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Journal articles on the topic 'Recognizing Cultural Contexts'
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1
Alba, Richard. "Beyond Race: Recognizing Minority Status in Elite Contexts." Ethnicities 6, no. 4 (December 2006): 550–54. http://dx.doi.org/10.1177/146879680600600408.
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Kalolo, John Fungulupembe. "Towards Contextual and Cultural Relevant Science Education in Non-Western Countries: The African Experience." Journal of Studies in Education 5, no. 3 (June 1, 2015): 38. http://dx.doi.org/10.5296/jse.v5i3.7147.
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<p>Recent reforms of science education in the modern world have shown an increased need for culturally and contextually responsive science education in non-western countries. Despite the initiatives, there has been little discussion about the problems of irrelevance, ineffectiveness, and dis-functionality of western science education in non-western contexts, especially Africa.This review examines science education (SE) practices as experienced in non-western contexts. Drawing insights from context conscious science education traditions, the paper examines the link between the modern science education and the students’ life worlds, in non-western contexts. It should be understood that this discussion is not about cultural change <em>per se</em>; rather, it is an engaging discussion focused at reimaging the western science to fit non-western frames of reference. Recognizing the need for relevant science education in non-western contexts, it is argued necessary to restructure science education in non-western contexts so that it exists within historical, cultural, and institutional contexts and that all western science education practices need to be examined to see whether they are better suited to non‐western communities.<strong></strong></p>
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Chirkov, Valery I. "A cross-cultural analysis of autonomy in education." Theory and Research in Education 7, no. 2 (June 25, 2009): 253–62. http://dx.doi.org/10.1177/1477878509104330.
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In this article I highlight recent (published after 2000) cross-cultural studies on the role of autonomous academic motivation and autonomy support in students' cognitive and psychological development. The self-determination theory (SDT) thesis of a universal beneficial role of autonomous motivation is supported by numerous empirical results from educational researchers from diverse educational settings around the world. These results are discussed in terms of the importance of recognizing students' basic needs for autonomy in learning environments, and the cultural deterministic models of socio-cultural differences that have obscured that need. Studies within the SDT provide strong psychological evidence to support a more interactive, multidimensional picture of human nature in various sociocultural contexts.
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Malsbary, Christine Brigid. "Youth and Schools’ Practices in Hyper-Diverse Contexts." American Educational Research Journal 53, no. 6 (December 2016): 1491–521. http://dx.doi.org/10.3102/0002831216676569.
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The article presents findings from a multisited ethnography in two public high schools in Los Angeles and New York City. Schools were chosen for their hyper-diverse student populations. Students came from over 40 countries, speaking 20 languages in one school and 33 languages in another. Results of analysis found that despite contrasting missions, policies, organizational structures, curricular techniques, and teachers’ beliefs and attitudes across schools, youths’ practices were similar. Youth enacted explicit transcultural repertoires of practice: multiplicities of talking, thinking, and acting that engaged the resources and opportunities of ethnically and linguistically diverse classrooms. The article theorizes the importance of recognizing hyper-diversity as a distinct cultural context that shapes and situates youths’ practices and therefore their opportunities to learn.
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Song, Xiao, Kee-Cheok Cheong, Qianyi Wang, and Yurui Li. "Developmental Sustainability through Heritage Preservation: Two Chinese Case Studies." Sustainability 12, no. 9 (May 3, 2020): 3705. http://dx.doi.org/10.3390/su12093705.
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Cultural heritage is a vital part of a society’s existence. This role has particular relevance for China, with arguably one of the largest stocks of cultural assets, tangible and intangible, in the world. Recognizing the tension between cultural preservation and economic development as a general context, this paper examines the specific additional challenges China faces in its rush towards economic development. In providing both generic and China-specific contexts, this paper has as its objective to understand how Chinese policy-makers, both central and local, attempt to resolve the contest between cultural preservation and economic development, specifically rural rejuvenation. Through two case studies—of Lijiang in Yunnan province and Rizhao in Shandong province—this paper shows contrasting strategies to leverage local intangible cultural assets. Comparing these strategies reveals both the advantages and challenges inherent in each. A successful strategy captures the benefits of cultural tourism while minimizing its costs.
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Forte, Fabiana, and Pierfrancesco De Paola. "How Can Street Art Have Economic Value?" Sustainability 11, no. 3 (January 22, 2019): 580. http://dx.doi.org/10.3390/su11030580.
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The following paper analyzes the phenomenon of Street Art with particular attention to the increasing correlation between practices of Street Art and socio-economic dynamics. From the perspective of recognizing a possible formulation of the economic value of Street Art, the paper aims to describe the impacts which Street Art is having in some urban contexts, where the regeneration processes have found in this new form of “re-signification” an innovative modality of intervention. Some impacts have economic nature (direct, indirect or inducted), others are only social and cultural. Starting from an overview concerning the impacts of Street Art on the property market in several urban contexts, a first evaluation of what is happening in some neighborhoods of the metropolitan city of Naples is presented.
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Dahlberg, Stefan, Sofia Axelsson, and Sören Holmberg. "Democracy in context: using a distributional semantic model to study differences in the usage of democracy across languages and countries." Zeitschrift für Vergleichende Politikwissenschaft 14, no. 4 (December 2020): 425–59. http://dx.doi.org/10.1007/s12286-020-00472-3.
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AbstractCross-cultural survey research rests upon the assumption that if survey features are kept constant, data will remain comparable across languages, cultures and countries. Yet translating concepts across languages, cultures and political contexts is complicated by linguistic, cultural, normative or institutional discrepancies. Such discrepancies are particularly relevant for complex political concepts such as democracy, where the literature on political support has revealed significant cross-cultural differences in people’s attitudes toward democracy. Recognizing that language, culture and other socio-political variables affect survey results has often been equated with giving up on comparative research and many survey researchers have consequently chosen to simply ignore the issue of comparability and measurement equivalence across languages, cultures and countries. This paper contributes to the debate, using a distributional semantic lexicon, which is a statistical model measuring co-occurrence statistics in large text data. The method is motivated by structuralist meaning theory, stating that words with similar meanings tend to occur in similar contexts, and that contexts shape and define the meanings of words. Compared to other methodological approaches aimed at identifying and measuring cross-cultural discrepancies, this approach enables us to systematically analyze how the concept of democracy is used in its natural habitat. Collecting geo-tagged language data from news and social online source documents this paper descriptively explores varieties in meanings of democracy across a substantial number of languages and countries, and maps ways in which democracy is used among online populations and regions worldwide.
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Roberto, Sandra, Carla Moleiro, Nuno Ramos, and Jaclin Freire. ""The place I long to be": Resilience processes in migrants." PSICOLOGIA 30, no. 2 (December 7, 2016): 47–60. http://dx.doi.org/10.17575/rpsicol.v30i2.1111.
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Migration has been addressed in studies with a marked focus on its obstacles and difficulties, particularly in the contact with the host country. Recognizing that migrating is a complex process that involves several hardships, it is imperative to understand how migrants overcome adversity and to become aware of the resources mobilised to be cultural adjusted. Based on the theoretical perspective of resilience, this study aims to understand the contexts of adversity, resources and adjustment of Cape Verde migrants in Portugal, who have migrated to continue their studies in higher education. The collected 10 biographical narratives revealed the meanings of their life journeys, both in their country of origin and in the host country. The analysis of the narratives allowed the understanding of the diversity of resilience processes among the participants. The adversities were related to two main dimensions: cultural differences and interpersonal relationships with the Portuguese. In terms of resources, participants stressed the importance of the Cape Verdean diaspora upon arrival to the new country. Along the length of stay for some migrants, this remained the main resource; however, others were developing belongings and significant attachments in a broader context. In terms of cultural adjustment, many configurations have emerged, standing for the fluid nature of the resilience process, which can occur in different ways.
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Hendlin, Yogi Hale. "Multiplicity and Welt." Sign Systems Studies 44, no. 1/2 (July 5, 2016): 94–110. http://dx.doi.org/10.12697/sss.2016.44.1-2.06.
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This article interprets Jakob von Uexküll’s understanding of different beings’ Innenwelt, Gegenwelt, and umwelt through Deleuzian insights of multiplicity, context, and particularity. This Deleuzian interpolation into Uexküll’s insights acknowledges the absence of a unitary ‘human’ view of nature, recognizing instead that plural viewpoints of cultures, subgroups and individuals understand and interpret natural signs variously not just because of ideology but because of physiology and contrastive fundamental ways of accessing the world. Recent formative research in comparative neurobiology suggests that universal anthropological claims of cross-cultural semiotic similarity are incorrect.Interpreting biosemiotics as the investigation of apprehending the Innenwelt of radically different others (species), such semiotic understandings themselves are not necessarily generalizable between different members of the same species in a group, same-species groups in different natural cultural contexts, or even (as with humans) the same animal at different points of time (based on new understandings, patterns, or events of meaning altering interpretations of self and events). Conjoining Deleuze’s insights of the complexity of multiplicity with Uexküll’s scientific-imaginative system of comprehending other creatures’ ways of understanding their world offers an increased self-reflexivity regarding the simultaneous levels of actual semiotic activity for biosemiotic inquiry.
