Relevant bibliographies by topics / Tshivenda language – Culture and metaphor

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  2. Dissertations / Theses
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Academic literature on the topic 'Tshivenda language – Culture and metaphor'

Author: Grafiati
Published: 4 June 2021
Last updated: 4 February 2022

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Journal articles on the topic "Tshivenda language – Culture and metaphor"

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Kövecses, Zoltán. "Metaphor, language, and culture." DELTA: Documentação de Estudos em Lingüística Teórica e Aplicada 26, spe (2010): 739–57. http://dx.doi.org/10.1590/s0102-44502010000300017.

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Culture and language are connected in a myriad ways. Proverbs, rules of turn-taking in conversations, pronouns of power and solidarity, background knowledge to the understanding of conversations, politeness, linguistic relativity, the principle of cooperation, metaphor, metonymy, context, semantic change, discourse, ideology, print culture, oral culture, literacy, sociolinguistics, speech acts, and so forth, are just some of the concepts in which we find obvious connections between culture and language. Several disciplines within the language sciences attempt to analyze, describe, and explain the complex interrelations between the two broad areas. (For a brief and clear survey, see Kramsch 1998). Can we approach this vast variety of topics from a more unified perspective than it is traditionally done and currently available? The present paper focus on such possibilities.
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Fung, Mary M. Y., and K. L. Kiu. "Metaphor Across Language and Culture." Babel. Revue internationale de la traduction / International Journal of Translation 33, no. 2 (January 1, 1987): 84–106. http://dx.doi.org/10.1075/babel.33.2.07fun.

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Lu, Wei-lun. "Viewpoint and metaphor in culture." Cognitive Linguistic Studies 7, no. 1 (August 19, 2020): 254–74. http://dx.doi.org/10.1075/cogls.00056.lu.

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Abstract The paper presents an in-depth analysis of the language of death in Chinese and discusses the relation between language and occupation as a social factor in analyzing the language of death. In this paper, I address in what specific ways Cognitive Linguistics may serve as a useful analytical framework in studying Chinese idioms used in funerals, in an attempt to uncover cultural elements and viewpoint structure in communicating death. The study introduces basic constructs in Cognitive Linguistics which could be used for such an analysis, and applies this CL machinery to analyzing three selected groups of four-character eulogistic idioms used at funerals in Taiwan. The analysis shows that, in addition to Conceptual Metaphor Theory, which has been considered the classic CL tool for studying abstract concepts like death, the subjectivity/objectivity distinction in Cognitive Grammar may also be employed as a complementary and useful theoretical construct in studying the language of death, as it helps identify the special characteristics of the eulogistic idioms for teachers as a special profession in the Chinese culture.
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Khalaf, Asst Instructor: Ayad Enad. "Metaphor in Funny Language." ALUSTATH JOURNAL FOR HUMAN AND SOCIAL SCIENCES 222, no. 1 (November 5, 2018): 13–24. http://dx.doi.org/10.36473/ujhss.v222i1.384.

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This article highlights different ways of metaphorical use in language and shows its potential in attracting the readers' attention. Language as a biological being lives its own life witnessing never-ending changes: falling outs and newly built elements. We enrich our language not only by new elements but also by new styles and reusing of existing sources. One of these ways which makes language more alive and active is metaphor. Metaphor nowadays is found in all the fields of life, education, medicine, policy and everyday life. Metaphor, in fact, reflects the relationship of language to culture and the world of ideas. Language, on the one hand, is a repository of culture; the traditions, proverbs, and knowledge of our ancestors. On the other hand, language is the mirror of the world of ideas. People reflect their new ideas in using language in new ways, even such devices as paintings and riddles. Metaphor has many shapes and is found in spoken and written language, graphics, cartoon or caricature, riddles, jokes and paintings to express novel shades of meanings, e.g., metaphor in newspaper photos, magazines or even in advertisements attracts the attention of readers and are memorized for a long time. Metaphoric use is also a way of enjoying the readers. It is used for both real and logical aims such as; warnings, advises, or invitations ...etc
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Kutafeva, Natalia V. "Teaching of Japanese Language through Zoomorphic Metaphor." Oriental Studies 19, no. 10 (2020): 141–50. http://dx.doi.org/10.25205/1818-7919-2020-19-10-141-150.

