Dialogic representations of Britishness and Irishness

2015 ◽  
Vol 5 (1) ◽  
pp. 45-61
Author(s):  
Zsuzsanna Ajtony
Keyword(s):  
Social Constructionist ◽  
Fictional Characters ◽  
Cultural Resources ◽  
Speech Community ◽  
Linguistic Features ◽  
Careful Choice ◽  
Social Actors ◽  
Language Studies ◽  
The Social ◽  
Constructionist Approach

Speakers construct their identities by careful choice of the appropriate linguistic features that will convey the specific social information that identifies them as part of a particular speech community (cf. Riley 2007, Joseph 2004). The social constructionist approach focuses on how social actors use linguistic and other cultural resources in the ongoing construction and re-construction of personal and group identity in interaction. Under such a view, identity (and hence ethnicity) is necessarily dynamic (Schilling-Estes 2004). Recent research on fictional characters and scripted discourse has proved the legitimacy of this scholarly area among language studies (Kozloff 2000, Culpeper 2001, Walshe 2009, Eder et al. 2010, Dynel 2011, Furkó 2013). This paper investigates several possibilities for the dialogic construction of the British and Irish ethnic stereotype. Drawing the distinction between real and fictional characters (Culpeper 2010), the micro-sociolinguistic, pragmalinguistic analysis of my corpora, taken from contemporary cinematographic representations of Britishness and Irishness, aims to compare some of the strategies that interactional partners employ, and which reveal several facets of their identities.

Social Learning and Macroeconomic Policy in Britain

2001 ◽  
Vol 21 (2) ◽  
pp. 133-152 ◽  
Author(s):  
IAN GREENER
Keyword(s):  
Social Learning ◽  
Policy Change ◽  
Policy Instruments ◽  
Macroeconomic Policy ◽  
Social Constructionist ◽  
Learning Models ◽  
The Social ◽  
Constructionist Approach ◽  
The 1960S

This paper examines the social learning models of policy of Hall and May attempting to create a synthesis of the best elements of each. We then apply the revised model to three specific instances of macroeconomic policy in Britain; the introduction of ‘Keynesian-plus’ policy in the 1960s, the movement from Keynesianism to monetarism, and the experiment with monetarism in the 1980s. In each case study, the degree of policy change is assessed, and possible reasons for that level of change explored. We conclude that a more social constructionist approach is required to understand the link between policy instruments, indicators, and paradigms, and, alongside this, a greater need to understand the implications of the assumptions underlying policy.

scholarly journals GENDER DIFFERENCES OF STUDENTS’ WRITING ABILITY IN DESCRIPTIVE TEXT

2020 ◽  
Vol 8 (2) ◽  
pp. 153
Author(s):  
Muhammad Saibani Wiyanto ◽  
Panji Wisnu Asmorobangun
Keyword(s):  
Gender Differences ◽  
High School Students ◽  
Foreign Language ◽  
Speech Community ◽  
Linguistic Features ◽  
School Students ◽  
Linguistic Feature ◽  
Writing Ability ◽  
Language Studies ◽  
Significant Research

Language has an important role for every member of the speech community. The connection between language and society is recognized as the main interest of sociolinguistics. Nowadays, sociolinguistic has involved many significant research topics. One of them is the relationship between gender and language. Studies about gender differences have been conducted for many years, which also deals with the use of a language as a foreign language. For instance, studying English as a foreign language (EFL) among the nonnative speakers and its gender-sensitive investigation. The current article provides insights on gender differences among senior high school students with a focus on their writing ability. The purposes of this article were to find the linguistic feature that male and female students tend to use and to find out the gender differences reflected on the students writing ability. The article used a qualitative design with document analysis as the approach. The subject of this article was one class of X MIPA 2 at MAN 6 Jombang. The source of the data was students’ writings, while the data were all linguistics components of the students’ works. The data contain some types of linguistic features based on Mulac’s theory. This article found four linguistic features used by the students. It can be concluded that males often used locative feature and females often used a reference to quantity feature and “I” reference feature. 

Racial reality and unreality1

2017 ◽  
Author(s):  
Karim Murji
Keyword(s):  
Social Sciences ◽  
Natural Sciences ◽  
Social Constructionist ◽  
Socially Constructed ◽  
The Social ◽  
Recent Developments ◽  
Constructionist Approach ◽  
The Many ◽  
The Relationship

This chapter explores the debates on what race is. For some time, the dominant social constructionist approach in the social sciences has insisted that the only proper way to regard race is by refuting any connection with biology. Attention to the many ways in which race is socially constructed has been important; but, while a construction is not ‘unreal’, there is a common further step in which race is thereby deemed to be not valid. The rejection of race tends to treat race as something that would be ‘real’ if it were located in science and biology. The chapter then shows how recent developments in the natural sciences and changing views on the relationship between the natural and social sciences problematise that view. Yet in opposition to post-race views, critical scholars can then be seen to draw on conventional categories of race to show that racialised inequality still matters.