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Curry, Ben. "Valency–Actuality–Meaning: A Peircean Semiotic Approach to Music." Journal of the Royal Musical Association 142, no. 2 (2017): 401–43. http://dx.doi.org/10.1080/02690403.2017.1361177.
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ABSTRACTPeircean semiotics has retained a place in the study of music for more than 40 years. Few studies, however, have focused upon arguably the most important aspects of Peirce's thought: his contribution to logic and his development of a pragmatic approach to epistemology. This article develops a theory of Peircean semiotics in music that is rigorously derived from the key insights Peirce offered to philosophy. It focuses upon his theory of the proposition and posits an approach to music analysis that is sensitive to the importance of music's internal structure while recognizing the enormously significant role played by cultural contexts and social forces in the development of musical meanings. The article introduces Peircean semiotics and develops a theory of musical valency with particular reference to the Allegro of Mozart's ‘Prague’ Symphony. It concludes by theorizing the role of cultural and ideological forces in articulating and saturating a music's valency.
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Ribbens McCarthy, Jane, and Val Gillies. "Troubling Children’s Families: Who Is Troubled and Why? Approaches to Inter-Cultural Dialogue." Sociological Research Online 23, no. 1 (December 22, 2017): 219–44. http://dx.doi.org/10.1177/1360780417746871.
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This article draws on multidisciplinary perspectives to consider the need and the possibilities for inter-cultural dialogue concerning families that may be seen by some to be ‘troubling’. Starting from the premise that ‘troubles’ are a ‘normal’ part of children’s family lives, we consider the boundary between ‘normal’ troubles and troubles that are troubling (whether to family members or others). Such troubling families potentially indicate an intervention to prevent harm to less powerful family members (notably children). On what basis can such decisions be made in children’s family lives, how can this question be answered across diverse cultural contexts, and are all answers inevitably subject to uncertainty? Such questions arguably reframe and broaden existing debates about ‘child maltreatment’ across diverse cultural contexts. Beyond recognizing power dynamics, material inequalities, and historical and contemporary colonialism, we argue that attempts to answer the question on an empirical basis risk a form of neo-colonialism, since values inevitably permeate research and knowledge claims. We briefly exemplify such difficulties, examining psychological studies of childrearing in China and the application of neuroscience to early childhood interventions in the United Kingdom. Turning to issues of values and moral relativism, we also question the possibility of an objective moral standard that avoids cultural imperialism but ask whether cultural relativism is the only alternative position available. Here, we briefly explore other possibilities in the space between ‘facile’ universalism and ‘lazy’ relativism. Such approaches bring into focus core philosophical and cultural questions about the possibilities for ‘happiness’, and for what it means to be a ‘person’, living in the social world. Throughout, we centralize theoretical and conceptual issues, drawing on the work of the philosopher François Jullien to recognize the immense complexities inter-cultural dialogue entails in terms of language and communication.
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Hakro, Ahmed Nawaz, and Priya Mathew. "Coaching and mentoring in higher education institutions: a case study in Oman." International Journal of Mentoring and Coaching in Education 9, no. 3 (June 30, 2020): 307–22. http://dx.doi.org/10.1108/ijmce-05-2019-0060.
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PurposeUniversities and higher education institutions (HEIs) are increasingly recognizing the value of coaching for professional and organizational development. This study is designed to investigate whether Cognitive Coaching, implemented as a programme in an HEI in Oman, made any difference to the behaviour and attitudes of employees holding leadership positions in academic, administrative and professional services departments. It also explored the factors that hindered or supported the coaching programme and offers recommendations to strengthen coaching initiatives in similar contexts.Design/methodology/approachSemi-structured interviews and focus group discussions were used to collect feedback from the 15 participants of the programme. A case study approach was adopted in this study for an in-depth examination of the effectiveness of coaching interventions.FindingsThe findings suggest that coaching can be an effective approach, facilitating personal and professional development and also contributing to the achievement of organizational goals.Research limitations/implicationsAs a case study of a coaching programme in a single institution, the findings of the study are not generalizable to other contexts, though a “thick description” of the context in which the study took place will enable institutions in similar contexts to draw lessons from the experience.Practical implicationsThis study discusses the benefits of a coaching programme for an HEI in the Middle East. Suggestions to strengthen coaching include board level endorsement and sensitivity to cultural nuances in coaching relationships.Social implicationsOne of the effects of a coaching programme is the collegial atmosphere that it can foster. This can have wider impacts on the community as there is more open communication and trust engendered amongst employers and employees belonging to different cultural backgrounds.Originality/valueThis study is one of the first to report the findings of a systematically organized coaching programme in an HEI in the Middle East.
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Rošker, Jana. "A Chinese View on the Cultural Conditionality of Logic and Epistemology: Zhang Dongsun’s Intercultural Methodology." Asian Studies, no. 3 (December 1, 2010): 43–60. http://dx.doi.org/10.4312/as.2010.14.3.43-60.
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Recognizing the fact that comprehension, analysis and transmission of reality are based on diversely structured socio-political contexts as well as on different categorical and essential postulates, offers a prospect of enrichment. Thus, this article presents an analysis and interpretation of one of the first Chinese theoreticians, working in the field of intercultural methodology. Although Zhang Dongsun (1886–1973) can be considered as one of the leading Chinese philosophers of the 20th Century, his criticism of Sinicized Marxist ideologies marked him as a political dissident and he was consequently consigned to oblivion for several decades; only recently has his work been rediscovered by a number of younger Chinese theorists, who have shown a growing interest in his ideas. Although he is still relatively unknown in the West, Zhang definitely deserves to be recognized for his contributions to Chinese and comparative philosophy. The present article focuses on his extraordinary ability to introduce Western thought in a way which was compatible with the specific methodology of traditional Chinese thought. According to such presumptions, culture is viewed as an entity composed of a number of specific discourses and relations. The article shows how the interweaving and interdependence of these discourses form different cultural backgrounds, which manifest themselves in the specific, culturally determined structures of language and logic. It also explains the role of traditional elements in his cultural epistemology.
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Escobar, Wilder Yesid. "Language configurations of degree-related denotations in the spoken production of a group of Colombian EFL university students: A corpus-based study." Colombian Applied Linguistics Journal 17, no. 1 (May 6, 2015): 114. http://dx.doi.org/10.14483/udistrital.jour.calj.2015.1.a08.
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Recognizing that developing the competences needed to appropriately use linguistic resources according to contextual characteristics (pragmatics) is as important as the cultural-imbedded linguistic knowledge itself (semantics) and that both are equally essential to form competent speakers of English in foreign language contexts, we feel this research relies on corpus linguistics to analyze both the scope and the limitations of the sociolinguistic knowledge and the communicative skills of English students at the university level. To such end, a linguistic corpus was assembled, compared to an existing corpus of native speakers, and analyzed in terms of the frequency, overuse, underuse, misuse, ambiguity, success, and failure of the linguistic parameters used in speech acts. The findings herein describe the linguistic configurations employed to modify levels and degrees of descriptions (salient sematic theme exhibited in the EFL learners´ corpus) appealing to the sociolinguistic principles governing meaning making and language use which are constructed under the social conditions of the environments where the language is naturally spoken for sociocultural exchange.
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Smyth, Graham. "Denunciation in the German-Occupied Channel Islands, 1940–1945." Journal of British Studies 59, no. 2 (April 2020): 291–314. http://dx.doi.org/10.1017/jbr.2020.1.
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AbstractOver the course of the German occupation of the British Channel Islands from 1940 to 1945, a number of letters of denunciation were sent by islanders to the German authorities, accusing fellow islanders of violations of occupation law or of anti-German activity of one sort or another. The German occupiers were ambivalent toward the denunciations. While recognizing their usefulness in maintaining order and the respect for German rule, they found both the letters and their writers distasteful. The local British authorities in Jersey and Guernsey also found the letters problematic; the consequences for the individuals targeted in the letters could be dire, and the impact on island society as a whole was significant, both during the occupation and beyond liberation in May 1945. The extent and nature of resistance and collaboration have been contentious issues in the historiography of the occupation of the Channel Islands, and these letters have been cited as evidence that islanders were unduly cooperative with the Nazis. This article examines the surviving letters of denunciation, and by placing them into the wider contexts of Nazi Europe and the historiography of denunciation in totalitarian states, argues that denunciation in the Channel Islands, far from being exceptional, was quite typical of the practice throughout the Nazi empire.
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Stavraki, Georgia, Emmanuella Plakoyiannaki, and Jackie Clarke. "The appropriation cycle: novice and expert consumers." European Journal of Marketing 52, no. 9/10 (September 10, 2018): 1886–908. http://dx.doi.org/10.1108/ejm-08-2017-0527.
