scholarly journals Script, Counterscript, and Underlife in the Classroom: James Brown versus Brown v. Board of Education

1995 ◽  
Vol 65 (3) ◽  
pp. 445-472 ◽  
Author(s):  
Kris Gutierrez ◽  
Betsy Rymes ◽  
Joanne Larson
Keyword(s):  
Knowledge Representation ◽  
Cultural Values ◽  
Classroom Discourse ◽  
Third Space ◽  
Board Of Education ◽  
Join Construction ◽  
Authentic Interaction

In this article, Kris Gutierrez, Betsy Rymes, and Joanne Larson demonstrate how power is constructed between the teacher and students. The authors identify the teacher's monologic script, one that potentially stifles dialogue and interaction and that reflects dominant cultural values, and the students' counterscripts, formed by those who do not comply with the teacher's view of appropriate participation. The authors then offer the possibility of a "third space" — a place where the two scripts intersect, creating the potential for authentic interaction to occur. Using an analysis of a specific classroom discourse, the authors demonstrate how, when such potential arises, the teacher and students quickly retreat to more comfortable scripted places. The authors encourage the join construction of a new sociocultural terrain, creating space for shifts in what counts as knowledge and knowledge representation.

Hybridity and Identity Performance in Diasporic Context: An Autoethnographic Journey of the Self Across Cultures

2017 ◽  
Vol 18 (1) ◽  
pp. 23-31 ◽  
Author(s):  
Gloria Nziba Pindi
Keyword(s):  
United States ◽  
Lived Experience ◽  
Cultural Values ◽  
Identity Construction ◽  
Native Speaker ◽  
Third Space ◽  
The United States ◽  
Cross Cultural ◽  
Identity Performance ◽  
Ways Of Being

In this autoethnographic article, I am interested in theorizing about how hybridity illuminates my lived experience of identity performed across cultures, and more specifically in diasporic context, at the intersections of various facets of my selfhood: Black, female, postcolonial, African, bi-tribal, diasporic, immigrant, nonnative English Speaker, “French native speaker,” and so on. I use personal narrative as a locus of subjectivity to recount critical moments of my lived experience as a hybrid subject navigating at the borderlands of two cultural worldviews: Congolese and American. My cross-cultural journey reveals a series of challenging and triumphant episodes from my childhood back home to my life in the United States, a journey during which I have experienced both privilege and oppression. My process of identity construction results in the creation of a third space that celebrates difference through new ways of being, encompassing cultural values from both the United States and the Congo. This process is articulated through different ways of being/not being “American” and/or “African” and just being “different.”

scholarly journals How to Address Your Instructor: An Analysis of Classroom Discourse at Saudi Arabian Universities

2020 ◽  
Vol 8 (4) ◽  
pp. p122
Author(s):  
Albatool Mohammed Abalkheel
Keyword(s):  
Cultural Values ◽  
National Culture ◽  
Classroom Discourse ◽  
Power Distance ◽  
Classroom Interaction ◽  
Large Power ◽  
Potential Factors ◽  
The University ◽  
Address Terms ◽  
Shed Light

Hofstede’s (1986) concept of national culture includes the key dimension of how power distance affects interactions between interlocutors on all levels and settings of a society, including that of the university. An examination of such interactions, including the expected linguistic behaviors of instructors and students, is quite useful, because cultural values and the archetypal roles of instructors and their students tend to shed light on the relationships and general atmosphere of not just the higher education setting, but also of the society as a whole. In the large power distance culture of Saudi Arabia, this concept is examined through an analysis of the different address terms students use in classroom discourse to address their instructors. Since the use of titles is related to classroom interaction, it is affected by power distance. This study investigates and analyzes the discourse of the classroom in Saudi universities to identify titles and address terms used in student-instructor communications. The research found that the terms students employ with instructors include social and academic terms; whereas first and last names were usually avoided. Effects of potential factors are explained in terms of Hofstede’s (1986) concept of power distance.

scholarly journals Assertion of Professional Identity through Classroom Discourse

2017 ◽  
Vol 2 (1) ◽  
Author(s):  
Xiaozhou Zhou
Keyword(s):  
Professional Identity ◽  
Classroom Discourse ◽  
Third Space ◽  
Education Institution ◽  
Chinese Higher Education ◽  
English Department ◽  
Structured Interviews ◽  
The Third ◽  
Contentious Issue

Professional identity has been a contentious issue widely researched in the domain of educational studies for decades. How teachers view themselves professionally is believed to have a direct impact on their discourse in classrooms as well as how they utilize their expertise while teaching. This paper examines the understanding and assertion of the professional identity of two academics through classroom discourse. It takes the form of case study in an English department of a Chinese higher education institution. Classroom observation is used and lesson recordings are transcribed. In addition, transcriptions of semi-structured interviews are subjected to content and thematic analysis. Findings have revealed that teachers use classroom discourse as a way of asserting their professional identity, as what they believe they are differs significantly from what they are expected to be. Furthermore, although participants’ claims show a tendency of creating a hybrid professional identity (The Third Space), classroom discourse seems to provide more evidence in support of Foucault’s ‘utopia’ explanation.