Introduction

2019 ◽  
pp. 1-24
Author(s):  
Stephen J. Spencer
Keyword(s):  
Social Constructionist ◽  
Historical Narratives ◽  
Linguistic Turn ◽  
The Core ◽  
The Social ◽  
Constructionist Approach

The Introduction critiques the methodological frameworks available to the historian of medieval emotions, arguing for the enduring value of the social constructionist approach and the need to simultaneously respond to the theoretical principles associated with the linguistic turn. Relevant crusades scholarship is then surveyed, including the long historiographical tradition of seeking to reconstruct participants’ beliefs and ideologies from historical narratives, before outlining the book’s structure and arguments. An overview of the core sources which form the backbone of this study follows, with the intention of introducing uninitiated readers to the breadth and diversity of sources available to historians of the crusades.

Love and Hate at Qumran: The Social Construction of Sectarian Emotion

2013 ◽  
Vol 20 (2) ◽  
pp. 237-263 ◽  
Author(s):  
Ari Mermelstein
Keyword(s):  
Social Construction ◽  
Social Constructionist ◽  
Core Beliefs ◽  
Divine Love ◽  
Divine Will ◽  
The Social ◽  
The World ◽  
Group Members ◽  
Constructionist Approach ◽  
Covenantal Community

Abstract Employing a “social constructionist” approach, according to which emotions are culturally conditioned expressions of values, this study considers how the sect behind 1QS used the emotions of love and hate to teach its members the proper ways of evaluating the world. Sectarian love and hate were vehicles through which the sect communicated core beliefs about election and revelation. Because his entrance into the sect was made possible by divine love, the initiate was expected to recognize his utter dependence on the divine will by loving those whom God loves and hating those whom he hates, thereby affirming his place in the covenantal community. Since divine love and hate manifested itself in the selective revelation of knowledge, sectarian love and hate required the unselfish disclosure of knowledge to other group members and the concealment of the same knowledge from outsiders. This link between the emotions of love and hate and an ethic of disclosure and concealment left its mark on routine sectarian conduct in the practice of reproof. Reproof of insiders and the conscious withholding of reproof from outsiders was a “socially dictated performance” of either love or hate that demonstrated the sectarian’s commitment to communal beliefs about covenant, knowledge, divine will, and relations with outsiders.

A Social Constructionist Approach to Learning Communities

2011 ◽  
pp. 369-381
Author(s):  
Marc A. Forment
Keyword(s):  
Learning Communities ◽  
Learning Community ◽  
Social Constructionism ◽  
Management System ◽  
Social Constructionist ◽  
Development Model ◽  
Approach To Learning ◽  
The Social ◽  
Constructionist Approach ◽  
The Creation

This chapter will discuss the influence of the main learning paradigms: conductism and constructivism. We will also talk about the need to apply the OSS development model and licences to the creation of open contents, to be also collaboratively created in communities. The social reality of OSS communities that become learning communities is described by the principles of social constructionism; this paradigm has been applied in the creation of Moodle.org, a true learning community built around the OSS learning management system: Moodle.

scholarly journals Meaning in Mentoring: More Than Meets the Eye/“I”

2019 ◽  
Vol 18 (3) ◽  
pp. 349-375 ◽  
Author(s):  
Russell P. Warhurst ◽  
Kate Black
Keyword(s):  
Critical Analysis ◽  
Identity Work ◽  
Social Constructionist ◽  
Empirical Inquiry ◽  
The Social ◽  
Constructionist Approach ◽  
Mentoring Practice

While the literature of mentoring is extensive, the theorization of mentoring is a noted deficiency. In addressing this deficiency, this conceptual article begins with a brief critical analysis of the extensive corpus of mentoring inquiry and discerns emerging theoretical trajectories as a foundation for the distinct theoretical focus adopted. The social constructionist approach to understanding identity, and Lacanian psychodynamic identity theorizing, is critically developed. The conceptualization of identity as a discursive construct, emerging from a balance between conscious identity-work and unconscious identity-regulation, is examined. These theoretical tools are then applied to mentoring. The article demonstrates that for both mentors and protégés, mentoring involves mutually beneficial identity-work, but that this identity-work can readily go awry with both parties potentially succumbing to forces distorting desired identities and negating the good intentions of mentoring. The implications for mentoring practice are detailed, and trajectories for empirical inquiry with identity are outlined.

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