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Purpose Recognizing the value and limitations of current knowledge of the appropriation process in the consumption of aesthetic experiences, this research aims to generate a localized account for novice and expert consumers of the varying role of cultural capital in the appropriation cycles and interpretative responses of an aesthetic experience. Design/methodology/approach This research uses a single case study design of Miró’s blockbuster exhibition, and draws on multiple sources of evidence, notably 50 in-depth visitor interviews, observations and archival records. Findings An evidence-based framework of the appropriation process for novice and expert consumers of aesthetic experiences is offered. This framework highlights the significance of appropriation pace and personal versus communal interpretations – amongst other features – in distinguishing distinct versions of the appropriation process in accordance with the varied accumulation of consumer cultural capital. Research limitations/implications The transferability of the findings to other aesthetic or experience-based consumption contexts such as performing arts or sports is discussed, alongside the relevance of the proposed framework for researchers of aesthetic experiences. Practical implications The empirical investigation of the understudied connection between visitors’ cultural capital and their museum experiences provides insights into curatorial and marketing practices in terms of broadening, diversifying and engaging museum audiences. Originality/value This research provides new theoretical insights into the literature of appropriation process and consumption of art experiences by bringing together consumers’ cultural capital with the appropriation process and interpretive responses to an aesthetic experience.
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Esteban-Guitart, Moises, José Luis Lalueza, Cristina Zhang-Yu, and Mariona Llopart. "Sustaining Students’ Cultures and Identities. A Qualitative Study Based on the Funds of Knowledge and Identity Approaches." Sustainability 11, no. 12 (June 20, 2019): 3400. http://dx.doi.org/10.3390/su11123400.
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Recently, the notion of culturally sustaining pedagogy has been suggested to refer to different educational practices that share the will to recognize, maintain and develop cultural diversity in the classroom. The study presented here describes two empirical examples that illustrate teaching and learning processes in which the curriculum is channeled through the references of meaning, life events and experiences of students and their families. In the first example, curriculum—natural science and language—was linked with the experience of some families with the use of peanuts. In the second example, a discussion was generated around students’ cultural identities. These examples are based on funds of knowledge and funds of identity participatory research-action projects, and are the result of broader projects carried out in two specific educational contexts in Catalonia (Spain, Europe), a region characterized by a considerable increase in diversity and geographical heterogeneity in recent decades. These empirical cases are discussed within the framework of the development of inclusive pedagogies which, in addition to recognizing the living cultures and practices of students, allow these cultural references to be maintained and sustained, and encourage the construction of hybrid and transcultural identities in which ways of being and understanding life shared by the family culture and/or culture of origin are intertwined with the hegemonic culture and society.
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Sarkar Arani, Mohammad Reza. "Cross cultural analysis of an Iranian mathematics lesson." International Journal for Lesson and Learning Studies 4, no. 2 (April 13, 2015): 118–39. http://dx.doi.org/10.1108/ijlls-07-2014-0017.
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Purpose – The purpose of this paper is to examine an Iranian mathematics lesson through the eyes of Japanese educators, and the critiques of Iranian teachers for raising the quality of teaching. In this paper, the Japanese lesson study process is considered as an approach to raising the quality of teaching. Design/methodology/approach – Qualitative methods including pre-lesson planning, peer observation of the lesson, post-lesson discussion, and semi-structured interviews with the participants of the post-lesson discussion meetings in Iran and Japan were employed for data collection. A detailed description and analysis of the lesson is provided for deep understanding of students’ mathematical communication in the class and teachers’ points of view in the post-lesson discussions about raising the quality of teaching. Findings – The findings are intended to clarify the significant influence that cross-cultural analysis has exerted on raising the quality of teaching and developing a culture of transnational learning that supports teachers to design appropriate learning tasks, to conceptualize mathematical phenomena, and to provide mathematical communication which encourage students to participate more in classroom activities. Research limitations/implications – This study provides a transnational learning opportunity for Iranian teachers to learn from Japanese educators how to deliver evidence-based analysis of a lesson for raising the quality of teaching in practice, look culturally and differently at what actually goes on in the classroom, and localize lesson study as a global approach to the “science of improvement.” However, issues to be considered in future studies include how such “small changes” can be linked together in local communities to expand the improvement from bottom up, and how to facilitate collaboration with the global community to expand transnational learning. Practical implications – Traditionally in Iran, there are a variety of teacher training programs but there are no examples of lesson study like those that take place in Japan as a model of practitioner inquiry for raising quality of teaching. Hence, it can be said that Japanese lesson study may provide a new approach of transnational learning in the Iranian education context for building a “science of improvement.” Social implications – In the case of Iran, especially at the elementary school level, teachers do not have enough preparation or experience. Therefore, raising the quality of teaching through lesson study that has an actual impact on teacher and teaching quality and developing a “science of improvement” has become a pressing concern in national and international contexts. Originality/value – The case study shows that the transfer of the Japanese model of lesson study plays a significant role in harnessing the potential of students and teachers as well as teachers themselves by improving teaching. Efforts by teachers to communicate and learn from each other’s strengths, in fact lead to the realizing of the students potential and thinking process. In particular, it helps supply more open-end and in-depth task learning, which anticipates student thinking, understanding, recognizing and questioning.
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Monteiro, Isilda, Margarida Quinta e Costa, and Vítor Ribeiro. "História da Ciência na Formação de Professores – um projeto interdisciplinar." História da Ciência e Ensino: construindo interfaces 20 (December 18, 2019): 15–25. http://dx.doi.org/10.23925/2178-2911.2019v20p15-25.
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Resumo A ciência no tempo e no espaço – um projeto interdisciplinar foi desenvolvido ao longo de quatro anos com estudantes da licenciatura em Educação Básica, futuros professores do 1o e 2o Ciclo do Ensino Básico e educadores da Educação Pré-Escolar. Para a sua implementação foi desenhada uma proposta didática que assentou nos seguintes pressupostos: que a ciência resulta de um processo social e, como tal, é também uma manifestação cultural, com relações de interdependência com a realidade politica, social, económica e cultural; que o método biográfico, enquanto recurso didático, possibilita o conhecimento das trajetórias individuais de homens e mulheres da ciência que, interagindo com o meio, contribuíram para o avanço científico; e que a abordagem interdisciplinar do conhecimento, a partir da História da Ciência, permite uma imagem historicamente mais realista da descoberta científica. No âmbito dessa proposta didática, os estudantes foram desafiados a desenvolver um trabalho de investigação em torno de uma personalidade portuguesa de relevância científica, segundo três eixos – o contexto político, social e cultural, nacional e internacional, da época em que viveu; a sua biografia; e os contributos que deu para o avanço científico na área em que se distinguiu. Concluído este trabalho, os estudantes realizaram reflexões individuais sobre as percepções que construíram. Em cada um dos quatro anos fizemos uma avaliação das metodologias utilizadas a partir das nossas perceções e dos elementos produzidos pelos estudantes. No final do projeto a análise da distribuição temporal e científica dos 40 cientistas estudados e dos documentos produzidos permitiu-nos verificar, num primeiro nível, a adequação das metodologias definidas aos objetivos do projeto e, num segundo nível, que os estudantes se sentiram motivados para conhecer conceitos de ciência e construíram uma imagem mental da evolução de conteúdos e contextos, reconhecendo a importância da História da Ciência na abordagem de conteúdos no Ensino Básico.Palavras-chave: História da Ciência, biografia, formação de professoresAbstract Science in Time and Space – an interdisciplinary project was developed over four years with undergraduate students in Basic Education, future primary teachers and preschool educators. For its implementation a didactic proposal was designed based on the following theoretical assumptions: that science results from a social process and, as such, it is also a cultural manifestation, with relations of interdependence with political, social, economic and cultural reality; that the biographical method as didactic resource enables the knowledge of the individual trajectories of men and women of science who, interacting with the environment, contributed to the scientific advance; and that the interdisciplinary approach of knowledge, from Science History, allows a historically more realistic image of the scientific discovery. In the context of this didactic proposal, students were challenged to choose a Portuguese personality of scientific relevance and to develop a research work around three axes – the political, social and cultural context, national and international, of the time in which he lived; his biography; and the contributions he gave to scientific advancement in the area in which he distinguished himself. This work concluded, the students made individual reflections on the perceptions they built. In each of the four years we assessed the methodologies used from our perceptions and the elements produced by the students. At the end of the project the analysis of the temporal and scientific distribution of the 40 studied scientists and the produced documents allowed us to verify, at a first level, the adequacy of the defined methodologies to the project objectives and, at a second level, that the students were motivated to know science concepts and to build a mental image of the evolution of contents and contexts, recognizing the importance of the History of Science in the contents approach in Basic Education.Keywords: History of Science, biography, teacher training
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Best, Jacqueline. "Security, economy, population: The political economic logic of liberal exceptionalism." Security Dialogue 48, no. 5 (August 31, 2017): 375–92. http://dx.doi.org/10.1177/0967010617712683.
