoing Russian-Ukrainian war, the issue of civic and national-cultural identity of high school students studying abroad is becoming extremely important for our society. In fact, the martial law in the country, the socio-cultural and educational space of the countries of forced residence simultaneously have a noticeable direct impact on the attraction to or distance from the national and cultural identity of young Ukrainians living abroad. The purpose of the article is to assess the current state of civic and cultural identity of Ukrainian high school students abroad in the context of the public demand for the formation of civic and national consciousness in times of war. The article uses general scientific methods: classification, abstraction, comparison, formalisation, analogy, deduction, induction, synthesis, analysis. general scientific and special methods, in particular, In the analytical part of the study, we used the methodology of an interdisciplinary approach to form a holistic picture of the research. In order to determine the optimal methodology for empirical sociological research, a comparative analysis of the data available on the subjective perception of students and parents of the peculiarities of the educational process in the host country and other important factors was conducted. The sociological study of the attitude of Ukrainian schoolchildren to the influence of the foreign educational environment and factors of personal choice in the near future was conducted by an online survey using a questionnaire in Google Form online; the graphical and analytical method was used to illustrate the main results of the sociological study. As a result of the sociological study, it was found that the socio-cultural orientations of an individual in the process of studying abroad are not unreasonably associated with the significant influence of the educational and social environment of the countries of temporary residence. The actual factors of influence and modifications of the dimensions of the socio-cultural identity of Ukrainian high school students abroad are identified. The conclusions substantiate the importance of the state and society's attention to the identified problems and the actual directions of measures to adjust these processes in view of their importance for the post-war Ukrainian society.
5
Jyh-Jeng, Wu, Chien Shu Hua, and Lin Po-Yu. "Whether cultural identity and trust have an impact on the willingness to buy online streaming platforms?" In the 2019 2nd International Conference. ACM Press, 2019. http://dx.doi.org/10.1145/3357292.3357313.
Full text
6
Gautam, Matma, and Snehal Tambulwadikar. "Design Education and Multiculturalism." In LINK 2021. Tuwhera Open Access, 2021. http://dx.doi.org/10.24135/link2021.v2i1.86.
Full textAbstract:
Design education exists at the cross-disciplinary intersection of sociology, cognitive psychology, technology and material history. In India, as in many other countries which have experienced colonisation, the wave of decolonisation demands questioning the normative ways of knowing, doing and being. The idea of decolonisation is reflected upon as peeling off the layers of dogmas created by other cultures on existing ones. In the wake of decolonisation, there is a rising concern for plural and multicultural societies. The practise of living out day to day varies across the cultures and often ends up alienating or excluding multiplicity of voices. In today's context digital disruption, with added layers of social media, the concept of ‘self’ and the ‘other’, the idea of ‘identity’ has become a complex phenomenon equated with cultural studies. The case study shared through this paper is carried out with students of first year at NID Haryana, in their first year first semester of undergraduate programme, Bachelor in Design. Facilitating a course on Indian Society and Culture for design students, posed a pedagogical challenge to bring together diverse and eclectic approaches while training the students to deepen their understanding of their own subjective positions and exploring cultural narratives in which their design ought to function. The findings and discussion points are an outcome of the assignment attempted by the student during the module inputs ‘Approaches to Indian Culture’, structured using autoethnography research framework. The said assignment was introduced in the context of online education due to Covid -19 where students were encouraged to pay attention to their immediate home environment as a living cultural repository. The day-to-day cultural resources available to us often become invisibilised, in favour of tangible predefined ones like those of museums or tangible objects. The students were encouraged to look at being part of the cultural context, but still retain a distance from which they could question, interrogate and challenge some of the normative assumptions that come as part of belonging to the said cultural context. The paper discusses the need to become aware and situate oneself as a designer in the cultural context that has shaped his/her/their identity and intrinsic motivations. The aspirant designer was subjected to become aware of his/her vulnerable position in the light of his newly acknowledged socio-cultural context through the means of mapping cultural changes in his family over last three generations. This has been instrumental in initiating a journey to engage with cultural change with sensitivity, appreciate and become aware of the role of oneself in making conscious choices. Through this paper, we would like to investigate this process of decolonising the identity of the designer. The paper expands on complexity of aspects mapped by the students, their reflections and probes further on methods, approach that ought to be adopted in the process of decolonising the designer.