Negotiation of Professional Identity through Classroom Discourse

2017 ◽  
Vol 2 (2) ◽  
Author(s):  
Xiaozhou Zhou
Keyword(s):  
Professional Identity ◽  
Classroom Discourse ◽  
Third Space ◽  
Education Institution ◽  
Chinese Higher Education ◽  
English Department ◽  
Structured Interviews ◽  
The Third ◽  
Contentious Issue

Professional identity has been a contentious issue widely researched in the domain of educational studies for decades. How teachers view themselves professionally is believed to have a direct impact on their discourse in classrooms as well as how they utilize their expertise while teaching. This paper examines the understanding and negotiation of the professional identity of two academics through classroom discourse. It takes the form of case study in an English department of a Chinese higher education institution. Classroom observation is used and lesson recordings are transcribed. In addition, transcriptions of semi-structured interviews are subjected to content and thematic analysis. Findings have revealed that teachers use classroom discourse as a way of negotiating their professional identity, as what they believe they are differs significantly from what they are expected to be. Furthermore, although participants’ claims show a tendency of creating a hybrid professional identity (The Third Space), classroom discourse seems to provide more evidence in support of Foucault’s ‘utopia’ explanation.

scholarly journals The Metamorphosis And Bifurcation Of Guanxi In Virtual Third Spaces: The Role Of BBS In Changing Social Relationships In China

2011 ◽  
Vol 10 (1) ◽  
Author(s):  
Peter L. Banfe
Keyword(s):  
Cultural Values ◽  
Social Order ◽  
Virtual Communities ◽  
Third Space ◽  
Bulletin Board ◽  
Chinese Society ◽  
Social Constructs ◽  
Electronic Bulletin Board ◽  
Virtual Interaction ◽  
Third Spaces

This research is a the second installation of a planned series of articles exploring the dynamic interaction between the forces of modernization as represented by technology, specifically virtual forms of communication, and traditional culture in China. The focus of the research of this article is the phenomenon of the ubiquity and popularity of BBS (electronic bulletin board systems) in China, long considered “old school” and eclipsed by newer forms of virtual interaction in the West.  The research explores the possibility that BBS’s are developing into virtual third space in which we find traditional social constructs in China being challenged and modified in important ways. Specifically the research underlying this paper proposes to explore that hypothesis that an analysis of the interaction, operations and structure within these social spaces (BBS) might lead one to consider whether or not Guanxi, the relational glue which adheres Chinese society together, as well as other related cultural values and behaviors, are not being updated and modified in critical ways within these virtual third spaces.  Additionally, the research proposes that Guanxi may be bifurcating within the virtual societies of the BBS, where the shared collective experiences of “social networking”  of Guanxi has split from the “utilitarian reciprocal obligation” of “houmen” or guanxi practice.  The results of the research tentatively confirm this proposition and identifies how the unique structure of BBSs and rules of interaction create a new virtual third space, or public sphere, which, while maintaining some aspects of traditional Confucian social order and Guanxi, are leading to their metamorphosis within these virtual communities.

scholarly journals Exploring hybridity and identity negotiation of young Tamil Canadian women: an autoethnographic study

2021 ◽  
Author(s):  
Angeline Sahayanathan
Keyword(s):  
Cultural Values ◽  
Cultural Practices ◽  
Identity Negotiation ◽  
Third Space ◽  
Western Country ◽  
Sri Lankan ◽  
Self Worth ◽  
Creative Analytic Practice ◽  
Tamil Women ◽  
Ways Of Being

This paper presents an autoethnographic analysis of hybridity and identity negotiation related to young Tamil Canadian women. Tamil women face unique challenges when it comes to maintaining cultural practices that are so heavily embedded in our upbringing. I have experienced this within my own life, in addition to observing similar challenges among women whom I have encountered within the Sri Lankan Tamil community in the City of Toronto. Young Tamil Canadian women are finding it difficult to conform to cultural expectations given their upbringing in a Western country like Canada Using an autoethnographic approach, the purpose of this paper is to examine transnational issues young Tamil Canadian women – specifically daughters, experience in their diaspora, as a result of negotiating between cultural practices and related impacts or consequences. Specifically, I employ vignette writing, a form of creative analytic practice to explore how young Tamil women are seen as carriers of culture and related implications for their agency and autonomy. Further, I examine and communicate how personal negotiations related to choosing to follow certain Tamil cultural practices and rejecting others, can result in community isolation, rejection from diasporic relations, and uncertainties about self-worth. I consider processes of identity construction and negotiation, and how this results in the creation of a third space that celebrates difference through new ways of being, encompassing cultural values from both the Canadian and Sri Lankan Tamil spectrum. My lived experiences will translate into short narratives that create a tangible example of this phenomenon and is captured by theories of hybridity, third space, acculturation and the good daughter. Key words: Diaspora, hybridity, identity, negotiation, culture, practices, gender, roles, migration, daughters

scholarly journals Exploring hybridity and identity negotiation of young Tamil Canadian women: an autoethnographic study

