scholarly journals Cultural China 2020: The Contemporary China Centre Review

2021 ◽  
Keyword(s):  
Cultural Practices ◽  
Religion And Spirituality ◽  
Critical Perspective ◽  
Contemporary China ◽  
Republic Of China ◽  
Interdisciplinary Dialogue ◽  
The Social ◽  
Current Events ◽  
China Today ◽  
The University

Cultural China is a unique annual publication for up-to-date, informed, and accessible commentary about Chinese and Sinophone languages, cultural practices, politics and production, and their critical analysis. It builds on the University of Westminster’s Contemporary China Centre Blog, providing additional reflective introductory pieces to contextualise each of the eight chapters. The articles in this Review speak to the turbulent year that was 2020 as it unfolded across Cultural China. Thematically, they range from celebrity culture, fashion and beauty, to religion and spirituality, via language politics, heritage, and music. Pieces on representations of China in Britain and the Westminster Chinese Visual Arts Project reflect our particular location and home. Many of the articles in this book focus on the People’s Republic of China, but they also draw attention to the multiple Chinese and Sinophone cultural practices that exist within, across, and beyond national borders. The Review is distinctive in its cultural studies-based approach and contributes a much-needed critical perspective from the Humanities to the study of Cultural China. It aims to promote interdisciplinary dialogue and debate about the social, cultural, political, and historical dynamics that inform life in Cultural China today, offering academics, activists, practitioners, and politicians a key reference with which to situate current events in and relating to Cultural China in a wider context.

scholarly journals Mediatization Studies and Cultural Studies: A Possible Dialogue for Further Critical Analysis?

2017 ◽  
Vol 1 (1) ◽  
pp. 31
Author(s):  
Myriam Durocher
Keyword(s):  
Cultural Studies ◽  
Power Relations ◽  
Cultural Practices ◽  
Critical Research ◽  
Critical Perspective ◽  
Common Assumption ◽  
Cultural Life ◽  
The Social ◽  
Analyse Power ◽  
Privileged Site

<p>Over the last decades, it has been possible to observe an increasing amount of research having for common assumption the impossibility to dissociate changes which occur within medias, culture and society. Mediatization theories, particularly developed in Scandinavian countries, and American configurations of cultural studies utilize interesting tools and conceptual material to think about the transformations that occur within the social field. Both encourage questioning the power relations and struggles that inform those transformations. However, their manner of conceiving and using “culture” and “media” as conceptual tools for analysis differ, bringing multiple and diverging ways to study and question objects, phenomenon and processes. These two approaches do not appear as irreconcilable and would take advantage of being put in dialogue as a way to see how they can possibly complement each other. For example, by enriching their mutual understanding of power and, therefore, their critical character. This article draws points of tension and convergence between cultural studies and mediatization studies. It explores cultural studies' focus on (cultural) practices as a privileged site to analyse power relations and their ongoing negotiations by and through media. This approach may resonate or complement Couldry’s (2004) proposal for a paradigm of media as practice “to help us address how media are embedded in the interlocking fabric of social and cultural life” (p. 129). This dialogue between mediatization theories and cultural studies is being put to the forefront with the hope it may allow further discussions and relevant theoretical avenues for critical research located within both fields. Thinking of this possible interplay let foresee the possibility of questioning objects, processes and phenomenon in a critical perspective in a context produced and characterised by medias’ omnipresence. It would allow researchers to question the power struggles that are negotiated through practices themselves, without neglecting the consideration that most of these practices are made by, with or within media.  </p>

scholarly journals Relating human physiology content to COVID-19: a strategy to keep students in touch with physiology in times of social distance due to pandemic

2021 ◽  
Vol 45 (1) ◽  
pp. 129-133
Author(s):  
Niege Alves ◽  
Guilherme Salgado Carrazoni ◽  
Caroline Bitencourt Soares ◽  
Ana Carolina de Souza da Rosa ◽  
Náthaly Marks Soares ◽  
...  
Keyword(s):  
Human Physiology ◽  
Scientific Content ◽  
Online Platforms ◽  
Online Tools ◽  
The Social ◽  
Web Course ◽  
Current Events ◽  
Health Sciences Students ◽  
Teaching Learning ◽  
The University

