Interpersonal Violence in Context

2021 ◽  
pp. 356-386
Author(s):  
Brianna C. Delker
Keyword(s):  
Cultural Values ◽  
Interpersonal Violence ◽  
Final Section ◽  
Individual Responsibility ◽  
Victim Blame ◽  
Relevant Research ◽  
Social Settings ◽  
Cultural Stigma ◽  
Mutual Accountability ◽  
Cultural Constructions

Negative reactions to interpersonal violence survivors are reproduced in patterned ways across multiple social settings. This chapter proposes a framework of cultural stigma surrounding interpersonal violence, one with utility in explaining a paradoxical pattern of condemnation of survivors (relative to perpetrators) and persistent delegitimization of interpersonal violence experiences (relative to impersonal or unintentional traumas). In the proposed framework, the state of being a victim is conceptualized as inherently stigmatizing in the setting of dominant Western cultural values that uplift invulnerability and individual responsibility. Cultural stigma enables disavowal of vulnerability and mutual accountability, reproducing cultural constructions of violence that legitimize abuse. Proposed forms of cultural stigma are denial, minimization, distortion, victim-blame, and labeling. This chapter summarizes relevant research and highlights ways that psychology as a discipline has transmitted such cultural stigma. The final section considers disciplinary avenues to resist stigma, toward a cultural awakening that affirms the full humanity of survivors.

Do Finnish young people support the Nordic welfare state?

2015 ◽  
Vol 35 (1/2) ◽  
pp. 47-66 ◽  
Author(s):  
Teemu Rantanen ◽  
Thomas Chalmers McLaughlin ◽  
Timo Toikko
Keyword(s):  
Young People ◽  
Welfare State ◽  
Social Welfare ◽  
Cultural Values ◽  
Social Issues ◽  
Individual Responsibility ◽  
Government Responsibility ◽  
Content Type ◽  
Welfare Benefits ◽  
Welfare Attitudes

Purpose – The purpose of this paper is to examine young people’s attitudes toward social welfare and their perceptions of who is responsible for providing social welfare benefits. Design/methodology/approach – Social welfare attitudes were examined related to three themes: government responsibility, trust in society, and individual responsibility. A sample of 725 students from 12 high and vocational schools in south Finland was used for analysis. Findings – The data suggest that young people have a high regard for the importance of the government’s role as a social support and a mechanism of social welfare for all citizens. In addition, the results show that women highlight government responsibility more than men, and that men highlight the individual’s own responsibility for social issues. According to the results, there is a weak relationship between cultural values and social welfare attitudes. Collective values relate positively to an emphasis on trust in government and government responsibility for social problems, and relate negatively to an emphasis on individuals’ personal responsibility. Originality/value – The study shows that the main principles of the welfare state are still accepted by the Finnish youth, although recent speculations about the future of welfare states.

Pedagogical linguistics

2020 ◽  
Vol 1 (1) ◽  
pp. 44-65 ◽  
Author(s):  
Kathleen Bardovi-Harlig
Keyword(s):  
Foreign Language ◽  
Final Section ◽  
Relevant Research ◽  
Curricular Development ◽  
Positive Effects ◽  
Theoretical Support ◽  
Language Classrooms ◽  
Research Findings ◽  
Foreign Language Classrooms ◽  
Insight Into

Abstract The positive effects of instruction on the acquisition of second-language pragmatics has been well documented by numerous recent published studies (81 in the 10 years between Rose, 2005, and Bardovi-Harlig, 2015), but we have yet to see a corresponding increase in the teaching of pragmatics in second and foreign language classrooms or language textbooks. This article explores some of the potential causes for the lack of implementation of pragmatics instruction in second and foreign language classrooms (Skyes, 2013) and suggests means of overcoming such challenges. Pedagogical linguistics, in the form of pedagogical pragmatics, offers insight into meeting the challenges of limited theoretical support for curricular development, lack of authentic input in teaching materials, lack of instructor knowledge, and lack of reference books and pedagogical resources for teachers. The final challenge for pedagogical linguistics and pragmatics researchers is conveying relevant research findings to teachers; means for accomplishing this are discussed in the final section of the article.