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In this article, the author proposes a method for the consistent acquaintance of Russian students studying the Japanese language by way of zoonymes and zoomorphic metaphors based on the example of the transcription of Aesop’s fable “The Dragonfly and the Ant”. In the Japanese transcription, instead of the zoonyme “dragonfly”, another zoonyme “grasshopper” is used. In addition, in Japanese linguistic culture, there are two versions of the fable. In one version, the ants refuse to help the grasshopper, and he dies. In another version, the ants help the grasshopper, and he lives through the winter with the ants and plays the violin. A type of entertainment that has existed for a long time in traditional Japanese culture is to listen to the sounds of insects. In modern-day Japan, there is a subculture of kirigirisu, the culture of street musicians, which entertain listeners. Besides, some even choose cosplay costumes in order to dress up as a grasshopper. The teaching method consists of several stages: - Introduction of a zoonyme (its meanings and spelling options); - Explanation of its significance in Japanese linguistic culture; - Descriptions of associations connected with this zoonyme in Japanese linguistic culture; - The use of the zoonyme in its direct meaning; - The use of the zoonyme as a metaphor in phrases, sentences and proverbs. The teaching of zoonymes and zoomorphic metaphors has both an applied and theoretical significance. In applied terms, it will help students who study Japanese learn more about Japanese linguistic culture; to get acquainted with the legends and traditions connected with these insects; to understand the associations that exist in Japanese society in connection with these insects; to learn the use of zoonymes in direct and figurative meanings in phrases and sentences, as well as to understand idioms in which the names of the insects are used. In theoretical terms, learning zoonymes will help students to understand Japanese linguistic culture and the essence of metaphorical meanings on the basis of examples of a non-native language. The proposed method can be used to get acquainted with any zoonymes and zoomorphic metaphors.
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Lin, Su. "Metaphor and Metonymy: Differences in Chinese Language and Culture." Open Journal of Modern Linguistics 11, no. 02 (2021): 135–39. http://dx.doi.org/10.4236/ojml.2021.112011.

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Kozlova, Lyubov A. "Metaphor as the refection of culture determined cognition." Russian Journal of Linguistics 24, no. 4 (December 15, 2020): 899–925. http://dx.doi.org/10.22363/2687-0088-2020-24-4-899-925.

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The article belongs to the cognitive dimension of contemporary cognitive linguistics based on the idea that the processes of the world conceptualization take place in the context of a certain culture and language imparting culturally determined character to our cognition. The ethnocultural specificity of cognition has various forms of manifestation in language, the most explicit of which is metaphor because the very nature of our thinking is metaphorical and reflects the correspondence with experience which is also culture-specific. The study aims to investigate how culturally determined cognition finds its manifestation in metaphor. The main goal of the article is to point out and characterize the forms of manifestation of ethnocultural specificity of metaphor in the text. The analysis is based on a corpus of 860 metaphorical expressions obtained from 34 English-language fiction texts. The main methods of analysis are conceptual, comparative-culturological and contextual analyses. The introduction contains a short survey of theoretical works related to the interaction of language, cognition and culture and describes the way methods are applied. In the second part the author analyses the interrelations between three branches of linguistics: ethnolinguistics, linguoculturology, and cultural linguistics united on the basis of their interest in the study of language in the cultural aspect. The main body of the article presents the analysis of metaphor in the aspect of culture specific cognition which results in the identification of three forms of representing the culturally determined cognition in metaphor: 1) the degree of metaphorical density of the text and the manner of metaphorical representation from the perspective of explicitness/implicitness; 2) the specificity of conceptual spheres which serve as the source of metaphors; 3) the choice of objects of metaphorical description determined by the sociocultural conventions of a linguocultural society. By way of conclusion, the author outlines the prospects of metaphor studies in the aspect of culture specific cognition.
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Zheng, Man. "A Study of Metaphorical Culture of “Head”." Theory and Practice in Language Studies 10, no. 2 (February 1, 2020): 218. http://dx.doi.org/10.17507/tpls.1002.10.