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In an era in which scholars have become increasingly skeptical about the concept of exceptionalism, this article argues that instead of rejecting it, we should rework it: moving beyond seeing it primarily as a security practice by recognizing the crucial role of political economic exceptionalism. Drawing on Foucault’s later lectures on security, population, and biopolitics, this article suggests that we can understand exceptionalist moves in both security and economic contexts as efforts to manage and secure a population. Focusing on three key moments in the production of exceptional politics – defining the limit of normal politics, suspending the norm, and putting the exception into practice – I examine the parallels, intersections, and tensions between political economic and security exceptionalism, using the concept of economic exceptionalism to make sense of the 2008 global financial crisis. Taking seriously Foucault’s insights into the political economic character of liberal government holds out the promise of providing scholars in the fields of both critical security studies and cultural political economy with a richer understanding of the complex dynamics of exceptionalist politics – a promise that is particularly valuable at the present political juncture.
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Dunér, David. "The cultural semiotics of African encounters: Eighteenth-Century images of the Other." Semiotica 2020, no. 232 (February 25, 2020): 103–46. http://dx.doi.org/10.1515/sem-2019-0030.
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AbstractThis a contribution to the cultural semiotics of African cultural encounters seen through the eyes of Swedish naturalists at the end of the eighteenth century. European travellers faced severe problems in understanding the alien African cultures they encountered; they even had difficulty understanding the other culture as a culture. They were not just other cultures that they could relate to, but often something completely different, belonging to the natural history of the human species. The Khoikhoi and other groups were believed by Europeans to be, from their perspective, the most distant culture. The Linnaean disciple Anders Sparrman and others, however, tried to transcend this cultural gap, and used their cognitive resources, such as empathy and intersubjectivity, in order to understand the alien culture they encountered.The aim of this paper is to unearth the cultural semiosis of African encounters and the intersubjective challenges that human interactions provoke. These encounters not only changed the view the travellers had of the Other, but also changed themselves and their self-perception. The encounter between the Ego and the Other is, however, not static, something predestined by the differences in their cultures, but dynamic, changing according to individual encounters and the actual intersubjective interplay that transform and change the perception of the Other. There are in particular four meaning-making processes and challenges within cultural encounters that are in focus: recognizing cultural complexity; invoking intersubjectivity; determining similarities and dissimilarities; and identifying the Other as a mirror of oneself.The triad of cultures – Ego, Alter, and Alius – can be understood as gradual and changing aspects depending on the actual situation of the encounter and the personal perspectives, interpretations, and behaviour of the thinking subjects involved. Using concrete examples from Southern and Western Africa in the 1770s and 1780s, this study aims to explore this dynamic semiosis. One of the conclusions is that the relation between the Ego and the Alter/Alius is not something only predetermined by the cultures involved and their ideologies, but also depends on the individual thinking subjects and how they use their specific cognitive and semiotic resources, not least their intersubjective abilities, within specific temporal and spatial contexts.
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Aguinis, Herman, Isabel Villamor, Sergio G. Lazzarini, Roberto S. Vassolo, José Ernesto Amorós, and David G. Allen. "Conducting Management Research in Latin America: Why and What’s in It for You?" Journal of Management 46, no. 5 (February 3, 2020): 615–36. http://dx.doi.org/10.1177/0149206320901581.
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We make the case that conditions and timing are right and, despite some challenges, there are many benefits to conducting management research in Latin America. Some of these conditions include an upward trend in the productivity of Latin American researchers, increased collaboration between researchers in Latin America and those in other regions, and societal, cultural, and economic characteristics that make the region an ideal “natural laboratory” to build and test management theories. Demonstrating that our arguments are not just about potential but are founded in reality, we offer a selective summary of recent research conducted in Latin America that made important contributions to micro and macro management domains and theories. These include (a) leadership; (b) small and family businesses; (c) entrepreneurship; (d) social inclusiveness, inequity, and vulnerable populations; (e) strategy and competitive dynamics in natural resource industries; (f) strategy in unstable macroeconomic contexts; (g) public (industrial) policies and business development; (h) hybrid public-private collaborations; and (i) social enterprises and blended social and economic value creation. We also describe opportunities for future research in these domains. Finally, we offer practical and actionable advice on how to address typical challenges encountered when conducting management research in Latin America. Solutions apply to those residing inside and outside of Latin America and include, among others, identifying universities with a research-oriented career path, recognizing credible university rankings and their impact, and capitalizing on local contexts to generate high-quality research. We hope our article will serve as a catalyst for future management research in Latin America.
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Bauer, Andrew M., and Peter G. Johansen. "Prehistoric Mortuary Practices and the Constitution of Social Relationships: Implications of the First Radiocarbon Dates from Maski on the Occupational History of a South India “Type Site”." Radiocarbon 57, no. 5 (2015): 795–806. http://dx.doi.org/10.2458/azu_rc.57.18341.
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In 1954, B K Thapar excavated the multicomponent site of Maski (Raichur District, Karnataka) to establish an archaeological sequence for the southern Deccan region of India. Thapar identified four major periods of occupation, now known as the Neolithic (3000–1200 BC), Iron Age (1200–300 BC), Early Historic (300 BC to AD 500), and the Medieval periods (AD 500–1600). Renewed research at the site by the Maski Archaeological Research Project (F.1/8/2009-EE) has investigated the development of social differences and inequalities in south Indian prehistory. This article reports the first ever radiocarbon assays from habitation and megalithic burial contexts in the vicinity of Maski. Accelerator mass spectrometry (AMS) dates of charcoal sampled from exposed occupational strata on Maski's Durgada Gudda hill and subsequent Bayesian analyses indicate that the site was extensively occupied during the 14th century AD, corroborating interpretations of numismatic and inscriptional materials. Associated artifacts with these 14C samples have significant implications for recognizing late Medieval period ceramics and occupation in the region. AMS assays of four charcoal samples from exposed megalithic burials just south of the Durgada Gudda hill, similar to those recognized by Thapar, indicate that burial practices commonly attributed to the Iron Age predate the period, and thus are not precise chronological markers. However, the results also suggest that megalithic burial practices became more labor intensive during the Iron Age, creating a cultural context for the generation of new forms of social affiliations and distinctions through differential participation in the production of commemorative places.
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Yeung, Sharon, Heather Castleden, and Pictou Landing First Nation. "“We all know each other”: A Strengths-based Approach to Understanding Social Capital in Pictou Landing First Nation." International Journal of Indigenous Health 15, no. 1 (November 5, 2020): 119–32. http://dx.doi.org/10.32799/ijih.v15i1.34057.
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With over three decades of attention drawn to the health of Indigenous peoples in Canada and around the world, an outpouring of health research has been undertaken, much of which has emphasized the experience of disparity at the expense of recognizing strengths. In this case study, we challenge the damage-centred rhetoric of mainstream health research by reporting the findings of 20 qualitative interviews on community strength and health with members of Pictou Landing First Nation, a Mi’kmaw nation located in Nova Scotia, Canada. We then relate and compare these findings with the emerging conceptualization of Indigenous social capital, which is a concept that has been associated with positive health outcomes in a variety of contexts. Our findings indicate that Pictou Landing First Nation is strengthened by qualities of familiarity, reciprocity, safety, and solidarity, which are rooted in the value of family and embedded within a broader Mi’kmaw worldview. The nature of these strengths aligns in part with the concept of Indigenous social capital, which we suggest may be better harnessed to be a means for conducting strengths-based health research. To this end, our findings support the need for reworking social capital conceptualizations to more strongly centralize cultural identities and worldviews in order to authentically and comprehensively affirm Indigenous and decolonizing health research practices.
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Bearce, David H., and Megan Roosevelt. "A Sometimes Hidden Economic Dimension to Individual Immigration Preferences: Cross-National Evidence in Support of the Labor Competition Hypothesis." Political Research Quarterly 72, no. 4 (December 25, 2018): 894–909. http://dx.doi.org/10.1177/1065912918819863.
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This paper seeks to restore labor competition as an explanation for anti-immigration attitudes, recognizing that education may proxy both individual-level skill and cultural socialization. We thus need new tests to distinguish the effect of education based on skill from that due to socialization. If the education effect is consistent with these relationships, then we can have greater confidence that it is capturing the former and not simply the latter. This paper thus develops and conducts a new test, using data from the International Social Survey Program’s National Identity Survey fielded in 2013 across thirty-two countries. From a factoral framework, our test identifies three national-level factors that should influence how much labor market pressure lower skilled citizens feel from immigration: the quantity of immigrants, the direction of capital/investment flows, and the amount of trade protection. These national-level factors are interacted with individual-level education, showing that the attitudinal differences based on education increase with more immigrants but decrease with greater investment inflows and increased trade protection. These results demonstrate why this economic dimension may sometimes be hidden: in national contexts where there are few immigrants, capital follows labor, and/or there is trade protection, labor competition as a driver of anti-immigration preferences should lessen.
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Bruneau, Emile G., Nicholas Dufour, and Rebecca Saxe. "Social cognition in members of conflict groups: behavioural and neural responses in Arabs, Israelis and South Americans to each other's misfortunes." Philosophical Transactions of the Royal Society B: Biological Sciences 367, no. 1589 (March 5, 2012): 717–30. http://dx.doi.org/10.1098/rstb.2011.0293.