In 2020 universities had to quickly implement remote education alternatives as a result of the social distancing due to the COVID-19 pandemic. To keep students engaged with the university, we implemented a teaching-learning model that relates physiology contents to the COVID-19 pandemic using online educational platforms. A 1-mo web course was proposed for health sciences students from the Federal University of Pampa. It included synchronous meetings twice a week and asynchronous activities using scientific articles, case studies, and interactive online tools. The students approved the methodology developed, assessing it as dynamic and innovative. They reported that the activity helped to better understand the relations between COVID-19 and physiological systems. The web course also contributed to the identification of reliable sources of news and stimulated the sharing of scientific content with their families. We concluded that the use of online platforms contextualizing the physiology content considering current events helps students in learning human physiology and improves their abilities to apply this information to their daily life, in this specific case, regarding the COVID-19 pandemic.

scholarly journals Editors' welcome, PORTAL, Vol 6, No 2, July 2009

1970 ◽  
Vol 6 (2) ◽  
Author(s):  
Paul Allatson
Keyword(s):  
Social Stratification ◽  
Urban China ◽  
International Studies ◽  
Special Issue ◽  
Contemporary China ◽  
New Members ◽  
Editorial Committee ◽  
Republic Of China ◽  
University Of Technology ◽  
The University

‘Post-Mao, Post-Bourdieu: Class and Taste in Contemporary China,’ is a special issue of PORTAL Journal of Multidisciplinary International Studies guest-edited by Yi Zheng (University of Sydney) and Stephanie Hemelryk Donald (RMIT University). The special issue explores the relationship between taste, choice and social stratification in contemporary China, and includes a new section, ‘New Perspectives Reports,’ which is intended to showcase opinion and ideas—in this case from the People’s Republic of China, in Mandarin—that complement the main articles. We hope to include this section in future issues of the journal. The guest editors and the PORTAL editorial committee would like to acknowledge that this special issue of is a result of a funding grant from the Australian Research Council, 2003-2005: ‘The Making of Middle-Class Taste: Reading, Tourism, and Educational Choices in Urban China.’ I am also delighted to announce that the PORTAL Editorial Committee has three new members, all from the Faculty of Arts and Social Sciences at the University of Technology, Sydney: Dr Malcolm Angelucci, Dr Beatriz Carrillo, and Dr Fredericka van der Lubbe. Paul Allatson, Editor, PORTAL Journal of Multidisciplinary International Studies.

Anthropology and Research Methodology

2019 ◽  
Author(s):  
Graciela Batallán
Keyword(s):  
Social Sciences ◽  
Research Methodology ◽  
Research Training ◽  
Critical Perspective ◽  
Social Agent ◽  
The Social ◽  
Qualitative Research Methodology ◽  
True Knowledge ◽  
Object Of Study ◽  
The University

This article provides a reflection on “qualitative” research methodology and their study within the university and other educational levels and invites dialogue between paradigms and currents of thought that are identified with teaching and the methods of producing empirical information. From a critical perspective, together with the positivism of the social sciences, it argues that the node of this teaching is the process of constructing the object of study, a process that confirms the centrality of the researcher. In accordance with a theoretical-methodological focus that distinguishes the specificity of the object of the social sciences in its linguistic construction, and considering the capacity for agency of the temporarily situated actors, the researcher (also a social agent), in addition to taking on the scope and historicity of the concepts used to problematize the relationships being investigated, needs to analyze the reflexivity of his/her language, which is inscribed in the assumptions that guide his/her inquiry. In this way, research training embodies a pedagogical problematic, whereby addressing the aforementioned centrality of the construction of the object goes hand in hand with the pedagogical problematization of everyday speech. Research-in-action training constitutes the future researcher as a critical intellectual, in search of a reliable (or true) knowledge that will incorporate him/her into the scientific framework.