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Metaphor exists everywhere, which is not only a figurative use of language, but also a cognitive tool and a way of thinking. “Head” has a lot of metaphorical senses in English, for instance, “To hit a ball with your head” and “The side of a coin that has a picture of someone’s head on it”. These unique metaphorical senses are closely related to the football and coin culture in foreign countries. Taking the different senses of “Head” as the object of study, this paper analyzes the generation and cognitive styles of the metaphorical senses of “Head” from the perspective of Conceptual Metaphor Theory, and further explores the cultural factors behind these metaphorical senses of “Head”.
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Yu, Ning, and Dingding Jia. "Metaphor in culture: LIFE IS A SHOW in Chinese." Cognitive Linguistics 27, no. 2 (May 1, 2016): 147–80. http://dx.doi.org/10.1515/cog-2015-0080.

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AbstractThis study analyzes the linguistic patterns via both qualitative and quantitative data that manifest the underlying conceptual metaphor life is a show in Chinese. It starts with an analysis of the performing arts frame as the source domain of the show metaphor. The frame comprises three major aspects: people, performance, and venue, and each of them has a focal element, respectively role, opera, and stage. It argues that the second one, opera, which refers to “Chinese opera”, a prominent form of performing arts in traditional Chinese culture, is the central element that dominates the whole frame. A systematic qualitative analysis of linguistic data shows that, because its source domain centers on Chinese opera, the life is a show metaphor generates a large number of culture-specific linguistic instantiations in Chinese. A quantitative perspective supported by corpus data reinforces the argument that this metaphor plays a central role in the Chinese conceptualization of events and phenomena in various domains of life, constituting a core component of the Chinese cultural model of life. The study concludes that the show metaphor has a salient subversion life is an opera in Chinese, in contrast with its sister life is a play found salient in English.
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Machado, Irene. "Impact or explosion? Technological culture and the ballistic metaphor." Sign Systems Studies 34, no. 1 (December 31, 2006): 245–60. http://dx.doi.org/10.12697/sss.2006.34.1.10.

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The term ‘impact’ has become the kind of word which, when it relates to the evaluation of technological advances in contemporary culture, suggests signs of erosion, debilitation and evasion. The misinformed and indiscriminate use of the term in the most varied of contexts has created an impasse in the cultural semiotic approach, where sign systems are viewed in terms of borders and relations. The objective of this article is to examine the trivialisation of the use of the ballistic metaphor in this explosive moment of the culture. For this, we will refer to the formulations presented by the semiotician, Juri Lotman, in his book, appropriately entitled Culture and Explosion. To what degree is the concept of explosion presented as a counterpart to the notion of impact? The desire to find answers to this question is what motivated this inquiry.
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Dissertations / Theses on the topic "Tshivenda language – Culture and metaphor"

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Netshisaulu, Nthambeleni Charles. "Metaphor in TshiVenda." Thesis, Stellenbosch : Stellenbosch University, 2012. http://hdl.handle.net/10019.1/71920.