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In contexts of cultural conflict, people delegitimize the other group's perspective and lose compassion for the other group's suffering. These psychological biases have been empirically characterized in intergroup settings, but rarely in groups involved in active conflict. Similarly, the basic brain networks involved in recognizing others' narratives and misfortunes have been identified, but how these brain networks are modulated by intergroup conflict is largely untested. In the present study, we examined behavioural and neural responses in Arab, Israeli and South American participants while they considered the pain and suffering of individuals from each group. Arabs and Israelis reported feeling significantly less compassion for each other's pain and suffering (the ‘conflict outgroup’), but did not show an ingroup bias relative to South Americans (the ‘distant outgroup’). In contrast, the brain regions that respond to others' tragedies showed an ingroup bias relative to the distant outgroup but not the conflict outgroup, particularly for descriptions of emotional suffering. Over all, neural responses to conflict group members were qualitatively different from neural responses to distant group members. This is the first neuroimaging study to examine brain responses to others' suffering across both distant and conflict groups, and provides a first step towards building a foundation for the biological basis of conflict.
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Drake, Phillip. "The Goat that Couldn’t Stop the Mud Volcano." Humanimalia 4, no. 1 (September 14, 2012): 84–111. http://dx.doi.org/10.52537/humanimalia.10033.
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This essay explores the relationship between animal sacrifice, the production of human subjectivity, and expressions of power, using a newspaper photograph of a goat being thrown into a famous mud volcano in Indonesia as a point of departure. This devastating mud volcano, widely known as the “Lapindo” mudflow, began in 2006 and continues to release mud in 2012. I also use this disaster as a case study to observe the ways violence against nonhumans helps sustain individuals and communities within certain social and ecological orders, both in Western and Indonesian contexts. As this project traces the various ways sacrificial violence expresses subjectivity, it will consider the staging of unequal power relations in both the execution and the representation of the sacrifice ritual. By recognizing these manifestations of power, we – who have the cognitive faculties, cultural determinations, and social agencies that enable us to perform violence, abstain from performing violence, and contemplate occurrences of violence – refine our capacity to not only identify violence toward other animals, including other members of our own species, but also understand the ways violence shapes our being and relating within ecological networks, so that we can become better, or at least more self-aware, actors in our ecological communities. (PD)
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Gunew, Sneja. "Inflexões subalternas nos cosmopolitismos vernaculares." Aletria: Revista de Estudos de Literatura 19, no. 1 (January 31, 2009): 21–42. http://dx.doi.org/10.17851/2317-2096.19.1.21-42.
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Resumo: O conceito sobre o termo relativamentre novo, “cosmopolitismos vernaculares”, identifica as responsabilidades e os contextos globais ao mesmo tempo que reconhece que eles estão sempre enraizados e enredados em interesses locais, os quais incluem os grupos minoritários que competem dentro da nação. Este artigo examina o termo “europeu” com o objetivo de desnudar os debates revisionistas sobre o cosmopolitismo, especialmente em relação aos “cosmopolitismos vernaculares” que funcionam como uma maneira de incluir os “cosmopolitismos subalternos” por meio da desagregação do cosmopolitismo, num movimento análogo à noção de “processo democrático agnóstico” de Stuart Hall. O paradoxo da frase acima reflete o movimento duplo desses debates: no termo cunhado por Homi Bhabha o “doméstico” ou “nativo” vernacular está sempre em uma relação dialógica com a “ação a distância” do cosmopolitismo global. Exploro essa dinâmica ao focalizar os significados discrepantes de “europeu” e dos termos a ele associados. Neste artigo, meu argumento central é: os termos “oeste” e “europeu” devem ser desconstruídos para que não possam mais ser invocados, nos debates pós-coloniais, como incontestáveis categorias heurísticas como, por exemplo, o “oeste e o resto.” Os novos debates sobre cosmopolitismo abrem caminho para se reconhecer, como estados-nação e como parte da União Europeia, a heterogeneidade cultural de tais entidades geopolíticas. Reconhecer o cosmopolitismo dos grupos subalternos facilita esse empreendimento e ajuda a restabelecer uma perspectiva “planetária.”Palavras-chave: cosmopolitismo; diáspora; Austrália.Abstract: The concept of the relatively new term “vernacular cosmopolitanisms” acknowledges global contexts and responsibilities at the same time that it recognizes that these are always rooted in and permeated by local concerns that include competing minority groups within the nation. This paper examines the term “European” as a way to unpack revisionist debates in cosmopolitanism –specifically, in relation to “vernacular cosmopolitanisms”, which is a way of including “subaltern cosmopolitanisms” by disaggregating cosmopolitanism in ways that echo Stuart Hall’s notion of an “agnostic democratic process.” The paradox of the phrase reflects the double movement of these debates: in Homi Bhabha’s coinage of the term, the vernacular “native” or “domestic” is always in a dialogic relation with the global- cosmopolitan “action at a distance.” I explore this dynamic by focusing on the discrepant meanings of “European” and associated terms. My central argument in this paper is that “European” and the “West” are terms that need to be deconstructed so that they can no longer be invoked as self-evidently heuristic categories in post-colonial debates, for example, the “West and the rest.” The new cosmopolitan debates provide avenues for recognizing the cultural heterogeneity of such geo-political entities as nation-states and the European Union. Recognizing the cosmopolitanism of subaltern groups facilitates this enterprise and helps to reinstate a “planetary” perspective.Keywords: cosmopolitisme; diáspora; Australia.
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Clark, Urszula, and Sonia Zyngier. "Towards a Pedagogical Stylistics." Language and Literature: International Journal of Stylistics 12, no. 4 (November 2003): 339–51. http://dx.doi.org/10.1177/09639470030124003.
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Since the 1950s, pedagogical stylistics has been intrinsically linked with the teaching of written texts (and especially literary texts) to speakers of English as a second language. This is despite the fact that for decades many teachers have also structured their lessons in L1 classrooms to focus upon the linguistic features of literary texts as a means of enhancing their students’ understanding of literature and language. Recognizing that instructors in both L1 and L2 settings were often employing related pedagogical techniques without realizing that their colleagues in the other context were facing similar challenges, the PEDSIG group of the Poetics and Linguistics Association (PALA) has sought to add a theoretical dimension to research undertaken into practice in the stylistics classroom. Its goals, then, were: to establish a working definition of pedagogical stylistics; to identify the theoretical and pedagogical underpinnings of the discipline shared by L1 and L2 practitioners; to point if possible towards any emerging consensus on good practice. The group determined that the principal aim of stylistics in the classroom is to make students aware of language use within chosen texts, and that what characterizes pedagogical stylistics is classroom activities that are interactive between the text and the (student) reader. Preliminary findings, from a pilot study involving a poem by Langston Hughes, suggest that the process of improving students’ linguistic sensibilities must include greater emphasis upon the text as action: i.e. upon the mental processing which is such a proactive part of reading and interpretation; and how all of these elements – pragmatic and cognitive as well as linguistic – function within quite specific social and cultural contexts.
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Lorette, Pernelle, and Jean-Marc Dewaele. "Emotion recognition ability in English among L1 and LX users of English." International Journal of Language and Culture 2, no. 1 (November 6, 2015): 62–86. http://dx.doi.org/10.1075/ijolc.2.1.03lor.
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This article focuses on individual differences in emotion recognition ability among 356 first language (L1) and 564 foreign language (LX) users of English. Recognizing emotions can be particularly challenging in LX contexts. Depending on their linguistic profile, individuals may interpret input very differently, and LX learners and users have been found to perform significantly worse than native control groups (Rintell 1984) in tests of emotion recognition ability. In the present article, we investigate the effect of three independent variables, namely, L1 versus LX status, proficiency in English, and cultural background, on emotion recognition ability. We used an online survey in which participants had to identify the emotion portrayed by a native English-speaking actress in six audiovisual clips. Despite LX users having lower proficiency scores, English L1 users and LX users’ emotion recognition ability scores were broadly similar. A significant positive relationship was found between LX proficiency and emotion recognition ability. A similar but only marginally significant relationship emerged among L1 users. A significant effect of L1 culture was found on emotion recognition ability scores, with Asian LX users scoring significantly lower than European LX users. It thus seems that audiovisual input allows advanced LX users to recognize emotions in LX as well as L1 users. That said, LX proficiency and L1 culture do have an effect on emotion recognition ability.
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Day, Matthew. "Religion, Off-Line Cognition and the Extended Mind." Journal of Cognition and Culture 4, no. 1 (2004): 101–21. http://dx.doi.org/10.1163/156853704323074778.