7
Boer, Diana, Ronald Fischer, Jimena de Garay Hernández, et al. "The Functions of Music-Listening across Cultures: The Development of a Scale Measuring Personal, Social and Cultural Functions of Music." In International Association of Cross Cultural Psychology Congress. International Association for Cross-Cultural Psychology, 2011. http://dx.doi.org/10.4087/sqfp4356.
Full textAbstract:
We examined the functions of music-listening from a cross-cultural perspective. Two studies were conducted to capture personal, social and cultural experiences with music. Young people were sampled; mainly online surveys were used. Study 1 is a qualitative multicultural study that identified seven main functions of music: background, memories, diversion, emotion, self-regulation, reflection of self, and social bonding. In study 2, based on the qualitative data, we developed and validated a scale measuring Ratings of Experienced Social, PErsonal and Cultural Themes of MUSIC functions (RESPECT-MUSIC) in three cultural samples (Latin-American, Anglo- Saxon, and Germanic). A ten-factorial solution was found to be structurally equivalent and reliable across three cultural samples. The factors represent the functions: background, dancing, emotions, venting, focus, value development, political attitudes, social bonding with friends, family bonding, and cultural identity. Limitations of this research and future directions are discussed. The investigation complements previous psychological research on music with a cross-cultural perspective.
8
Spieker, Annelore. "Have we asked the children?" In LINK 2023. Tuwhera Open Access, 2023. http://dx.doi.org/10.24135/link2022.v4i1.198.
Full textAbstract:
The ideas of the Spanish-Colombian academic Jesus Martín-Barbero concerning cultural mediations and the night map will be the primary focus of this discussion as the central theoretical framework for comprehending how young people create meaning in the media, particularly worldwide animated films. Even though the theoretical framework was formed within the setting of Latin America, the notions developed by Martín-Barbero are flexible enough to be applied to any media situation. This academic discourse is enhanced by the notions of hybrid culture proposed by Néstor Garcia Canclini. These ideas provide additional foundation for the concepts and theories that are discussed in this work. Within the context of multicultural Aotearoa New Zealand, the theoretical framework was tested with young people attending English-medium schools, formerly known as mainstream schools. Participants ranged in age from six to twelve years old, and there were boys and girls from multiple ethnic origins participating. The data collection took place over the course of three years and used, among different methodologies, work groups (resembling focus groups), online surveys, and interviews. The discussion with the children aimed to discuss sixteen different Disney and Pixar films and their respective twenty-four main characters. The purpose of the conversation was to understand where children feel the characters might have come from and why they have such ideas about those characters, films’ tales, and their places. The research also focused on what characters children and young people would identify the most and the reason behind this decision. According to the research findings, one of the factors that support children in comprehending their surroundings is the cultural context of their household and how the schools they attend provide conversations around the topic of cultural identity. This research aims to show how it is possible to enhance cultural awareness in young people in a fun and light way. A diverse media setting can lead young people to demonstrate more sensitivity to the similarities and differences between two or more cultures and use this in effective communication with members of other cultural groups.
9
KONDRATJEVA, O. N. "METAPHORICAL SELF-IDENTIFICATION OF RUSSIANS IN THE IN THE ONLINE DISCOURSE." In СЛОВО, ВЫСКАЗЫВАНИЕ, ТЕКСТ В КОГНИТИВНОМ, ПРАГМАТИЧЕСКОМ И КУЛЬТУРОЛОГИЧЕСКОМ АСПЕКТАХ. Chelyabinsk State University Publishing House, 2024. http://dx.doi.org/10.47475/9785727119631_36.
Full textAbstract:
The article examines the problem of self-identification of Russian citizens at the present stage of development of society, examines the processes of constructing national-civic identity in Russian-language network discourse, and demonstrates that metaphorization plays a significant role in such processes, making it possible to explicate the most significant features of the constructed idealized community “Russians/Russians”. It is shown that self-identification of Russian-speaking participants in network communication is carried out according to a formula that includes a target sphere (“Russians/Russians”) and numerous source spheres of metaphorical expansion, which include “Home”, “Family”, “Organism”, “Reservoirs” and “Substances”. It is concluded that most metaphors actualize the passionarity of the Russian ethnos, its ability to unite and assimilate other peoples, which convincingly proves that the spontaneous non-professional self-identification of modern Russians does not contradict the principles that many philosophers, cultural scientists and sociologists have paid attention to.
10
Rudnev, Viacheslav. "Using Folk Constructions / Phrases in Mass Media Language." In GLOCAL Conference on Mediterranean and European Linguistic Anthropology Linguistic Anthropology 2022. The GLOCAL Unit, SOAS University of London, 2023. http://dx.doi.org/10.47298/comela22.7-2.