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Thesis (PhD)--Stellenbosch University, 2012.
ENGLISH ABSTRACT: This study investigates the cognitive, conceptual, linguistic, communicative and cultural nature of metaphors in Tshivenḓa in spoken discourse within the framework of conceptual metaphor theory extended to the framework of metaphor research on language, mind and culture, developed especially in the works of Kövecses (1999, 2000a,b, 2002, 2005, 2006, 2007 and 2011a,b). This study on metaphor in Tshivenḓa assumes an intuitive method in that the analyst identified metaphor usage in Tshivenḓa introspectively, while a more data-driven methodology is also assumed through the systematic identification of metaphors within a pre-determined set of lexical-semantic items and the conceptual mappings of selected metaphors from previous metaphor research. The study systematically identifies metaphors in spoken communication in Tshivenḓa by considering the occurrence of the following types of nouns as source and/or target: (i) natural objects and phenomena, (ii) human beings, (iii) animals, (iv) body shape and colour, (v) body parts, (vi) medicine, (vii) diseases, (viii) food-related nouns, (ix) artifacts and possessions, (x) emotions, (xi) character traits and virtues, (xii) religious terms. The study gives evidence of the striking nature of metaphors as cultural products or constructs in the interpretations evoked by the source domain nouns and the cross-domain mappings posited for the source and target, thereby providing compelling evidence that metaphor research needs to take into account the cognitive, linguistic, communicative and cultural nature of metaphor usage.
AFRIKAANSE OPSOMMING: Hierdie studie doen ‘n ondersoek van die kognitiewe, konseptuele, linguistiese, kommunikatiewe en kulturele aard van metafore in gesproke kommunikasie in Tsivenḓa binne die breë raamwerk van konseptuele metafoorteorie soos uitgebrei na die raamwerk van metafoornavorsing oor taal, denke en kultuur, soos veral ontwikkel in die werk van Kövecses (1999, 2000a,b, 2000, 2005, 2006, 2007 en 2011a,b). Die studie aanvaar ‘n intuïtiewe ondersoekmetode in die sin dat die navorser metafoorgebruik in Tshivenḓa introspektief geïdentifiseer het, terwyl ‘n meer data-gedrewe metodologie terselfdertyd ook aanvaar is deur die sistematiese identifisering van metafore binne ‘n voorafbepaalde stel leksikaal-semantiese items asook deur die konseptuele karterings van geselekteerde metafore vanuit vorige metafoornavorsing. Die studie identifiseer op sistematiese wyse in Tshivenḓa gesproke kommunikasie die volgende semantiese tipes naamwoorde as bron of teiken in die metafoor: (i) natuurlike objekte en verskynsels, (ii) mense, (iii) diere, (iv) liggaamsvorme en kleur, (v) liggaamsdele, (vi) medisyne, (vii) siektes, (viii) voedsel-naamwoorde, (ix) artifakte en besittings, (x) emosies, (xi) karakter kenmerke en attribute, en (xii) religieuse terme. Die studie bied evidensie aan die treffende aard van metafore as kulturele produkte of konstrukte in die interpretasies opgeroep deur die bron-domein naamwoorde en die kruis-domein karterings gepostuleer vir die bron en die teiken, en bied daardeur oortuigende bewyse dat metafoornavorsing die kognitiewe, linguistiese, kommunikatiewe en kulturele aard van metafoorgebruik in aanmerking moet neem.
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Raphalalani, Matodzi Rebecca. "Basic emotions in Tshivenda : a cognitive semantic analysis." Thesis, Link to the online version, 2006. http://hdl.handle.net/10019/238.

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Mashamba, Mabula. "Translation and cultural adaptation with specific reference to Tshivenda and English." Thesis, University of Limpopo, 2011. http://hdl.handle.net/10386/2319.

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Thesis (M.A.(African language))--University of Limpopo, 2011
The aim of this study was to investigate the problems encountered by translators when translating medical terms from English into Tshivenda. It has been revealed in this study that the major problem that the translators are confronted with is lack of terminology in the specialized field such as Health. This problem is caused by the fact that different languages entail a variety of culture. The study revealed that most translators and lexicographers resort to transliteration and borrowing when confronted with zero-equivalence. They regard transliteration and borrowing as the quickest possible strategies. The study discovered that transliteration should not be opted as an alternative strategy to deal with zero-equivalence as users will be led to a state of confusion. The study revealed that communicative translation is regarded as the most fruitful method of translation as it conveys the exact message of the original in a best possible manner. Both the source and the target users get the same message.
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Woodworth, Elizabeth Deloris. "Baseball and American culture: The mythology, the metaphor and the language." CSUSB ScholarWorks, 1993. https://scholarworks.lib.csusb.edu/etd-project/819.

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Li, Ka-pui Rona. "The coherence of conceptualization of metaphors with reference to love language." Hong Kong : University of Hong Kong, 2001. http://sunzi.lib.hku.hk:8888/cgi-bin/hkuto%5Ftoc%5Fpdf?B23472960.

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Mashamba, Mabula. "Translation and cultural adaptation with reference to Tshivenda and English : a case study of the medical field." Thesis, University of Limpopo, 2011. http://hdl.handle.net/10386/2193.