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AbstractThis essay argues that the "classical" or "standard" computation model of an enviroment of thought may hamstring the nascent cognitive science of religion by masking the ways in which the bare biological brain is prosthetically extended and embedded in the surrounding landscape. The motivation for distinsuishing between the problem-solving profiles of the basic brain and the brain-plus-scaffolding is that in many domains non-biological artifacts support and augment biological modes of computation - often allowing us to overcome some of the brain's native computation limitations. The recognition that in some contexts not all of the relevant computational machinery fits inside the head suggests that we should reconsider the possible role(s) and significance of material culture in religious cognition. More specifically, the broad spectrum of rituals, music, relics, scriptures, statues and buildings typically associated with religious traditions may be more than quaint ethnographic window dressing. Rather than thin cultural wrap arounds that decorate the real cognitive processes going on underneath, these elements could represent central components of the relevant machinery of religious thought. By introducing tangible features of the world that can be physically manipulated and tracked in real-time, for example, the cognitive scaffolding that religious material culture affords seems tailor-made for allowing people to exchange the intricate "off-line" problems that arise from dealing with invisible, counter-intuitive supernatural agents for the kinds of "on-line" cognitive tasks they are naturally good at doing (i.e., recognizing patterns, modeling simple worldly dynamics, and manipulating objects).
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Mach, Elżbieta. "Edukacyjne implikacje traktatu lizbońskiego." Politeja 15, no. 54 (February 10, 2019): 243–55. http://dx.doi.org/10.12797/politeja.15.2018.54.16.
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Educational Implications of the Treaty of LisbonAlthough the regulations introduced by the Treaty of Lisbon concern mainly legal, institutional and economic issues, they also generated new expectations, contexts and challenges in the field of education. These new developments are of course rooted in earlier policies and activities of the EU. The Treaty of Lisbon confirmed the principle that education remains largely within the competences of the member states, and that the EU is expected to develop activities aiming at supporting, coordinating and complementing national policies, according to the principle of subsidiarity. The main emphasis of the EU policy in education remains to encourage cooperation and to establish high common standards, while respecting and recognizing European cultural and linguistic diversity, and national responsibility for the content and structure of education. An interesting new element of education introduced by the Treaty is sports. In general, the main objective of the EU policy in education is facilitating Europe‑wide mobility and employability. Much emphasis is put on close relations between education and labour markets within the broader Lisbon Strategy. Hence the support given to the development and modernisation of vocational training, and to providing young people with competences enabling them to develop new qualifications in response to changes in economy. Education is to combine knowledge with competences and attitudes necessary for personal development, active citizenship, social integration and employability. Also, inter‑ and multicultural education, promotion of fundamental values and human rights are among consequences of integrating the Charter of Fundamental Rights with the Treaty of Lisbon.
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Santos-Contreras, Edgar Alfonso, and Dania Paola Ortega-Pérez. "Proyecto de vida de los adolescentes del área metropolitana de Cúcuta (zona rural escolar corregimiento de san Faustino)." Eco matemático 7, no. 1 (January 29, 2016): 112. http://dx.doi.org/10.22463/17948231.1022.
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ResumenEl presente trabajo se inscribe dentro del estudio de las condiciones humanas en sus múltiples dimensiones que permiten el desarrollo personal y profesional, siendo el proyecto de vida una herramienta que busca orientar nuestro crecimiento personal, por medio de la identificación de aquellas metas que deseamos lograr y de las capacidades que poseemos, se percibe en las instituciones educativas y en otros contextos socioculturales en el área metropolitana de Cúcuta, un alto porcentaje de adolescentes con una carencia en la proyección de sí mismos, causados probablemente por la falta de su autoconocimiento, la influencia directa e indirecta de factores familiares, sociales, económicos y culturales de la región que durante tanto tiempo se ha mantenido geográficamente aislada y estancada del contexto nacional e internacional, por su misma condición de frontera. Para el desarrollo de este objetivo nos basamos fundamentalmente en la teoría de la jerarquía de necesidades humanas [1], la psicología humanista [2] y los proyectos de vida y planteamiento estratégico personal [3], entre otras. La metodología empleada se enmarca en la denominada investigación descriptiva que conlleva a fundamentalmente en caracterizar un fenómeno o situación concreta indicando sus rasgos más peculiares o diferenciadores. Del mismo modo se muestran los resultados obtenidos y se concluye que todos los adolescentes buscan su autorrealización, pues desde su etapa escolar van reconociendo la importancia de trazar metas y enmarcarlas en un plan aunque no sea escrito y estructurado, al tiempo que identifican factores que influyen en la construcción del mismo.Palabras clave: adolescente, escolar, proyecto, vida.AbstractThis work is part of the study of the human condition in its many dimensions that allow personal and professional development, with life-project being a tool which seeks to guide our personal growth, through the identification of those goals that we want to achieve and the capabilities we own. In educational institutions and other sociocultural contexts in the metropolitan area of Cucuta, a high percentage of adolescents with a gap in the projection of themselves is perceived, likely caused by the lack of self-knowledge, the direct and indirect influence of family, social, economic and cultural factors from the region which for so long has remained geographically isolated from national and international context, due to its border condition. To develop this goal we rely primarily on the theory of hierarchy of human needs [1] , humanistic psychology [2] and life projects and strategic planning staff [3] among others. The methodology is part of the so-called descriptive research based on characterization of phenomena or situations indicating the most peculiar or differentiating facts. Results are shown and it is concluded that all adolescents look for self-realization, as since their school stage they start recognizing the importance of setting goals and set them in a plan even if it is not written or structured, while identifying factors influencing in construction of that plan.Keywords: adolescent, life, project, schoolar.
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Younas, Ahtisham. "Relational inquiry approach for developing deeper awareness of patient suffering." Nursing Ethics 27, no. 4 (April 6, 2020): 935–45. http://dx.doi.org/10.1177/0969733020912523.
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To practice compassion, the recognition, understanding, and alleviation of patient suffering are of utmost importance. Nursing literature provides ample guidance about the nature and meaning and patients’ views about compassion and physical and psychological suffering. However, missing is the discussion about how nurses can achieve a deeper awareness of patients’ suffering to practice compassion. This paper aims to describe the relational inquiry nursing approach and illustrate how this approach can enable nurses to develop a deeper awareness of patient suffering. The relational inquiry approach encompasses two components: a relational consciousness and inquiry as a form of action. Relational consciousness requires the nurses to focus on the concrete situations and relationships as well as recognize the intrapersonal, interpersonal, and contextual factors affecting the situations. The interpersonal factors are among and between the individuals, intrapersonal factors are within the individuals, and contextual factors are the hidden factors influencing the individuals and situations. Inquiry as an action requires a critical analysis of the experiences of individuals, situational contexts, and knowledge to inform the nursing care modalities and actions. This approach encourages nurses to use the philosophies of hermeneutic phenomenology, critical theory, and pragmatism. The phenomenological worldview allows nurses to interpret their own and patients’ experiences, the critical theory worldview allows nurses to examine the influence of social and cultural factors, and pragmatism allows nurses to question their prior knowledge and develop new knowledge in each situation. The relational inquiry approach allows nurses to develop a deeper understanding of patient suffering through building a therapeutic and trustworthy relationship, active listening, focusing on the details, and engaging in broad and situations specific inquiries to understand the patient narrative of suffering. Two case exemplars are shared to demonstrate how relational inquiry allowed nurses to move beyond recognizing physical suffering and understand patients’ emotional and psychological suffering.
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de Lind van Wijngaarden, Jan W., Frits van Griensven, Ly Penh Sun, and Stephen Wignall. "A scoping review of HIV epidemiologic, sociocultural and programmatic studies related to transgender women and men who have sex with men in Cambodia, 1999-2019." PLOS ONE 16, no. 7 (July 16, 2021): e0254490. http://dx.doi.org/10.1371/journal.pone.0254490.
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Background Cambodia is widely credited for its successful HIV epidemic control. However, in recent years there have been signs of increasing HIV prevalence among men who have sex with men (MSM) and transgender women (TGW). This paper reviews HIV epidemiological, social science and HIV program implementation studies conducted over the past 20 years to explore possible reasons for the rising HIV prevalence among these groups and to formulate recommendations for improved policies, HIV programmatic interventions and further research. Methods For this scoping review, we searched the PubMed and Google Scholar databases for scientific publications related to HIV and MSM and TGW in Cambodia published since 1999. From each of the returned citations we subsequently studied reference lists to find additional data sources. We also searched websites for reports commissioned by national and international governmental and non-governmental organizations. Results Twenty-seven relevant studies and papers were found and reviewed; most were epidemiological in nature. Recent epidemiological studies and reports show an increase in HIV prevalence among Cambodian MSM and TGW. The epidemiology of HIV infection in these groups has been relatively well-described and analyzed. While initially MSM and TGW were grouped together, in more recent years they have been studied in their own right, recognizing their specific HIV and other prevention needs. Few studies were found investigating Cambodian same-sex cultures and social and cultural contexts in which HIV transmission among MSM and TGW occurs. A few evaluation studies were found, but it remains unknown how effective current HIV service implementation modalities are, or how successful strategies to increase access to essential HIV prevention, testing and treatment services have been employed for MSM and TGW in Cambodia. Conclusions Research about Cambodian MSM and TGW in the context of HIV primarily concerns bio-behavioral knowledge generation. Cambodia is unlikely to achieve control of the HIV epidemic among MSM and TGW without doing better in-depth social science research on its multiple sexual- and gender minority cultures, and without understanding what differentiated implementation modalities, strategies and approaches are most effective to address HIV among its increasingly diverse MSM and TGW populations.