Full textAbstract:
The modern epoch produces new special demands on language as a tool of communication and information. This process occurs on TV, and printed and online mass media. Recently Russian mass media has borrowed words and phrases from folk texts related to an era of preindustrial society (when people were organically connected with nature) for news and new events. For example, the phrases ‘mushroom rains’ (characterizing perspective, promising good conditions for negotiations), the ‘goat tracks’ (difficult going for negotiations), ‘bear zeal’ (unreasonable use of force), etc. which specify described situations, are actively entered into the text of comments and show events of modern society. These phrases are used in a new context for the purpose of brighter, emotional submission of information. The study, involving ethnological data, considers both printed and online media and analyzes the meanings of these phrases in a language of Russian folk culture. Practically, by attracting these words and phrases, mass media creates a special emotional background (context) making it practical for presenting new data. The analysis of different types of metaphor promotes better understanding of problems of modern mass media in language use. In appealing to folk language’s constructions, mass media has removed boundaries and facilitates emotional intellectual judgment. This becomes a response to the change of the identity of the reader / consumer of information. The considered words and phrases (concern for wildlife and natural phenomena) were well mastered by humans in preindustrial society; they were included in ethno cultural ideas and composed a linguistic picture of the world. These are the culturally marked words that help to set up a system of coordinates in which people live, which forms the world image and, fundamental elements of ethnic culture. These words found their niche in modern news texts. Analyzing the using of folk words / phrases (result of folk life-support activity and nature use) in a modern text gives a new possibility for better understanding the relationships between language, society and culture.
Reports on the topic "Online cultural identity"
1
Hellström, Anders. How anti-immigration views were articulated in Sweden during and after 2015. Malmö University, Malmö Institute for Studies of Migration, Diversity and Welfare (MIM), 2021. http://dx.doi.org/10.24834/isbn.9789178771936.
Full textAbstract:
The development towards the mainstreaming of extremism in European countries in the areas of immigration and integration has taken place both in policy and in discourse. The harsh policy measures that were implemented after the 2015 refugee crisis have led to a discursive shift; what is normal to say and do in the areas of immigration and integration has changed. Anti-immigration claims are today not merely articulated in the fringes of the political spectrum but more widely accepted and also, at least partly, officially sanctioned. This study investigates the anti-immigration claims, seen as (populist) appeals to the people that centre around a particular mythology of the people and that are, as such, deeply ingrained in national identity construction. The two dimensions of the populist divide are of relevance here: The horizontal dimension refers to articulated differences between "the people", who belong here, and the "non-people" (the other), who do not. The vertical dimension refers to articulated differences between the common people and the established elites. Empirically, the analysis shows how anti-immigration views embedded in processes of national myth making during and after 2015 were articulated in the socially conservative online newspaper Samtiden from 2016 to 2019. The results indicate that far-right populist discourse conveys a nostalgia for a golden age and a cohesive and homogenous collective identity, combining ideals of cultural conformism and socioeconomic fairness.
2
Varga, Mihai, Volodymyr Ishchenko, Ignacio Sar Chávez, Tarik Basbugoglu, Nelli Ferenczi, and Nachita Rosun. Toolkit 7.3: Using Dual Perspectives to Explore Concepts of Radicalization, Methods of Enhancing Social Support and Cohesion, and Uncover the Impact of Online Harms. Glasgow Caledonian University, 2025. https://doi.org/10.59019/9nkkg551.
