Ethnic nationalism and gendered morality in the semiotic construction of the Moro language of Sudan

2020 ◽  
Vol 51 (1) ◽  
pp. 197-220
Author(s):  
Siri Lamoureaux
Keyword(s):  
Cultural Change ◽  
Moral Worth ◽  
Ethnic Nationalism ◽  
Language Standardization ◽  
Gender And Nationalism ◽  
Discourse Teaching ◽  
And Gender ◽  
Teaching Learning ◽  
Gendered Ideologies ◽  
Speaking Style

Abstract This paper brings together discussions on language and nationalism, with gender and nationalism. Drawing from ‘language ideology’ and ‘indexical gender’ from a linguistic anthropological approach, it traces the emergence of the “Moro language”, in the context of a Moro ethnic national movement, originating in the Nuba Mountains of Sudan, and how it became indexically linked with masculine authority. Moro identify as Nuba and Christian, as opposed to Arab and Muslim, the dominant identities. Christian literacy, spearheaded by patriarchal leadership became the frame through which Moro organized ethnic identity and unity. The constructed language, as the object of metapragmatic evaluation, is also tightly woven into norms of morality and gender within the community. Two registers are identified: textuality is normatively masculine and orality is normatively feminine. The Moro community draws on gendered ideologies to produce a new writing and speaking style, the “Moro Bible Language” (MBL). MBL results from the interweaving of the two registers in language standardization practices. Negotiating the ideologies that bring MBL to life occurs in metalinguistic discourse, teaching, learning and speaking styles. Since the politics of standardization are foregrounded, even seeming apolitical projects are laden with moral worth in the turbulent context of rapid cultural change.

scholarly journals Quotas and Gender Competence: Independent or Complementary Approaches to Gender Equality?

2021 ◽  
Vol 6 ◽  
Author(s):  
Angela Wroblewski
Keyword(s):  
Higher Education ◽  
Gender Equality ◽  
Cultural Change ◽  
Critical Discussion ◽  
Successful Implementation ◽  
Ministry Of Education ◽  
Female Representation ◽  
Paradoxical Situation ◽  
Short Period ◽  
And Gender

Austrian gender equality policy in higher education is characterized by the successful implementation of a comprehensive set of gender equality policies and persistent gender imbalances. After the introduction of a legal quota for university bodies, for instance, female representation in decision-making bodies increased significantly within a short period of time. However, this did not lead to a cultural change or the abolishment of barriers to women’s careers. Research has attributed this paradoxical situation to a lack of reflexivity because the current gender equality policies do not force institutions or individuals to challenge traditional practices, which are perceived to be merit-based and therefore gender neutral. To overcome this paradox, the Austrian Federal Ministry of Education, Science, and Research launched a policy process aimed at strengthening gender competence in all higher education processes—management, administration, teaching, and research. This paper provides a critical discussion of the Austrian quota regulation and its implementation. It also introduces the concept of gender competence and outlines the underlying assumptions as to why the new policy is expected to contribute to change. Following a critical reflection on these assumptions, the paper also discusses how existing steering instruments have to be adapted to support individual and institutional reflexivity.

Communities of Learners in Paleography and ICT

2011 ◽  
pp. 43-48
Author(s):  
Antonio Cartelli
Keyword(s):  
Great Influence ◽  
Essential Element ◽  
Human Mind ◽  
Knowledge Process ◽  
Educational Project ◽  
Modern School ◽  
The Social ◽  
Human Reality ◽  
And Gender ◽  
Teaching Learning