Tóngzhìin China: Language change and its conversational consequences

1983 ◽  
Vol 12 (4) ◽  
pp. 477-494 ◽  
Author(s):  
Carol Myers Scotton ◽  
Zhu Wanjin
Keyword(s):  
Social Distance ◽  
Empirical Data ◽  
Language Change ◽  
Conversational Analysis ◽  
General Hypothesis ◽  
Republic Of China ◽  
Neutral Term ◽  
The Social ◽  
Talk Exchange ◽  
China Today

ABSTRACTThis paper discusses the use of the title of address,tóngzhì‘comrade’, in the People's Republic of China today. Empirical data are presented which were gathered to test a set of hypotheses about the unmarked and marked uses of this term. In its unmarked sense, it is a neutral term of address implying conventionalized solidarity. However, in its marked sense its use becomes a negotiation to change the social distance between Speaker and Addressee. We argue that tóngzhì has variable meanings and uses because its usage represents a language change in progress. Finally, we propose a general hypothesis that variation in linguistic forms such as tóngzhì is exploited by speakers to negotiate rights and obligations within a talk exchange. Speakers use the ambiguity which variable meanings and uses create as a cover for negotiating interpersonal position without going on record. We suggest that this possibility to exploit variation may explain how certain structures evolve in language and why they are maintained. (Sociolinguistics, conversational analysis, language change, terms of address, markedness, Chinese)

A study of Macao tertiary students’ attitudes to issues in postcolonial Macao’s language policy and planning

2019 ◽  
Vol 43 (3) ◽  
pp. 241-261
Author(s):  
Xi Yan
Keyword(s):  
Public Schools ◽  
Language Policy ◽  
Cultural Practices ◽  
Language Policy And Planning ◽  
Structured Interviews ◽  
Republic Of China ◽  
Students Attitudes ◽  
Policy And Planning ◽  
The University ◽  
Official Status

Abstract This study focuses on Macao, a former Portuguese colony and a Special Administrative Region of the People’s Republic of China after 1999. A questionnaire survey and semi-structured interviews were conducted in 2012 and 2013 respectively among freshmen of the University of Macau to investigate their attitudes to issues in Macao’s language policy and planning (LPP). Findings of this study reflect their practical attitudes, as reflected in their attitudes towards the choice of English or Portuguese as the first foreign language in Macao public schools. At the same time, their attitudes also reflect their strong local allegiances and resistance to Mainland China’s cultural practices, as reflected in their views on the issue of the official status of Putonghua in the Macao SAR, the choice of Putonghua or Cantonese as the medium of instruction, and the maintenance of traditional Chinese characters, written Cantonese, and Cantonese Romanization System in Macao.

Epistemic and relational conflicts in sharing identical vs. complementary information during cooperative learning

2002 ◽  
Vol 61 (3) ◽  
pp. 139-151 ◽  
Author(s):  
Céline Darnon ◽  
Céline Buchs ◽  
Fabrizio Butera
Keyword(s):  
Cooperative Learning ◽  
Social Comparison ◽  
Positive Relationship ◽  
Learning Task ◽  
Control Group ◽  
Complementary Information ◽  
Relational Conflict ◽  
The Social ◽  
The University

When interacting on a learning task, which is typical of several academic situations, individuals may experience two different motives: Understanding the problem, or showing their competences. When a conflict (confrontation of divergent propositions) emerges from this interaction, it can be solved either in an epistemic way (focused on the task) or in a relational way (focused on the social comparison of competences). The latter is believed to be detrimental for learning. Moreover, research on cooperative learning shows that when they share identical information, partners are led to compare to each other, and are less encouraged to cooperate than when they share complementary information. An epistemic vs. relational conflict vs. no conflict was provoked in dyads composed by a participant and a confederate, working either on identical or on complementary information (N = 122). Results showed that, if relational and epistemic conflicts both entailed more perceived interactions and divergence than the control group, only relational conflict entailed more perceived comparison activities and a less positive relationship than the control group. Epistemic conflict resulted in a more positive perceived relationship than the control group. As far as performance is concerned, relational conflict led to a worse learning than epistemic conflict, and - after a delay - than the control group. An interaction between the two variables on delayed performance showed that epistemic and relational conflicts were different only when working with complementary information. This study shows the importance of the quality of relationship when sharing information during cooperative learning, a crucial factor to be taken into account when planning educational settings at the university.