Full textAbstract:
This toolkit uses a holistic approach to investigate the concepts of extremism and radicalisation, and to examine the barriers to social cohesion, particularly in the context of digital spaces. To this end, we interviewed 30 young people across 15 countries in our consortium and 13 practitioners engaged in deradicalisation work in Germany, France, Israel, and the UK. The aim of the interviews with young people was threefold. First, we sought to investigate experiences of marginalisation, perceived injustices, and social identity as contributing to radicalisation. We also explored how young people make sense of these mundane interactions. Third, we explored lay-beliefs in youth around radicalisation, extremism, and political violence. Six themes emerged from our interviews. First, young people saw radicalisation differently to official state, political, and academic definitions, defining it as an attitudinal phenomenon. Young people reported many negative experiences with extremist content in digital spaces, perceiving these spaces as amplifiers of minoritising processes and as inevitable places of online harms (e.g., racism, hate speech). We also found that for some participants, LGBTQIA+ and feminist movements were experienced as threats. Finally, young people elevated education as a means of countering radicalisation and the dangers of online harms. We adapted a visualisation task to explore metaphors of marginalisation by asking young people to depict how they place themselves within society; our findings illustrate shared themes of exclusion and injustices. In our interviews with practitioners, we sought to explore how social workers involved in deradicalization programs for youth understand and use in their work the key concepts in the field: radicalization and extremism. We found that practitioners understand radicalization as a process that has relatively little to do with how authorities - both national and EU - understand it. Rather than a process that occurs mainly because of the spread of threatening religious beliefs and political ideologies, practitioners saw radicalization as the result of structural factors, the neglect of social policies and social issues in societies experiencing growing inequalities, decreasing political opportunities, increasing perceptions of minorities as cultural others, and the spread of conspiracy theories due to the deterioration of public education. However, while stressing structural factors, practitioners also underlined that these are beyond their control and expressed frustration over the lack of means at their disposal. Extremism as a concept was seen as particularly unhelpful because of its inherent normativity and adoption by law enforcement agencies, making it impossible to use in their day-to-day work with young people. Practitioners stated that rather than using "official language" in their daily interactions, they prefer to talk about hate and violence, racism, right-wing extremism, and other similar concepts that are clearer to their clients while still indicating problematic behaviour. Finally, best practices for deradicalization have most often meant for our practitioners building the alternative networks and especially the trusting relationships with young people that are typical of social work in general
3
Rose, Bryony, Jessica Mason, and David Peplow. “It’s Hard to Make Friends on Zoom Calls”: Navigating ‘Culture Shock’ and Academic Identity Development in Higher Education. Sheffield Hallam University, 2023. http://dx.doi.org/10.7190/steer/zoom_calls.
Full textAbstract:
This small-scale project investigated student academic identity development within a university setting. It focused on the challenges encountered by students at university, particularly when beginning higher education, and explored how these had an impact on their self-esteem, confidence, and academic engagement. The project explored the journeys that students undertook and the barriers that they experienced. The project collected data using focus groups and questionnaires, which took place between May and August 2023, and four participants took part. The data was analysed and the findings were reported under three key themes: digital spaces, expectations, and time and workload. In the first theme, participants collectively experienced similar concerns and stresses within the university’s digital spaces. For example, being unaware that a large portion of their course would be held online, which was in part due to COVID. For some, this led to difficulties in forging new relationships within a digital environment. In the second theme, participants held inaccurate or negative expectations about university life before their arrival, such as it being strict and exam-based. In the third theme, students' workloads and time commitments, exacerbated by COVID and the cost-of-living crisis, left little room for socialising and networking. The project also identified good practices and strategies aimed at supporting students to develop a confident academic identity.
4
Garcia, Antonio. Amour-Propre in the Age of the Digital Profile: Rousseau’s Moral Psychology. Florida International University, 2025. https://doi.org/10.25148/fiuurj.3.1.18.
Full textAbstract:
This paper examines the psychological and social consequences of social media through the lens of Jean-Jacques Rousseau’s moral psychology, focusing on his distinction between amour de soi and amour-propre. As social media platforms incentivize promoting idealized projections of one’s identity, self-love is increasingly dependent on external validation (Likes, Reposts, Followers). I argue that this dynamic cultivates a toxic culture of comparison, narcissism, and self-alienation rooted in Rousseau’s notion of amour-propre. Situating the hyper-use of social media within Rousseau’s moral framework reveals how the digital landscape exacerbates estrangement and contributes to rising rates of anxiety, depression, and identity instability among young adults— namely Generation Z. By examining the need for curating one’s digital image, this paper offers a diagnosis of a lingering sense of online-induced depression and, in turn, proposes a minimal remedy through the lens of intentionality, community, and a return to more authentic modes of self-relation.
5
Brophy, Kenny, and Alison Sheridan, eds. Neolithic Scotland: ScARF Panel Report. Society of Antiquaries of Scotland, 2012. http://dx.doi.org/10.9750/scarf.06.2012.196.