Mankind studied and analyzed knowledge and learning since its first history and two main ways of thinking imposed very early: idealism, interpreting reality as the construction of human mind, and empiricism, looking at knowledge as the effect of the human-reality interaction. Recently three ways of interpreting thinking and knowledge intervened in changing the above perspective: relativism (it is impossible to objectively, universally, and absolutely know), critical theory (knowledge is mediated by social, political, cultural, economical, ethnical, and gender agents), and constructivism (knowledge is built by individuals and groups, and it is socially and experientially founded). Among the above theories, constructivism played a great role in interpreting both individual and social learning and had a great influence on hypotheses explaining knowledge construction and evolution in communities, including communities of practice. The bases for today’s constructivist theories can be found in many studies. Dewey (1949), for example, was the first scientist looking at the teaching-learning process in a pragmatic way. The inquiry was for Dewey the essential element of the subject-reality interaction; the experimental method had to guide teachers’ work and students’ learning, and at the basis of the knowledge process, there had to be the theory of research. Individuals’ knowledge was continuously developing from common sense (traditions, popular misconceptions, etc.) to scientific knowledge. Main consequences of Dewey’s educational project were activism with school-laboratories and active schools. Dewey’s ideas were collected and amplified by Kilpatrick, who introduced the project as a general method of learning (i.e., problem-finding had to be used together with problem-solving in everyday teaching). The hypotheses of Dewey and Kilpatrick were born in North America, but soon spread in Europe, where they found a rich soil and differentiated in at least two threads. Binet, Decroly, and Claparède privileged the psychological aspects of activism; on the contrary, Freinet and Freinet favored its social aspects (Varisco, 2002). “Modern School” was the name that Freinet and Freinet gave to their educational project; they hypothesized the creation of a cooperative school within which the social techniques and practices—like typography, correspondence, and cooperative catalogues—had a special relevance (their experiences had counterparts in many countries, and the case of don Milani in Italy is just an example for them).

Networks of Identity: The Potential of Biographical Studies for Teaching Nursing Identity

2011 ◽  
Vol 19 (1) ◽  
pp. 183-193 ◽  
Keyword(s):  
Nursing Students ◽  
Professional Identity ◽  
Identity Formation ◽  
Collective Identity ◽  
Nursing History ◽  
Women And Gender ◽  
History Of ◽  
Professional Care ◽  
And Gender ◽  
Teaching Learning

This article reviews the historiographical elements of the professional identity of nursing, focusing on what historians have denoted as the “history of the present.” Professional identity interacts with elements of power, gender, politics, philosophy, and history, and its value is tied to the importance it assumes at any given time in any given society. The collective identity of the profession is elucidated by the construction of nursing history, linked to the history of women and gender relationships in professional care and educational, organizational, and class practice, and also by the biographies of individuals who have shaped this identity through their reputations and life stories. In this light, it is argued that biographies could help illuminate the elements of identity formation of interest to nursing scholars and further the development of the profession; they could also bring discussions of the past and present into the teaching – learning process for nursing students. The authority and significance of these identities will also be discussed.

scholarly journals Willingness to Communicate and its Relationship with Emotional Intelligence and Gender Differences

2015 ◽  
Vol 52 ◽  
pp. 87-94 ◽  
Author(s):  
Leila Gholami
Keyword(s):  
Emotional Intelligence ◽  
Language Learning ◽  
Teaching And Learning ◽  
Learning Processes ◽  
Willingness To Communicate ◽  
Language Learner ◽  
Human Beings ◽  
Emotional Quotient Inventory ◽  
And Gender ◽  
Teaching Learning

As a matter of fact, contemporary universal education gives prominence on authentic communication as an ultimate goal of language learning. Language teaching and learning processes are among the most important and complex human endeavors which is the result of the complicated nature of human beings. Therefore, a successful language learner is the one who is capable of dealing with complexities of teaching-learning processes. Various recent learner-fronted teaching methodologies have underscored the notion of learner-initiated communication which is known as willingness to communicate (WTC). To date, various variables have been discovered by scholars to be influential in the satisfactory flow of communication among students in the language classrooms. Another variable analyzed in the present study is the potential relationship between learners’ gender and WTC as well as their emotional intelligence (EQ-i). Therefore, the present study tries to investigate the possible go-togetherness between learners’ willingness to communicate and their emotional intelligence. Two questionnaires of Bar-On’s (1997) emotional quotient inventory and McCrosky’s (1992) willingness to communicate scale were administered to a total of 100 academic EFL learners. After obtaining the raw data, the SPSS software (version17) was used to change the data into numerical interpretable forms. Correlation analysis revealed that there is positive correlation between learner’s willingness to communicate and their emotional intelligence level. Furthermore, the findings characterized females as the outperforming group both in terms of emotional intelligence and willingness to communicate.