2021 ◽  
Author(s):  
Angeline Sahayanathan
Keyword(s):  
Cultural Values ◽  
Cultural Practices ◽  
Identity Negotiation ◽  
Third Space ◽  
Western Country ◽  
Sri Lankan ◽  
Self Worth ◽  
Creative Analytic Practice ◽  
Tamil Women ◽  
Ways Of Being

This paper presents an autoethnographic analysis of hybridity and identity negotiation related to young Tamil Canadian women. Tamil women face unique challenges when it comes to maintaining cultural practices that are so heavily embedded in our upbringing. I have experienced this within my own life, in addition to observing similar challenges among women whom I have encountered within the Sri Lankan Tamil community in the City of Toronto. Young Tamil Canadian women are finding it difficult to conform to cultural expectations given their upbringing in a Western country like Canada Using an autoethnographic approach, the purpose of this paper is to examine transnational issues young Tamil Canadian women – specifically daughters, experience in their diaspora, as a result of negotiating between cultural practices and related impacts or consequences. Specifically, I employ vignette writing, a form of creative analytic practice to explore how young Tamil women are seen as carriers of culture and related implications for their agency and autonomy. Further, I examine and communicate how personal negotiations related to choosing to follow certain Tamil cultural practices and rejecting others, can result in community isolation, rejection from diasporic relations, and uncertainties about self-worth. I consider processes of identity construction and negotiation, and how this results in the creation of a third space that celebrates difference through new ways of being, encompassing cultural values from both the Canadian and Sri Lankan Tamil spectrum. My lived experiences will translate into short narratives that create a tangible example of this phenomenon and is captured by theories of hybridity, third space, acculturation and the good daughter. Key words: Diaspora, hybridity, identity, negotiation, culture, practices, gender, roles, migration, daughters

Talking Across Cultures in Early Intervention: Finding Common Ground to Meet Children's Communication Needs

2009 ◽  
Vol 16 (3) ◽  
pp. 79-85 ◽  
Author(s):  
Elizabeth D. Peña ◽  
Christine Fiestas
Keyword(s):  
Early Intervention ◽  
Cultural Values ◽  
Common Ground ◽  
Service Providers ◽  
Cultural Orientation ◽  
Speech Language Pathology ◽  
Provider Perspectives ◽  
Language Pathology ◽  
Communication Needs ◽  
Caregiver Role

Abstract In this paper, we explore cultural values and expectations that might vary among different groups. Using the collectivist-individualist framework, we discuss differences in beliefs about the caregiver role in teaching and interacting with young children. Differences in these beliefs can lead to dissatisfaction with services on the part of caregivers and with frustration in service delivery on the part of service providers. We propose that variation in caregiver and service provider perspectives arise from cultural values, some of which are instilled through our own training as speech-language pathologists. Understanding where these differences in cultural orientation originate can help to bridge these differences. These can lead to positive adaptations in the ways that speech-language pathology services are provided within an early intervention setting that will contribute to effective intervention.

International Interprofessional Collaboration: The Benefits of Global Networking

2017 ◽  
Vol 2 (17) ◽  
pp. 73-82
Author(s):  
Deborah Ross-Swain ◽  
Beryl Fogel ◽  
Elaine Fogel Schneider
Keyword(s):  
Interprofessional Collaboration ◽  
Board Of Education ◽  
Speech Language Pathologists ◽  
Educational Exchange ◽  
National Board ◽  
Medical Practitioners

This article summarizes and highlights the benefits of international interprofessional collaboration amongst speech-language pathologists (SLPs). The California Speech-Language and Hearing Association (CSHA) was invited by the National Board of Education of Finland to participate in an academic/educational exchange with educators, SLPs, and medical practitioners. SLPs globally are experiencing shared interests, practice issues, training challenges, outreach opportunities and limitations, shortages, interprofessional collaboration and education challenges and successes, and the desire to network and learn from each other. This article will describe the benefits of academic/educational exchange opportunities for our profession and possible outcomes for global networking.

Information and Communication Technology and Cultural Change

2012 ◽  
Vol 43 (4) ◽  
pp. 222-231 ◽  
Author(s):  
Nina Hansen ◽  
Tom Postmes ◽  
Nikita van der Vinne ◽  
Wendy van Thiel
Keyword(s):  
Cultural Values ◽  
Information And Communication Technology ◽  
Communication Technology ◽  
Cultural Change ◽  
Control Group ◽  
Self Construal ◽  
Information And Communication ◽  
The Impact ◽  
Ict For Development ◽  
Practical Implications

This paper studies whether and how information and communication technology (ICT) changes self-construal and cultural values in a developing country. Ethiopian children were given laptops in the context of an ICT for development scheme. We compared children who used laptops (n = 69) with a control group without laptops (n = 76) and a second control group of children whose laptop had broken down (n = 24). Results confirmed that after 1 year of laptop usage, the children’s self-concept had become more independent and children endorsed individualist values more strongly. Interestingly, the impact of laptop usage on cultural values was mediated by self-construal (moderated mediation). Importantly, modernization did not “crowd out” traditional culture: ICT usage was not associated with a reduction in traditional expressions (interdependent self-construal, collectivist values). Theoretical and practical implications are discussed.

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