Social attribution, correspondence bias, and the emergence of stereotypes *This research has been completed in partial requirement of a doctoral dissertation of the first author under the supervision of the second author. We wish to thank the members of the social psychology division at the University of Louvain at Louvain-la-Neuve, especially Steve Rocher and Emanuele Castano for their insightful comments on preliminary drafts. This paper has been enriched by feedbacks received from Russell Spears, Roos Vonk, Margit Oswald, and anonymous reviewers. Many thanks to Philippe Kemp and Christophe Remy for their assistance in running the study, and to the students who volunteered to appear on the video. This research has been presented at the Social Cognition workshop of the Kurt Lewin Institute, workshop held at the Free University of Amsterdam in April 1998: we want to thank participants of this workshop and especially Gün Semin for their useful feedback. Completion of this study benefited from a research grant from the Belgian National Fund for Scientific Research to the first author.

1999 ◽  
Vol 58 (4) ◽  
pp. 233-240 ◽  
Author(s):  
Anouk Rogier ◽  
Vincent Yzerbyt
Keyword(s):  
Correspondence Bias ◽  
Social Attribution ◽  
The Social ◽  
Dispositional Attributions ◽  
Kurt Lewin ◽  
Group Members ◽  
Group Target ◽  
The University ◽  
Institute Workshop ◽  
Research Grant

Yzerbyt, Rogier and Fiske (1998) argued that perceivers confronted with a group high in entitativity (i.e., a group perceived as an entity, a tight-knit group) more readily call upon an underlying essence to explain people's behavior than perceivers confronted with an aggregate. Their study showed that group entitativity promoted dispositional attributions for the behavior of group members. Moreover, stereotypes emerged when people faced entitative groups. In this study, we replicate and extend these results by providing further evidence that the process of social attribution is responsible for the emergence of stereotypes. We use the attitude attribution paradigm ( Jones & Harris, 1967 ) and show that the correspondence bias is stronger for an entitative group target than for an aggregate. Besides, several dependent measures indicate that the target's group membership stands as a plausible causal factor to account for members' behavior, a process we call Social Attribution. Implications for current theories of stereotyping are discussed.

Engaging Student Mothers Creatively: Animated Stories of Navigating University, Inner City, and Home Worlds

2017 ◽  
Vol 2 (2) ◽  
pp. 103-114
Author(s):  
Lise Kouri ◽  
Tania Guertin ◽  
Angel Shingoose
Keyword(s):  
Inner City ◽  
Community Engagement ◽  
Lived Experience ◽  
Graphic Narrative ◽  
Student Mothers ◽  
Education Outcomes ◽  
The Social ◽  
And Gender ◽  
The University ◽  
Animated Graphic

The article discusses a collaborative project undertaken in Saskatoon by Community Engagement and Outreach office at the University of Saskatchewan in partnership with undergraduate student mothers with lived experience of poverty. The results of the project were presented as an animated graphic narrative that seeks to make space for an under-represented student subpopulation, tracing strategies of survival among university, inner city and home worlds. The innovative animation format is intended to share with all citizens how community supports can be used to claim fairer health and education outcomes within system forces at play in society. This article discusses the project process, including the background stories of the students. The entire project, based at the University of Saskatchewan, Community Engagement and Outreach office at Station 20 West, in Saskatoon’s inner city, explores complex intersections of racialization, poverty and gender for the purpose of cultivating empathy and deeper understanding within the university to better support inner city students. amplifying community voices and emphasizing the social determinants of health in Saskatoon through animated stories.

Chaplaincies in a “Post-Secular” Multicultural University

2015 ◽  
Vol 9 (2) ◽  
pp. 147-165 ◽  
Author(s):  
Adam Possamai ◽  
Arathi Sriprakash ◽  
Ellen Brackenreg ◽  
John McGuire
Keyword(s):  
Public Institutions ◽  
Religion And Spirituality ◽  
Scaling Down ◽  
The University

As universities in Australia are faced with a growth in diversity and intensity of religion and spirituality on campus, this article explores the work of chaplains and its reception by students on a multi-campus suburban university. It finds that the religious work of these professionals is not the primary emphasis in the university context; what is of greater significance to students and the university institution is the broader pastoral and welfare-support role of chaplains. We discuss these findings in relation to post-secularism theory and the scaling down of state-provided welfare in public institutions such as universities.

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