Experiencing Dance as Social Process: A Case Study of the Summer Paniyiri in Ikaria Island

2016 ◽  
Vol 2016 ◽  
pp. 148-155
Author(s):  
Katerina Fatourou
Keyword(s):  
Social Process ◽  
Multiple Functions ◽  
Cultural Events

The Ikarian paniyiri, one of the main cultural events in the island of Ikaria, has always acted as an important social process with various functions. Currently, it has also incorporated another role, acting as a cultural product aimed for touristic attraction. This transformation has affected the musical and dancing performance in the paniyiri, and especially the performance of the “ikariotiko,” the local dance of Ikaria. This presentation explores the multiple functions of dancing in the Ikarian paniyiri, the redefining of culture in a globalized setting, and also the process of participant integration through an intersubjective interpretation.

Childbearing and Childrearing

2019 ◽  
pp. 18-43
Author(s):  
Brianna Theobald
Keyword(s):  
Nineteenth Century ◽  
Twentieth Century ◽  
Older Women ◽  
Family Life ◽  
Social Process ◽  
Late Nineteenth Century ◽  
Government Employees ◽  
Pregnancy And Childbirth ◽  
Late Nineteenth

This chapter lays the groundwork for the book’s use of the Crow Reservation in Montana as an extended case study. After providing an overview of Crow history to the late nineteenth century, the chapter sketches the parameters of a Crow birthing culture that prevailed in the decades surrounding the turn of the twentieth century. Crow women navigated pregnancy and childbirth within female generational networks; viewed childbirth as a sex-segregated social process; and placed their trust in the midwifery services of older women. The chapter further explores government employees’ attitudes toward and interventions in Indigenous pregnancy, childbirth, and especially family life in these years, as these ostensibly private domains emerged as touchstones in the federal government’s ongoing assimilation efforts.

Can Events Facilitate Intercultural Understanding?

2021 ◽  
pp. 218-237
Author(s):  
Karen Davies ◽  
Caroline Ritchie
Keyword(s):  
Second World War ◽  
Ethnographic Case Study ◽  
Intercultural Understanding ◽  
World War ◽  
Time And Space ◽  
Cultural Events ◽  
Physical Spaces ◽  
Second World

The founding philosophy of many cultural events established after the Second World War was to enhance the dynamics of peace through supporting and developing multicultural understanding. Over 50 years after their establishment, this chapter investigates the potential of such iconic events to achieve this aim and contribute to the concept of peace through tourism, based on a longitudinal ethnographic case study of Llangollen International Musical Eisteddfod. The results show that this aim can be achieved by such events if they provide enough time and space for participants (performers and audiences) to interact. However, the study also identifies current cultural, political, and fiscal challenges in providing these temporal and physical spaces.

Understanding the Macro-context of Teaching Environmental Education: A Case Study from Queensland, 1989-1991

1992 ◽  
Vol 8 ◽  
pp. 77-114 ◽  
Author(s):  
John Fien
Keyword(s):  
Social Process ◽  
Social Activity ◽  
Underlying Structure ◽  
Social Setting ◽  
Contextual Influences ◽  
Social Situations ◽  
The Social ◽  
Political Forces ◽  
Curriculum Decisions

Any discussion of curriculum should consider the social setting, especially the relationship between schools and society and its influence on curriculum decisions…. Curriculum decisions take place in a complex social setting, through demands that are imposed by society and filter down to schools (Ornstein and Hunkins, 1988: 114).Context is an important element in understanding the nature of the curriculum in any field and its goals. Thus, Cornbleth (1988: 89) describes curriculum as “an ongoing social activity shaped by various contextual influences within and beyond the classroom”. She argues that curriculum is a “contextualized social process” which:… cannot be understood adequately … without attention to its setting or context. Curriculum is contextually shaped…. (C)urriculum emerges from the dynamic interaction of action, reflection and setting (Cornbleth, 1990: 6-7)Similarly, Berlak and Berlak (1981: 24) write of the need to investigate teachers' decision making in terms of “the social, cultural and political forces and structures that are omnipresent in all social situations”. Sharp and Green (1975) argue that comprehensive explanations of teaching require an investigation of the “sociology of situations, their underlying structure and interconnections and the constraints and contingencies they impose” (p. 25).

scholarly journals Being Normal: Stigmatization of Lord’s Resistance Army Returnees as ‘Moral Experience’ in Post-war Northern Uganda

2020 ◽  
Author(s):  
Anna Macdonald ◽  
Raphael Kerali
Keyword(s):  
Social Control ◽  
Social Exclusion ◽  
Moral Experience ◽  
Northern Uganda ◽  
Ethnographic Methods ◽  
Multiple Functions ◽  
Lord's Resistance Army ◽  
Post War ◽  
Lord’S Resistance Army

Abstract The literature on Lord’s Resistance Army (LRA) returnees in Acholiland, northern Uganda tells us that those who returned from the rebel group are likely to experience stigma and social exclusion. While the term is deployed frequently, ‘stigma’ is not a well-developed concept and most of the evidence we have comes from accounts of returnees themselves. Focusing instead on the ‘stigmatizers’, this article theorizes stigmatization as part of the ‘moral experience’ of regulating post-war social repair. Through interview-based and ethnographic methods, it finds that stigmatization of LRA returnees takes many forms and serves multiple functions, calling into question whether this catch-all term actually obscures more than it illuminates. While stigmatization is usually practised as a form of ‘social control’, its function can be ‘reintegrative’ rather than purely exclusionary. Through the northern Uganda case study, this article seeks to advance conceptual and empirical understanding of the manifestations and functions of stigmatization in spaces of return, challenging the logic underpinning those interventions that seek to reduce it.