scholarly journals To share or not to share: an explorative study of health information non-sharing behaviour among Flemish adults aged fifty and over

2020 ◽  
Vol 25 (3) ◽  
Author(s):  
Martijn Huisman ◽  
◽  
Stijn Joye ◽  
Daniël Biltereyst ◽  
◽  
...  
Keyword(s):  
Health Information ◽  
Information Overload ◽  
Individual Responsibility ◽  
Information Avoidance ◽  
Information Behaviour ◽  
Social Settings ◽  
Information Studies ◽  
Contextual Framework ◽  
Information And Communication ◽  
Depth Interviews

Introduction. This study explores health information non-sharing behaviour in everyday social settings and interactions. The novelty and relevance of the study lies in the fact that it explores a common yet understudied information behaviour, as very few studies have examined information non-sharing. Method. Forty qualitative in-depth interviews were held in Flanders, the Dutch-speaking northern part of Belgium, with adults between the ages of fifty and eighty. Analysis. A contextual framework was drawn from information studies and health information and communication research, consisting of the concepts of health orientation, information avoidance, uncertainty management, to help understand health information non-sharing. Thematic analysis was employed to identify reasons for non-sharing behaviour. Results. Seven key themes or reasons emerge for health information non-sharing behaviour; health as a non-topic, avoid being labelled as ill, individual responsibility, avoid burdening others, lack of trust in others, lack of trust in the internet, and avoiding information overload. Conclusions. This study is not only more nuanced than earlier work on sharing behaviour, but also leads to new questions about outcomes of health information non-sharing. The findings further illuminate 'non-information behaviour' within information studies, while also offering insights relevant to health communication researchers and healthcare practitioners.

Communitarian Theory and Andalusian Imagery in Carmel Bird’s Fiction. An Interview

2014 ◽  
pp. 123-139
Author(s):  
Gerardo Rodríguez-Salas
Keyword(s):  
Cultural Values ◽  
Maurice Blanchot ◽  
Religious Values ◽  
Fictional World ◽  
Structural Framework ◽  
Unexplored Area ◽  
Benedict Anderson ◽  
Cultural Constructions

Australian writer Carmel Bird writes fiction that, while being highly individual and varied, settles within the Australian traditions of both Peter Carey’s fabulism and Thea Astley’s humane wit. As William H. Wilde, Joy Hooton and Barry Andrews state (1994), Bird is a “witty writer with a wide but always highly original tonal range”, who “raises what is often potentially sinister or horrific to something approaching comedy. Disease, deaths and violence are staples in her fictional world, which has similarities with Barbara Hanrahan’s Gothic sensuality and feminist irony, although Bird’s deadpan humour is a distinctive, determining element”. The present interview focuses on an unexplored area in Bird—Andalusia, Spain—which, paradoxically, becomes the backcloth of some of her fiction—like the recent Child of the Twilight (2010)—and a prolific source of inspiration. The following pages explore Bird’s Andalusian/Spanish visions as regards nationalistic, religious, and cultural constructions. To that end, the theoretical communitarian discussion of figures like Ernest Gellner, Ferdinand Tönnies, Benedict Anderson, Jean-Luc Nancy and Maurice Blanchot will prove useful in the structural framework of this interview. Bird herself clarifies that her contribution is not offered from an academic perspective; she speaks about herself as a writer largely unaffected by academic bias. However, communitarian theorisation will prove useful in clarifying her depiction of nationalistic and religious values, while, in the process, she sheds some light on the slippery concept of “Australian writing” and the construction of Spanish cultural values from the perspective of an Australian writer. This interview offers a fresh rendition marked by the humorous, spontaneous and truthful tone that characterises Bird’s fiction.