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Kohl, Philip L. "Comments on Adam T. Smith's ‘The end of the essential archaeological subject’." Archaeological Dialogues 11, no. 1 (June 2004): 20–22. http://dx.doi.org/10.1017/s1380203804221419.
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As expected, Adam Smith has written a provocative, intellectually stimulating and demanding article critiquing the re-inscription of ‘an essential archaeological subject’ as archaeology becomes more explicitly aware of its inevitable political dimensions. I find myself in broad, though not perfect, agreement with his overall argument and concur completely with his concluding sentiments that archaeologists should become ‘analysts of the naturalizers rather than analytical naturalizers’ and that they should expose the strategic practices at play in the assertion of all such essentialist claims, past and present. My concern is that his prescription for achieving this result may be too mild (i.e. indirect and subtle, if not opaque) to cure the ills of the nationalists who habitually distort archaeological evidence to achieve their often dubious political agendas. In a certain sense, his laudable insistence on focusing on change and the plasticity of markers of identity in relation to specific and always shifting sociopolitical contexts eviscerates the political nature of archaeological enquiry. His recommendation is to go back to interpreting the past on its own terms, void of ‘essential subjects’. All right, but not many people will listen and those interested in using the past for contemporary purposes will not be directly confronted. As critical ‘analysts of the naturalizers’ we perform an essentially negative, though indispensable, role; we point out why the accounts of the naturalizers are ambiguous, distort the record, are untenable and dangerous, and so on. This admittedly negative role is extremely important and should not now be abandoned after so many years of denying it or not recognizing it. It is necessary to add that there is also a positive political approach for interpreting archaeological evidence that Childe (1933) long ago recognized: demonstrate the continuous intercourse and diffusion of ideas and technologies from one culture and people to another throughout prehistoric times and insist that no single group was responsible for this constantly growing and shared history of cultural development.
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Kantor, Paula. "Gender, Microenterprise Success and Cultural Context: The Case of South Asia." Entrepreneurship Theory and Practice 26, no. 4 (July 2002): 131–43. http://dx.doi.org/10.1177/104225870202600408.
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This paper demonstrates weaknesses in the ability of orthodox microenterprise development theory to represent issues relevant to women's success in the sector. Researchers tend to use gender simply as a variable to explain success without understanding gender as a social construct. Such work disregards how culturally specific power relations influence women's opportunities for success. Gender and microenterprise development theorists do better at incorporating power relations into explanations of why women start microenterprises and why their performance differs from that of men. They also take a broader view of microenterprise success by combining economic and empowerment outcomes, recognizing the diverse roles self employment plays for women. The relevance of power issues to success and the need for cultural sensitivity in evaluating women's opportunities to achieve positive enterprise outcomes are highlighted through the example of women's involvement in the microenterprise sector in South Asia.
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Barnitz, John G. "CULTURAL AND LANGUAGE DIVERSITY AND THE DEAF EXPERIENCE.Ila Parasnis (Ed.). New York: Cambridge University Press, 1996. Pp. xiv + 306. $49.95 cloth." Studies in Second Language Acquisition 19, no. 4 (December 1997): 518–19. http://dx.doi.org/10.1017/s0272263197234066.
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An invaluable contribution of scholarly papers on the bilingual–bicultural nature of deaf people is the volume edited by Ila Parasnis. This collection of 18 insightful papers is a welcome contribution in the context of recent national debates about whether deaf people are considered a minority group with their own unique linguistic and cultural identity, or considered as audiologically disabled individuals. Collectively, the authors of the papers provide strong arguments in favor of recognizing the bilingual and bicultural nature of deaf people's experience. The contents of this well-edited book provides both theoretical and practical knowledge leading to the empowerment of deaf people and to expanded views of bilingualism and second language acquisition. Reflective presentations by deaf people and applied linguistic discussions by researchers are combined to provide researchers and practitioners innovative perspectives on the development of psycholinguistic and sociolinguistic competence of this unique population. The authors also contribute to research on linguistic, cognitive, and social aspects of language and literacy development.
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Casanova, Letícia Veiga. "Creche e família ou creche e famílias: o contexto dessa relação na contemporaneidade." Horizontes 34, no. 2 (December 21, 2016): 41. http://dx.doi.org/10.24933/horizontes.v34i2.469.
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ResumoO mundo pós-moderno é marcado por uma multiplicidade de identidades, formadas e transformadas continuamente pelos sistemas culturais que as rodeiam. A creche, assim, não atua exclusivamente com um tipo de família, mas está constantemente relacionando-se com os sentidos plurais das famílias. Dessa forma, este artigo objetiva discutir a relação entre creche e famílias no contexto da contemporaneidade e, para tanto, utiliza-se da pesquisa bibliográfica. Autores como Lahire (1995, 2002, 2006), nos ajudam a pensar sobre essa relação e reconhece as experiências socializadoras heterogêneas das famílias e a perspectiva de que é impossível agir como se estivéssemos ligados e a um espaço cultural homogêneo. Hall (2014) e Lyotard (2013) conceituam a pós-modernidade e caracterizam os sujeitos da contemporaneidade. As conclusões desse estudo apontam para a importância de se entender as famílias no plural, reconhecendo suas especificidades e planejando ações que ultrapassem a visão da família nuclear moderna.Palavras-chave: Creche. Infância. Famílias. Contemporaneidade.Nursery and family or nursery and families: the context of this relationship in contemporaneityAbstractThe postmodern world is marked by a multiplicity of identities, formed and continually transformed by the cultural systems that surround them. Thus, this paper aims to discuss the relationship between nursery and families in the contemporary context and highlight the need to understand families in their plurality. Drawing from Lahire (1995, 2002, 2004, 2006), this paper highlights the importance of understanding the families in the plural form, recognizing their specificities and planning actions that exceed the vision of the modern nuclear family. Hall (2014) and Lyotard (2013) conceptualize post-modernity and characterize the subject of contemporaneity. Nurseries do not operate exclusively with one type of family, but it is constantly relating with the plural meanings of families.Keywords: Nursery. Childhood. Families. Contemporaneity.
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Potter, Pamela M. "Musicology under Hitler: New Sources in Context." Journal of the American Musicological Society 49, no. 1 (1996): 70–113. http://dx.doi.org/10.2307/831954.
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Recognizing musicology's demonstrated potential to contribute to its ideological aims, the Nazi government took immediate steps to centralize music scholarship and, along with the SS, to subsidize relevant research projects. Alfred Rosenberg's ideological watchdog organization recruited musicologists for a variety of tasks, including the plundering of musical treasures in occupied territories and the assessment of the receptivity of occupied populations to Germany's eventual takeover of cultural life. Meanwhile, many scholars contributed to the press with music historical justifications for all of Germany's current military and diplomatic actions. Born in an era preoccupied with the creation of the German nation-state, musicology had embraced a Germanocentric focus, dating back to Forkel, that the Nazi propaganda machine fully exploited. This nationalism also infiltrated American musicology with the arrival of German émigré scholars.
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Lobo, Patrícia. "Foreign Language Education in the 21st European Context: Exploring New Directions in Intercultural and Plurilingual Approaches Using Anzaldúa’s Border Epistemology." e-TEALS 7, no. 1 (December 1, 2016): 70–86. http://dx.doi.org/10.1515/eteals-2016-0008.
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Abstract This article considers the reformulation of foreign language classes as spaces of cultural politics, dynamic social activism and holistic education, in order to enable schools, teachers and students to set the foundation for a more inclusive society. It starts by recognizing some of the challenges of the 21st century European context, addressing the need to explore new directions in the intercultural and plurilingual approaches in Foreign Language Education. Using Cultural Studies as a starting point, it will be argued that Gloria Anzaldúa's cultural, feminist, queer and linguistic concepts, with a focus on the crossing of different borders, the forging of relational strategies between groups, and a holistic view of the world, can contribute to current debates on interculturalism and plurilingualism, providing an alternative framework for educational practices that empower students from diverse backgrounds with self-knowledge and tolerance towards alterity.
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Cynarski, Wojciech J. "Coach or sensei? His group relations in the context of tradition." Physical Culture and Sport. Studies and Research 88, no. 1 (December 1, 2020): 41–48. http://dx.doi.org/10.2478/pcssr-2020-0024.