Do international traineeships have more impact on the development of cognitive, interpersonal and intrapersonal competences than study abroad? A case study of Slovene student perceptions of their competence development through their Erasmus mobility

2020 ◽  
Vol 19 (2-3) ◽  
pp. 155-187
Author(s):  
Alenka Flander ◽  
Borut Korada
Keyword(s):  
Higher Education ◽  
Student Perceptions ◽  
International Student ◽  
Student Mobility ◽  
Social Process ◽  
Competence Development ◽  
Strategic Direction ◽  
International Environment ◽  
International Learning

In the context of the internationalization of higher education, international student mobility has in recent decades become an important strategic direction for countries as well as for institutions of higher education. In our study, we analysed Slovene Erasmus student perceptions of the development of their cognitive, interpersonal and intrapersonal competences through their stay abroad. The analysis shows that students perceive international learning mobility as an important factor for the development of their skills, as a mode of a more profound learning process through interactions in an international environment. It supports the development of their cognitive, interpersonal and intrapersonal competences through a social process between individuals from different cultural, organizational, social and personal values. Our research shows that the type of mobility affects the intensity and type of skills developed, with traineeships having more substantial competence development implications.

scholarly journals A Knowledge Lens for information literacy: conceptual framework and case study

2017 ◽  
Vol 73 (5) ◽  
pp. 974-991 ◽  
Author(s):  
Darin Freeburg
Keyword(s):  
South Carolina ◽  
Information Literacy ◽  
Information Integration ◽  
Social Process ◽  
Content Type ◽  
Self Reflection ◽  
Information Encountering ◽  
One Year ◽  
The Impact

Purpose The purpose of this paper is to introduce a Knowledge Lens for information literacy. This lens shifts the focus and potential outcomes of information literacy in three ways. First, it promotes self-reflection as a means of integrating information. Second, it promotes creation, emphasizing it as a social process. Third, it promotes the ability and value of working with imprecision and lack of direction. Design/methodology/approach The author designed a Community of Practice (CoP) with a loosely structured guidebook to operationalize the Knowledge Lens. The initial stated purpose of the CoP was to provide innovative solutions to issues of race relations in South Carolina. A group of 19 participants – representing four churches – met twice a month for one year. After one year, a core group of 6 participants were interviewed to identify elements of this new lens. Findings Participants indicated that they changed in many ways after the CoP, suggesting that the Knowledge Lens increases the impact of literacy work. In particular, they were able to utilize internal tension to spark innovation, found value in direct engagement with one another without the need to first codify their thinking, and increased their reliance on information encountering. Originality/value Information literacy has attempted to move beyond stale concepts, and the Knowledge Lens facilitates this movement. It takes information literacy beyond the mere provision of access to existing information. It recognizes barriers to information integration. And it involves individuals in co-creation to solve problems that lack an existing codified solution.

scholarly journals Epistemologies of evidence-based medicine: a plea for corpus-based conceptual research in the medical humanities

2021 ◽  
Author(s):  
Jan Buts ◽  
Mona Baker ◽  
Saturnino Luz ◽  
Eivind Engebretsen
Keyword(s):  
Evidence Based Medicine ◽  
Corpus Linguistics ◽  
Social Process ◽  
Modern Medicine ◽  
Evidence Based ◽  
The Subject ◽  
Based Medicine ◽  
Conceptual Research ◽  
Communication Supports

AbstractEvidence-based medicine has been the subject of much controversy within and outside the field of medicine, with its detractors characterizing it as reductionist and authoritarian, and its proponents rejecting such characterization as a caricature of the actual practice. At the heart of this controversy is a complex linguistic and social process that cannot be illuminated by appealing to the semantics of the modifier evidence-based. The complexity lies in the nature of evidence as a basic concept that circulates in both expert and non-expert spheres of communication, supports different interpretations in different contexts, and is inherently open to contestation. We outline a new methodology that combines a social epistemological perspective with advanced methods of corpus linguistics and elements of conceptual history to investigate this and other basic concepts that underpin the practice and ethos of modern medicine. The potential of this methodology to offer new insights into controversies such as those surrounding EBM is demonstrated through a case study of the various meanings supported by evidence and based, as attested in a large electronic corpus of online material written by non-experts as well as a variety of experts in different fields, including medicine.

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