TEACHING SETSWANA PROVERBS AT THE INSTITUTION OF HIGHER LEARNING IN SOUTH AFRICA

2021 ◽  
Author(s):  
Bridget Mangwegape ◽  
Keyword(s):  
Student Teachers ◽  
Cultural Values ◽  
Language Proficiency ◽  
Individual Responsibility ◽  
First Year ◽  
Structured Interviews ◽  
School Students ◽  
Positive Attitudes ◽  
Character Building ◽  
Communal Responsibility

The paper sought to investigate how first year University student’s-teachers understand and instil appreciation of the beauty of Setswana language. Since the proverbs are carriers of cultural values, practices, rituals, and traditional poetry, they are rich in meaning, they can be used to teach moral values for the sake of teaching character building among the students and teaching Setswana at the same time. Proverbs contain values of wisdom, discipline, fairness, preparedness, destiny, happiness, and efforts. Proverbs are short sayings that contain some wisdom or observation about life and or role-play and to use a few of the proverbs to reinforce the meaning, using proverbs as a pedagogical strategy, the researcher has observed that student teachers find it difficult to learn and teach learners at school. Students-teacher’s think and feel about how they conceptualize proverbs, how they define their knowledge and use of Setswana proverbs. The lecturer observed how the nature of proverbs are linked to the culture embedded in the language. In Setswana language there is a proverb that says, “Ngwana sejo o a tlhakanelwa” (A child is a food around which we all gather) which implies that the upbringing of a child is a communal responsibility and not an individual responsibility. Put in simple terms, a child is a child to all parents or adults, since a child’s success is not a family’s success but the success of the community. In doing so, the paper will explore on how student-teachers could make use of proverbs to keep the class interested in learning Setswana proverbs. As a means of gathering qualitative data, a questionnaire was designed and administered to student-teachers and semi-structured interviews were conducted with student teachers. The findings revealed that despite those students-teachers’ positive attitudes towards proverb instruction, they did not view their knowledge of Setswana proverbs as well as the teaching of proverbs. The paper displays that proverbs constitute an important repository of valid materials that can provide student-teachers with new instructional ideas and strategies in teaching Setswana proverbs and to teach different content, which includes Ubuntu and vocabulary and good behaviour. Proverbs must be taught and used by teachers and learners in their daily communication in class and outside the classroom in order to improve their language proficiency.

Home Language

2021 ◽  
pp. 225-246
Author(s):  
Hazel C. M. Simmons-McDonald
Keyword(s):  
Second Language ◽  
Academic Success ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Education Policy ◽  
Final Section ◽  
Home Language ◽  
Relevant Research ◽  
The Relationship

The chapter briefly discusses the terms used to refer to the language or languages first acquired by an individual as well as variations between language acquisition and learning in Caribbean settings. The chapter then goes on to explore prevailing attitudes to language and trends in education policy. A summary of relevant research on home language is presented with the ensuing discussion focusing particularly on the relationship between home language, second language acquisition, the development of proficiency and literacy, and, more generally, academic success. The final section presents some reasons why the inclusion of home language in education is beneficial, particularly in Caribbean contexts.

Punk and Aging

2020 ◽  
Author(s):  
Andy Bennett
Keyword(s):  
Cultural Values ◽  
Critical Analysis ◽  
Final Section ◽  
Career Pathways ◽  
Punk Rock ◽  
Cultural Significance ◽  
Academic Scholarship ◽  
Aging Studies ◽  
Museum Exhibitions ◽  
The Relationship

This chapter provides an in-depth critical analysis of the relationship between punk and aging. It begins with a consideration of the broader field of music and aging studies and the insights that this work has provided concerning the shifting cultural significance of genres such as punk, rock, and dance away from the exclusive domain of youth and toward a more multigenerational significance. This is followed by a focus on various ways in which individuals have aged with punk and how its cultural values and practices have remained with them as they have aged, effectively becoming components of an active and ongoing punk lifestyle. As the chapter illustrates, this extends to what could effectively be termed punk “careers,” whereby those with a strong commitment to a punk ethic strive to create alternative and DIY careers that are independent of traditional career pathways. The final section of the chapter looks at the legacy of punk and the attempts made to preserve and promote this through, for example, museum exhibitions, heritage media, and academic scholarship.