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Thesis (M.A. (African languages)) --University of Limpopo, 2011
The aim of this study was to investigate the problems encountered by translators when translating medical terms from English into Tshivenda. It has been revealed in this study that the major problem that the translators are confronted with is lack of terminology in the specialized field such as Health. This problem is caused by the fact that different languages entail a variety of culture. The study revealed that most translators and lexicographers resort to transliteration and borrowing when confronted with zero-equivalence. They regard transliteration and borrowing as the quickest possible strategies. The study discovered that transliteration should not be opted as an alternative strategy to deal with zero-equivalence as users will be led to a state of confusion. The study revealed that communicative translation is regarded as the most fruitful method of translation as it conveys the exact message of the original in a best possible manner. Both the source and the target users get the same message. KEY CONCEPTS Translation, Culture, Source Language (SL), Target Language (TL), Translation equivalence and Zero-equivalence.
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Li, Ka-pui Rona, and 李家珮. "The coherence of conceptualization of metaphors with reference to lovelanguage." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2001. http://hub.hku.hk/bib/B31953141.

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Nicholls, Tanja. "Emotion lexicon in the Sepedi, Xitsonga and Tshivenda language groups in South Africa : the impact of culture on emotion / T. Nicholls." Thesis, North-West University, 2008. http://hdl.handle.net/10394/2141.

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Setyawan, Yusak Budi. "Models of God of Sallie McFague and its relevance to Indonesian patriarchal culture." Online full text .pdf document, available to Fuller patrons only, 2003. http://www.tren.com.

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Jebeli, Mojgan. "Metaphors and Cultural Imprints : A comparative study of Persian and English Metaphors in Jamalzadeh's 'Roast Goose' and Maugham's 'The Luncheon'." Thesis, Stockholms universitet, Engelska institutionen, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-142002.

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The main goal of this study is to identify conceptual metaphors in two genetically distinct languages, namely Iranian Persian and British English, analyze their domains and attempt to detect possible cultural impacts on their construction. Although there are a good number of studies on the relationship between metaphor and culture in some languages, there appears to be a limited number of comparative studies on different languages with culturally distinct contexts and their metaphors. In an attempt to investigate the cultural imprints on metaphor, this thesis has a special focus on metaphors applied in two Persian and English short stories. ‘Roast Goose’ by M.A. Jamalzadeh and ‘The Luncheon’ by W.S. Maugham are two well-known near contemporary short stories, which are subject to our study. The two emotions of anxiety and greed, as the most dominant subjects of metaphorical expressions in these stories, are identified following MIP (Metaphor Identification Procedure) and the concepts involved in the construction of their underlying conceptual metaphors will be analyzed based on Kövecses’s (2010a) method. The thesis presents a conceptual approach within a cognitive linguistic perspective to pinpoint metaphors and the stories behind them in these two literal texts.
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Books on the topic "Tshivenda language – Culture and metaphor"

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Metaphor in culture: Universality and variation. Cambridge: Cambridge University Press, 2005.

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Manjali, Franson D. Meaning, culture, and cognition. New Delhi: Bahri Publications, 2000.

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Metaphor and emotion: Language, culture, and body in human feeling. Cambridge, U.K: Cambridge University Press, 2000.

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Petrova, Anastasii︠a︡. Ezikovata metafora i balkanskata kartina na sveta. Veliko Tŭrnovo: Univer. izd-vo "Sv. sv. Kiril i Metodiĭ", 2003.

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Bálint, Koller, ed. Language, mind, and culture: A practical introduction. New York: Oxford, 2006.

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Danesi, Marcel. Poetic logic: The role of metaphor in thought· language· and culture. Madison· WI: Atwood Pub.·, 2003.

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Judy, Rees, ed. Clean language: Revealing metaphors and opening minds. Bethel, Conn: Crown House Pub., 2008.

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Sullivan, Wendy. Clean language: Revealing metaphors and opening minds. Bethel, Conn: Crown House Pub., 2008.

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Metaphor, culture, and worldview: The case of American English and the Chinese language. Lanham, Md: University Press of America, 2002.