scholarly journals Gender, Microbial Relations, and the Fermentation of Food1

2018 ◽  
Vol 9 (1) ◽  
Author(s):  
Megan Tracy ◽  
Rebecca Howes-Mischel
Keyword(s):  
Science And Technology Studies ◽  
Structural Alignment ◽  
Food Studies ◽  
Food Products ◽  
Sex And Gender ◽  
Microbial Life ◽  
Feminist Literature ◽  
The Feminine ◽  
And Gender ◽  
Gendered Ideologies

Fermentation is the product of microbial relations that mediate, or foment, relationships between bodies and food products. Using cases of food fermentation made with microbes from ruminants’ stomachs and women’s vaginas, we denaturalize the idea of bodies’ mammalian capacity as linked to particular food relations and explore the traction of gendered ideologies that order exchanges between microbial life to result in such food. This essay first outlines our core argument by situating fermentation within the emergent science on bodily microbial relations, or microbiomes. Incorporating science and technology studies literature together with the feminist literature, we note that the association with lactating, first, aligns one gender more closely with nature and, thus, the other with culture while also leading to the conflation of the feminine with the mammalian. Additionally, this structural alignment with species’ nature ignores that making food from bodies requires culture—both in the sense of culturing microbes and in being reliant on technoscientific processes. We then present two seemingly binary case studies, which are together analyzed through their ability to enroll gender and/or disavow gender in order to produce legitimate food products. We conclude by showing how attention to the ordering and disordering work of microbial relations in the fermentation process both opens up new possibilities for recognizing the way that sex and gender materialize in the capacity of mammalian bodies to ferment and emphasizes that fermentation is always entangled with multiple layers of reproductive labor. Ultimately, such analysis extends food studies scholarship about fermentation into the microbial materiality of gender and food.

scholarly journals Gender and expletives as discourse markers: Some uses of joder in young women’s interactions in Spanish and Galician

Feminismo/s ◽  
2021 ◽  
pp. 53
Author(s):  
Virginia Acuña Ferreira
Keyword(s):  
Gender Studies ◽  
Speech Acts ◽  
Discourse Markers ◽  
Multiple Functions ◽  
Young Females ◽  
Language And Gender ◽  
And Gender ◽  
Speaking Style

This paper approaches young women’s speaking style by analysing the ways in which the interjection joder is employed in interactions in Spanish and Galician among young females. The analysis identifies several uses of this form at the interactional and discursive level: reinforcement of speech acts, marker of disagreement, marker of complaints, expression of minimal emotional assessments, correcting and stalling. It is concluded that joder has developed multiple functions in interaction as a discursive marker, in contrast to arguments against the inclusion of interjections in this pragmatic category. The findings also suggest that this expletive fulfils a sociolinguistic function as a marker of ‘young femininities’, since it demonstrates how it has been integrated into young women’s speaking style, in contrast to traditional gender rules and broader descriptions of ‘women’s talk’ in Language and Gender studies.

scholarly journals PENGARUH PENDEKATAN CTL TERHADAP PEMAHAMAN MATEMATIKA SISWA KELAS IV BERDASARKAN JENIS KELAMIN DI SD NEGERI KOTA PADANG

2018 ◽  
Author(s):  
Firman - Firman
Keyword(s):  
Elementary School ◽  
Learning Process ◽  
Design Research ◽  
Conventional Technique ◽  
Female Students ◽  
Teaching Approach ◽  
Male And Female ◽  
Quasi Experimental ◽  
And Gender ◽  
Teaching Learning