ArohaandManaakitanga—That’s What It Is About: Indigenous Women, “Love,” and Interpersonal Violence

2019 ◽  
pp. 088626051987229 ◽  
Author(s):  
Denise Wilson ◽  
Alayne Mikahere-Hall ◽  
Debra Jackson ◽  
Karina Cootes ◽  
Juanita Sherwood
Keyword(s):  
Decision Making ◽  
Cultural Values ◽  
Interpersonal Violence ◽  
Indigenous Women ◽  
Structured Interviews ◽  
Structural Racism ◽  
Violent Relationships ◽  
Cultural Concepts ◽  
Kaupapa Māori ◽  
Seeking Help

Māori women (Aotearoa New Zealand’s Indigenous women) experience a high burden of harm and homicide associated with intergenerational family violence, complicated by the ongoing effects of colonialism. Also, the historical, social, and cultural complexities, such as poverty and structural racism, challenge further Māori women seeking help. In this project, we sought to answer two questions: What are Māori women’s sociocultural constructions of “love” within relationships with violent partners? What roles do traditional cultural values play in their relationships? Using Kaupapa Māori (by Māori, for Māori) methodology, we conducted in-depth semi-structured interviews with 27 Māori women and analyzed them using thematic analysis. We identified three core themes that explain how Māori women enter into, stay in, and leave a relationship with a violent partner: (a) it begins with a connection, (b) downplaying the signs, and (c) needing to leave. We found that Māori women’s compassion and caring for their partner was underpinned by their recognition that partners had the potential to be nonviolent and resembled Māori cultural concepts of aroha (compassion, empathy, and respect) and manaakitanga (hospitality, sharing, and caring for others). Through sharing their stories, these women revealed the strength of cultural imperatives that include the importance of whakapapa (genealogy) and whanaungatanga (connections) of which aroha and manaakitanga are integral parts. Our findings highlight the complexity and competing tensions underpinning Māori women’s decision-making when entering and exiting violent relationships. These cultural imperatives are essential for understanding how these influence the decision-making of Māori women, which can position them at odds with those who would tell them they must walk away and not look back.

scholarly journals Political geography I: Agency

2017 ◽  
Vol 43 (1) ◽  
pp. 163-171 ◽  
Author(s):  
Merje Kuus
Keyword(s):  
Identity Formation ◽  
Final Section ◽  
Careful Study ◽  
Public And Private ◽  
Political Issues ◽  
State Institutions ◽  
Political Processes ◽  
Object State ◽  
Social Settings ◽  
Politics And Culture

This report focuses on human agency – the capacity to act in a given context – as it is studied and reflected upon in political geographic research. I first discuss the investigations of agency in the wide-ranging work on political subjectivity and identity formation. The report then turns to the efforts to trace ideas and things in political processes. I showcase the attention to transnational networks and fields as well as the work inspired by the concepts of assemblage and actor-network. The analysis finally turns to questions of method in the study of political agency as I foreground the growing interest in ethnography, emotions, and ethics in the sub-discipline. No amount of conceptual innovation, I conclude in the final section, can substitute for the careful study of inherently difficult political issues in specific social settings. In order to effectively problematize the boundaries between politics and culture, subject and object, state and non-state institutions, or public and private spheres, research must closely consider the contingent and situational character of these categories.

Goodness

2017 ◽  
Author(s):  
Alfonso Troisi
Keyword(s):  
Cultural Values ◽  
Final Section ◽  
Genetic Relatedness ◽  
Evolutionary Perspective ◽  
Social Emotions ◽  
Moral Systems ◽  
Fresh Perspective ◽  
Moral Choices ◽  
Religious Systems

Are we naturally good or bad? This chapter addresses the long-standing question by applying the fresh perspective of evolutionary behavioral biology and introducing the reader to the biological concept of ethical discrimination. From an evolutionary perspective, we are usually good with “us” and usually bad with “them,” whereby us and them are colloquial terms to indicate different degrees of genetic relatedness. With the evolution of complex social structures, genetic relatedness has progressively expanded to include ethnic bonds and common ideological and cultural values. The chapter then reviews the evolution of moral systems, analyzes recent findings from neuroscience on the neural bases of moral behaviors, and illustrates the complex psychological adaptations that have evolved to inform moral choices, including the crucial role of social emotions such as shame, guilt, pride, and empathy. The final section of the chapter faces a problem that many evolutionary scientists have found to be an embarrassment: the cultural evolution of moral and religious systems that have progressively reduced the discriminative limits of goodness, cancelling any distinction between “us” and “them.”

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