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AbstractIn the perspective of the General Theory of Fighting Arts, an analysis of socio-cultural factors that determine the opposition of the role of a teacher of martial arts (Jap. sensei) to the role of a sports trainers was undertaken. The structural cultural context, cultural patterns, and social institutions resulting from divergent goals were taken into account. The roles of teachers and trainers result from these conditions. The existence of the separate roles of the master-teacher in martial arts and the sports trainer was established. These roles manifest themselves in different relations with students or players. Democratic and egalitarian interactions in sports teams include player and coach relations. In traditional martial arts, the dominance of the teacher is more accepted. However, there is also a social position combining the features of the sensei and the trainer that is typical for combat sports that are also martial arts (participating in sports competitions). As there are relationships of subordination in the hierarchical societies of Japan and Korea, there is no problem with recognizing the primary role of the sensei in these cultures. The position of the master-teacher is also sanctified by tradition. Reducing educational systems, which are the paths of martial arts, to oriental varieties of sports would be a serious factual mistake.
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Prada-Rodríguez, Julio. "Líderes agrarios, identidades anticlericales y acción colectiva en la etapa del Frente Popular." Historia Agraria Revista de agricultura e historia rural, no. 78 (February 11, 2019): 161–89. http://dx.doi.org/10.26882/histagrar.078e06p.
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This article analyses the gestation of anticlerical identities and the development of collective actions to occupy Catholic Church properties during the period of the Popular Front in rural Galicia (Spain). We also look into the rationale behind these actions, the objectives of the leaders and participants and the new meanings these actions acquired in a context of accelerated political, social and cultural change. While recognizing and valuing the importance of cultural resources in defining the anticlerical identities, we defend the essential and activating role of the new political opportunity structure that opened up after the triumph of the Popular Front in February 1936.
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Marsiglia, Flavio F., Elizabeth Kiehne, and Stephanie L. Ayers. "Reexamining the Acculturation Gap: The Relationship Between the Bidimensional Parent-Adolescent Gap and Risky Behavior Among Mexican-Heritage Adolescents." Journal of Early Adolescence 38, no. 5 (November 17, 2016): 581–605. http://dx.doi.org/10.1177/0272431616678991.
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Elevated rates of risky behavior among Latino youth have been linked to features of acculturation such as discrepant rates of acculturation between parents and adolescents. This study examined how parent-adolescent mainstream and Mexican cultural gaps are differentially related to adolescent risky behavior through family conflict, parental monitoring, and parental involvement among Mexican immigrant families. Contrary to the acculturation gap–distress hypothesis, family conflict did not mediate the relationship between acculturation gaps and adolescent risky behavior. Whereas the mainstream cultural gap was associated with less risky adolescent behavior through increased parental monitoring and involvement, the opposite relationship emerged for the Mexican cultural gap. Findings are discussed in relation to the acculturation gap–distress model and the broader parent-child relationship context. Findings illuminate the practical, theoretical, and empirical importance of recognizing Mexican-heritage youth as embedded within an influential family milieu situated in a culturally plural context.
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Cheng, Joseph L. C. "Country Context in Management Research: Learning from John Child." Management and Organization Review 10, no. 3 (November 2014): 337–46. http://dx.doi.org/10.1017/s1740877600004277.
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AbstractIn honouring John Child receiving the 2012 IACMR Lifetime Contribution Award, we present this Editors’ Forum to showcase his research into the influence of country context on organizations. The forum starts with an invited paper by Child and Marinova that analyzes the challenges faced by Chinese firms in their outward foreign investment. This is followed by four commentaries from Klaus Meyer, Peter Murmann, Kwok Leung, and Gordon Redding. The forum concludes with some reflections by Child and Marinova on the commentaries. Collectively, these six papers provide rich and inspiring insights into John Child’s approach to research and how we can learn from it. Five general observations are offered as suggestions for improving current research practice, including: (1) deepening contextual understanding; (2) theorizing across disciplines; (3) respecting the phenomenon; (4) recognizing cultural contingencies; and (5) rebalancing research criteria.
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Mason, Rebecca. "Reorienting Deliberation: Identity Politics in Multicultural Societies." Studies in Social Justice 4, no. 1 (March 30, 2010): 7–23. http://dx.doi.org/10.26522/ssj.v4i1.1006.
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Many political theorists argue that cross-cultural communication within multicultural democracies is not best served by a commitment to identity politics. In response, I argue that identity politics only interfere with democratic participation according to an erroneous interpretation of the relationship between identity and reasoning. I argue that recognizing the importance of identity to the intelligibility of reasons offered in the context of civic deliberation is the first step towards the kind of dialogue that democratic participation requires.
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Rezazadeh Ardebili, Mojtaba, Romina Rezazadeh Ardebili, and Mojgan Moradi. "Recognizing the Values of Kashan Historic Urban Context for Achieving Appropriate Regeneration (Case Study: Sarpelleh Passageway)." Heritage 2, no. 2 (May 10, 2019): 1390–403. http://dx.doi.org/10.3390/heritage2020088.
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This paper aims to identify the values of the historical context of Kashan city (Iran) and apply them in its regeneration process, and develop planning methods based on international perspectives and local experiences in Iran. The values and features should be carefully examined by evaluation methods, allowing for the transmission of urban context values to the future. This study will use an appropriate methodology to achieve a validated document based on values and their indicators, allowing for regeneration of the Sarpelleh historic neighborhood. We have divided the purposes of the current research into two levels: First, identification of the values of the historic context of Kashan and then providing an appropriate compatible pattern with contemporary contextual values in different dimensions; second, focusing on designing a cultural and historical axis to represent the values that are compatible with contemporary needs. The outcomes of this research are a clear indication of the values of the Sarpelleh historic neighborhood in three main categories: (1) historical and social values; (2) environmental and physical values; and (3) economic values—the regeneration plans of which are proposed in three alternatives. Note that the proposed regeneration plan balances all of the identified values, without neglecting any of them.
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REINELT, JANELLE. "‘What I Came to Say’: Raymond Williams, the Sociology of Culture and the Politics of (Performance) Scholarship." Theatre Research International 40, no. 3 (September 9, 2015): 235–49. http://dx.doi.org/10.1017/s0307883315000334.
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This essay seeks to reconsider and appropriate the cultural politics of Raymond Williams for the project of formulating a critique of current ideas about politics and theatre. The residual values of cultural materialism as theorized by Williams, based on a concept of culture as productive, processual and egalitarian, have become less influential under the pressures of post-structuralism and neo-liberalism. The current attraction to Rancière, for example, emphasizes dissensus over consensus and singularity over collectivity. Post-dramatic theatre rejects direct engagement with political discourse altogether. While recognizing that these emerging theoretical ideas continue the historical romance of avant-garde theatre with rupture and dissent, Williams can remind us of still-powerful strategies that are rooted in identifying shared experiences, relating cultural production to its sociopolitical context, and the value of collective struggles.
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Choe, Keysook. "Kwisin in Chosŏn Literati Writings: Multilayered Recognition, Cultural Sensibility, and Imagination." Journal of Korean Studies 24, no. 1 (March 1, 2019): 3–28. http://dx.doi.org/10.1215/21581665-7258029.
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AbstractThis paper investigates Confucian literati’s multilayered recognition of kwisin in the Chosŏn dynasty by focusing on three distinct genres: philosophical writings, ritual writings, and fictionalized writings. Multifaceted concepts of kwisin in these three genres are analyzed through interpretive lenses such as philosophical thought, cultural sensibilities, and literary imagination. In the context of philosophy, Chosŏn literati developed the traditional concept of kwisin as spiritual beings in accordance with the Confucian paradigms. In the context of empirical cultural fields, however, sadaebu collected fantastic stories as contemporary cultural research with the aim of publishing encyclopedic collections. In such works, Chosŏn intelligentsia exhibited a dual position: one criticizing the worship of kwisin by the lower classes, the other recognizing such as a cultural tradition. Although literati criticized fictional stories containing ghosts, they penned their own versions with female apparitions, maintaining their patriarchal Confucian ideology by “otherizing” these ghosts of unclear familial lineage. Fictional narratives in which kwisin appeared fostered communication across ideology, folk knowledge, and experiential sensibility and embraced the metaphysical recognition and everyday sense of kwisin. Gendered kwisin stories played the cultural roles of criticizing and reflecting social paradox and received a wide range of social sympathy, from the elite class to commoners.
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Feinauer, Erika, and Erin Feinauer Whiting. "Student Articulations of Critical Multicultural Education Concepts from One Study Abroad Experience in New Zealand." Australian Journal of Teacher Education 46, no. 5 (May 2021): 54–74. http://dx.doi.org/10.14221/ajte.2021v46n5.4.
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This study examines how six teacher candidates in one U.S. based teacher preparation program articulate understandings of critical multicultural education concepts after a field experience in a study abroad program in New Zealand. Teacher candidates were interviewed about their understandings of culture, privilege, and social inequality. Field placements were in high poverty elementary schools with high numbers of linguistic and ethnic minority students. Teacher candidate responses revealed development of cultural appreciation but a lack of engagement with issues related to privilege and social inequality. Teacher candidates further had difficulty articulating issues of power and systemic privilege enacted either in the New Zealand context, or in their home cultural context in the United States. This study calls for more explicit support for teacher candidates as they grapple with recognizing and practicing a Culturally Relevant Pedagogy in order to realize the potential of diverse study abroad field experiences for teacher preparation.