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Metaphor and nation: Metaphors Afrikaners live by. Frankfurt am Main: P. Lang, 1994.

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Book chapters on the topic "Tshivenda language – Culture and metaphor"

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Tay, Dennis. "An Analysis of Metaphor Hedging in Psychotherapeutic Talk." In Approaches to Language, Culture, and Cognition, 251–67. London: Palgrave Macmillan UK, 2014. http://dx.doi.org/10.1057/9781137274823_11.

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Wee, Lionel. "Experiences as Resources: Metaphor and Life in Late Modernity." In Approaches to Language, Culture, and Cognition, 234–50. London: Palgrave Macmillan UK, 2014. http://dx.doi.org/10.1057/9781137274823_10.

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Searle, John R. "Cognitive Science and the Computer Metaphor." In Artifical Intelligence, Culture and Language: On Education and Work, 23–34. London: Springer London, 1990. http://dx.doi.org/10.1007/978-1-4471-1729-2_4.

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Occhi, Debra J. "Sloppy Selfhood: Metaphor, Embodiment, Animism, and Anthropomorphization in Japanese Language and Culture." In Approaches to Language, Culture, and Cognition, 124–44. London: Palgrave Macmillan UK, 2014. http://dx.doi.org/10.1057/9781137274823_6.

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Casasanto, Daniel. "Experiential origins of mental metaphors: Language, culture, and the body." In The power of metaphor: Examining its influence on social life., 249–68. Washington: American Psychological Association, 2014. http://dx.doi.org/10.1037/14278-011.

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Szefliński, Waldemar, and Wojciech Wachowski. "Metaphor and Metonymy in a Culture of Food and Feasting: A Study Based on Selected Ancient Greek Comedies." In Second Language Learning and Teaching, 219–35. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-12590-5_15.

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"LANGUAGE/METAPHOR/HEALTH." In Culture/Place/Health, 84–107. Routledge, 2005. http://dx.doi.org/10.4324/9780203996317-10.

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"Metaphor: From Language to Body, and Back." In Metaphor in Culture, 17–34. Cambridge University Press, 2005. http://dx.doi.org/10.1017/cbo9780511614408.004.

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Degani, Marta, and Marcus Callies. "Introduction: Metaphor in Language and Culture Across World Englishes." In Metaphor in Language and Culture across World Englishes. Bloomsbury Academic, 2021. http://dx.doi.org/10.5040/9781350157569.ch-001.

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Degani, Marta, and Alexander Onysko. "Cultural Metaphors of Personification in Aotearoa English." In Metaphor in Language and Culture across World Englishes. Bloomsbury Academic, 2021. http://dx.doi.org/10.5040/9781350157569.ch-010.

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Conference papers on the topic "Tshivenda language – Culture and metaphor"

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Torricelli, Patrizia. "Which language for Literature? About metaphor, prototype, culture and literary language." In Annual International Conference on Language, Literature and Linguistics. Global Science & Technology Forum (GSTF), 2015. http://dx.doi.org/10.5176/2251-3566_l315.27.

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Shen, Lijun. "Discussion on the Application of Metaphor in English Culture Teaching." In 2020 Conference on Education, Language and Inter-cultural Communication (ELIC 2020). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.201127.014.

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Zhuang, Zhao. "The Working Mechanism of Conceptual Blending Theory in Metaphor Understanding." In 2020 International Conference on Language, Communication and Culture Studies (ICLCCS 2020). Paris, France: Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.210313.018.

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Prajoko, Dwi. "The Dominance of Established Equivalent in the Metaphor Translation." In Proceedings of the First International Conference on Communication, Language, Literature, and Culture, ICCoLLiC 2020, 8-9 September 2020, Surakarta, Central Java, Indonesia. EAI, 2020. http://dx.doi.org/10.4108/eai.8-9-2020.2301366.

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Loe, Efron Erwin Yohanis. "Metaphor Compounding in the Dengka Dialect of the Rote Language Found in the Name of Animals and Plants (A generative morphology approach)." In Proceedings of the Second Conference on Language, Literature, Education, and Culture (ICOLLITE 2018). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/icollite-18.2019.3.