The problem of this research was the students had low understanding on Matematics. This problem was led by some factors. The factors were the low students involvement in a teaching-learning process, the unrelevant material to their daily life, and the less involvement to concept building during the learning process. The aims of this research were to explain: (1) the different Math understanding betwen the studentstaught by using CTL approach and conventional technique, in teaching Math for 4thgrade students of Elementary School in Padang, (2) the different Math understanding between male and female students of 4th grade of elementary school in Padang, and (3) the different interaction between teaching approach and gender in influencing Math understanding of 4th grade students of Elementary School in Padang.This research was Quasi Experimental Design research by using factorial design. The population of this research was all of 4th grade students of Elementary School in North Padang municipality. The sample gotten through random sampling were SDN 11Lolong as the control class and SDN 13 Lolong as the experimental class, CTL was implemented; meanwhile, in the control class, conventional technique was implemented. Futhermore, the data of this research was collected through students’ achievement sheet. Then the hypothesis was tested by using two ways anava.From the result of this research, it can be concluded that (1) there was no different on Math understanding between students’ taught by using CTL approach and those who were taught by using conventional technique, (2) there was no different on Math understanding between male and female students, and (3) there was no significant interaction between teaching approach and gender in influencing Math understanding.

scholarly journals The Effect of CTL Approach toward 4th Grade Students’ Understanding on Matematics Based on Gender at Elementary Schools in Padang

2018 ◽  
Author(s):  
Firman - Firman
Keyword(s):  
Elementary School ◽  
Learning Process ◽  
Design Research ◽  
Conventional Technique ◽  
Female Students ◽  
Teaching Approach ◽  
Male And Female ◽  
Quasi Experimental ◽  
And Gender ◽  
Teaching Learning

The problem of this research was the students had low understanding on Matematics. This problem was led by some factors. The factors were the low students involvement in a teaching-learning process, the unrelevant material to their daily life, and the less involvement to concept building during the learning process. The aims of this research were to explain: (1) the different Math understanding betwen the students taught by using CTL approach and conventional technique, in teaching Math for 4th grade students of Elementary School in Padang, (2) the different Math understanding between male and female students of 4th grade of elementary school in Padang, and (3) the different interaction between teaching approach and gender in influencing Math understanding of 4th grade students of Elementary School in Padang.This research was Quasi Experimental Design research by using factorial design. The population of this research was all of 4th grade students of Elementary School in North Padang municipality. The sample gotten through random sampling were SDN 11 Lolong as the control class and SDN 13 Lolong as the experimental class, CTL was implemented; meanwhile, in the control class, conventional technique was implemented. Futhermore, the data of this research was collected through students’ achievement sheet. Then the hypothesis was tested by using two ways anava. From the result of this research, it can be concluded that (1) there was no different on Math understanding between students’ taught by using CTL approach and those who were taught by using conventional technique, (2) there was no different on Math understanding between male and female students, and (3) there was no significant interaction between teaching approach and gender in influencing Math understanding.

Creating Inclusive Cultures for Women in Automation and Information Technology Careers and Occupations

2021 ◽  
pp. 749-765
Author(s):  
Darrell Norman Burrell ◽  
Dawn Lee Diperi ◽  
Rachel M. Weaver
Keyword(s):  
Information Technology ◽  
Cultural Change ◽  
Customer Value ◽  
Women In Leadership ◽  
Change Strategies ◽  
Job Roles ◽  
The World ◽  
And Gender ◽  
Technology Transformation ◽  
Business Technology

Automation will be central to the next phase of business technology transformation, driving new levels of customer value such as faster delivery of products, higher quality and dependability, deeper personalization, and greater convenience. This business transformation phase will require workers with new skills at all levels. There are significant shortages of women in leadership job roles in information technology and automation. There are also significant disparities with pay and opportunities for women in those fields. As a result, it is critical to understand the organizational cultural change strategies that information technology (IT) and automation companies can make to employ more females in information technology and automation positions and address gender pay issues and gender exclusivity issues currently existing in today's workplace. This article intends to influence the world of practice through the execution of a literature review content analysis.

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