Full textAbstract:
The main recommendations of the Panel report can be summarised as follows: The Overall Picture: more needs to be understood about the process of acculturation of indigenous communities; about the Atlantic, Breton strand of Neolithisation; about the ‘how and why’ of the spread of Grooved Ware use and its associated practices and traditions; and about reactions to Continental Beaker novelties which appeared from the 25th century. The Detailed Picture: Our understanding of developments in different parts of Scotland is very uneven, with Shetland and the north-west mainland being in particular need of targeted research. Also, here and elsewhere in Scotland, the chronology of developments needs to be clarified, especially as regards developments in the Hebrides. Lifeways and Lifestyles: Research needs to be directed towards filling the substantial gaps in our understanding of: i) subsistence strategies; ii) landscape use (including issues of population size and distribution); iii) environmental change and its consequences – and in particular issues of sea level rise, peat formation and woodland regeneration; and iv) the nature and organisation of the places where people lived; and to track changes over time in all of these. Material Culture and Use of Resources: In addition to fine-tuning our characterisation of material culture and resource use (and its changes over the course of the Neolithic), we need to apply a wider range of analytical approaches in order to discover more about manufacture and use.Some basic questions still need to be addressed (e.g. the chronology of felsite use in Shetland; what kind of pottery was in use, c 3000–2500, in areas where Grooved Ware was not used, etc.) and are outlined in the relevant section of the document. Our knowledge of organic artefacts is very limited, so research in waterlogged contexts is desirable. Identity, Society, Belief Systems: Basic questions about the organisation of society need to be addressed: are we dealing with communities that started out as egalitarian, but (in some regions) became socially differentiated? Can we identify acculturated indigenous people? How much mobility, and what kind of mobility, was there at different times during the Neolithic? And our chronology of certain monument types and key sites (including the Ring of Brodgar, despite its recent excavation) requires to be clarified, especially since we now know that certain types of monument (including Clava cairns) were not built during the Neolithic. The way in which certain types of site (e.g. large palisaded enclosures) were used remains to be clarified. Research and methodological issues: There is still much ignorance of the results of past and current research, so more effective means of dissemination are required. Basic inventory information (e.g. the Scottish Human Remains Database) needs to be compiled, and Canmore and museum database information needs to be updated and expanded – and, where not already available online, placed online, preferably with a Scottish Neolithic e-hub that directs the enquirer to all the available sources of information. The Historic Scotland on-line radiocarbon date inventory needs to be resurrected and kept up to date. Under-used resources, including the rich aerial photography archive in the NMRS, need to have their potential fully exploited. Multi-disciplinary, collaborative research (and the application of GIS modelling to spatial data in order to process the results) is vital if we are to escape from the current ‘silo’ approach and address key research questions from a range of perspectives; and awareness of relevant research outside Scotland is essential if we are to avoid reinventing the wheel. Our perspective needs to encompass multi-scale approaches, so that ScARF Neolithic Panel Report iv developments within Scotland can be understood at a local, regional and wider level. Most importantly, the right questions need to be framed, and the right research strategies need to be developed, in order to extract the maximum amount of information about the Scottish Neolithic.
6
Fearns, Joshua, and Lydia Harriss. Data science skills in the UK workforce. Parliamentary Office of Science and Technology, 2023. http://dx.doi.org/10.58248/pn697.
Full textAbstract:
This POSTnote looks at specialist data skills in the UK, including for artificial intelligence. It considers demand and supply, workforce demographics, challenges, and initiatives to increase supply. Key points: • Collecting and analysing data offers potential economic and social benefits. Analysis by the McKinsey Global Institute estimated that, by 2030, UK GDP could increase by up to 22% as a result of AI. • Potential societal benefits could range from climate change mitigation, to improving early detection and diagnosis of cancers by using AI to identify patterns from imaging (MRI) scans that are not readily detected by humans. • Evidence suggests that the availability of people with specialist data skills in the UK is not sufficient to meet demand. • A 2021 study estimated that the supply of data scientists from UK universities was unlikely to exceed 10,000 per year, yet there were potentially at least 178,000 data specialist roles vacant in the UK. • Research finds that certain groups (such as women, those from minority ethnic backgrounds and people with disabilities) are underrepresented in the data workforce. A lack of workforce diversity has the potential to amplify existing inequalities and prejudices. • Initiatives to increase the number of people with data skills include degree conversion courses, doctoral training centres for PhD students, online up-skilling platforms, apprenticeships, and visas to attract international talent. • Efforts to reduce the skills gap can be hindered by the inconsistent definition of data skills, organisational culture, the availability of specialist primary and secondary school teachers, and barriers to people moving between sectors. • A 2022 inquiry by the Lords Science and Technology Committee concluded that a mismatch exists between the scale of the UK’s STEM skills gap and the solutions proposed by the UK Government, “especially given the UK’s ambition to be a science and technology superpower”. It described the Government’s policies as “inadequate and piecemeal”.