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Needham, Susan, and Karen Quintiliani. "Prolung Khmer (ព្រល ឹងខ្មែរ) in Sociohistorical Perspective." In GLOCAL Conference on Asian Linguistic Anthropology 2019. The GLOCAL Unit, SOAS University of London, 2019. http://dx.doi.org/10.47298/cala2019.3-1.

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In this article we selectively review Cambodia’s history through the lens of Prolung Khmer (ព្រលឹងខ្មែរ, meaning “Khmer Spirit” or “Khmer Soul”), a complex, multivalent ideological discourse that links symbols and social practices, such as Angkor, Buddhism, Khmer language (written and spoken), and classical dance, in an essentialized Khmer identity. When Cambodians began arriving in the United States in 1975, they immediately and self-consciously deployed Prolung Khmer as a means for asserting a unique cultural identity within the larger society. Through diachronic and ethnographic analyses of Prolung Khmer, we gain a holistic understanding of how it serves as an ideological metaphor for Khmer culture.
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Waipara, Zak. "Ka mua, ka muri: Navigating the future of design education by drawing upon indigenous frameworks." In Link Symposium 2020 Practice-oriented research in Design. AUT Faculty of Design and Creative Technologies, 2020. http://dx.doi.org/10.24135/lsa.4.

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We have not yet emerged into a post-COVID world. The future is fluid and unknown. As the Academy morphs under pressure, as design practitioners and educators attempt to respond to the shifting world – in the M?ori language, Te Ao Hurihuri – how might we manage such changes? There is an indigenous precedent of drawing upon the past to assist with present and future states – as the proverb ka mua ka muri indicates, ‘travelling backwards into the future,’ viewing the past spread out behind us, as we move into the unknown. Indigenous academics often draw inspiration from extant traditional viewpoints, reframing them as methodologies, and drawing on metaphor to shape solutions. Some of these frameworks, such as Te Whare Tapa Wh?, developed as a health-based model, have been adapted for educational purposes. Many examples of metaphor drawn from indigenous ways of thinking have also been adapted as design or designrelated methodologies. What is it about the power of metaphor, particularly indigenous ways of seeing, that might offer solutions for both student and teacher? One developing propositional model uses the Pacific voyager as exemplar for the student. Hohl cites Polynesian navigation an inspirational metaphor, where “navigating the vast Pacific Ocean without instruments, only using the sun, moon, stars, swells, clouds and birds as orienting cues to travel vast distances between Polynesian islands.”1 However, in these uncertain times, it becomes just as relevant for the academic staff member. As Reilly notes, using this analogy to situate two cultures working as one: “like two canoes, lashed together to achieve greater stability in the open seas … we must work together to ensure our ship keeps pointing towards calmer waters and to a future that benefits subsequent generations.”2 The goal in formulating this framework has been to extract guiding principles and construct a useful, applicable structure by drawing from research on two existing models based in Samoan and Hawaiian worldviews, synthesised via related M?ori concepts. Just as we expect our students to stretch their imaginations and challenge themselves, we the educators might also find courage in the face of the unknown, drawing strength from indigenous storytelling. Hohl describes the advantages of examining this approach: “People living on islands are highly aware of the limitedness of their resources, the precarious balance of their natural environment and the long wearing negative effects of unsustainable actions … from experience and observing the consequences of actions in a limited and confined environment necessarily lead to a sustainable culture in order for such a society to survive.”3 Calculated risks must be undertaken to navigate this space, as shown in this waka-navigator framework, adapted for potential use in a collaborative, studio-style classroom model. 1 Michael Hohl, “Living in Cybernetics: Polynesian Voyaging and Ecological Literacy as Models for design education, Kybernetes 44, 8/9 (October 2015). https://doi.org/ 10.1108/K-11-2014-0236. 2 Michael P.J Reilly, “A Stranger to the Islands: Voice, Place and the Self in Indigenous Studies” (Inaugural Professorial Lecture, University of Otago, Dunedin, New Zealand, 2009). http://hdl.handle.net/10523/5183 3 Hohl, “Living in Cybernetics”.
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