Conclusion

2018 ◽  
Author(s):  
Javier Corrales
Keyword(s):  
Institutional Change ◽  
Executive Branch ◽  
Potential Threat ◽  
Power Asymmetry ◽  
Large Power ◽  
Power Differential ◽  
Constitution Making

The chapter presents a summary of main findings and discusses their implications. The book’s main finding is that extreme power asymmetry on behalf of the Incumbent creates the conditions for institutional change that empowers mostly the executive branch. A large power differential between the Incumbent and the Opposition encourages the Incumbent to seize the advantage to initiate bold, self-serving institutional change, sometimes even a constitutional overhaul. If the latter gets underway, and power asymmetry stays pro-Incumbent, chances are the new constitution will expand the powers of the Executive branch. This outcome, in turn, can spread discontent across Opposition forces and sometimes encourage the Incumbent to govern more unilaterally. This presents a potential threat to democracy. The chapter concludes by discussing the implications of this finding for different literatures: democratization, constitution-making, presidential powers, and government-Opposition relations.

Voice Power Differential Scale--German Version

2020 ◽  
Author(s):  
A. Gmeiner ◽  
A. Gaglia ◽  
S. Habicher ◽  
T. Rumpold ◽  
S. Süßenbacher ◽  
...  
Keyword(s):  
German Version ◽  
Power Differential

scholarly journals Considering Power in Community-Based Research: Shifting Toward New Pedagogical Approaches with a 'Public Work for Public Things' Framework

2021 ◽  
Vol 14 (2) ◽  
Author(s):  
Susan Haarman ◽  
Patrick M Green
Keyword(s):  
Service Learning ◽  
Community Based ◽  
Power Differential ◽  
Community Based Research ◽  
The Public ◽  
Public Work ◽  
Community Based Learning ◽  
The Impact ◽  
Service Learning Pedagogy ◽  
The Voice

One of the fundamental questions of power in the pedagogy of community-based research (CBR) is who gets to decide what is research worthy and what is the focus of CBR questions? The reality of the power imbalance in community-based research and learning is often reflective of a systemic disengagement with the broader community. Even when instructors and administrators are intentional in how they solicit feedback or think through the impact of their work, they may not know the neighbourhood. Prioritising the voice of community partners does not provide a simple solution, as the individuals we work with to organise community-based learning opportunities may not be residents of the neighbourhood. This article adopts a theory-building approach to this crucial question. Building on the work of Boyte (2014) and Honig (2017), community-based research is reoriented as ‘public work for public things’ (Haarman 2020). After establishing the ‘public work for public things’ framework, the article explores how this new framework impacts collaborative research by addressing the power differential and creating new lines of inquiry – specifically the practice of ‘elicitation of concerns’. Through the lens of critical service-learning pedagogy (Mitchell 2008) and a practitioner-scholar framework (Lytle 2008; Ravitch 2013; Salipante & Aram 2003), we then interrogate two community-based research courses we have recently taught, examining how a ‘public work for public things’ approach would have altered the course and its methods.

Politeness and pragmatic transfer in L2 pronominal address usage

2022 ◽  
Author(s):  
Yixin Wang
Keyword(s):  
High Power ◽  
First Language ◽  
Social Consequences ◽  
Pedagogical Intervention ◽  
Power Differential ◽  
Pragmatic Transfer ◽  
Address Forms ◽  
Chinese Learners ◽  
L1 Use ◽  
Pragmatic Knowledge

Abstract This study investigates how Chinese learners of Spanish, who have a T/V distinction in their first language (L1), use the T/V address forms in Spanish as a second language (L2). Findings show that the learners rely mainly on their L1 pragmatic knowledge to employ the T/V in the L2. Despite having relatively good grammatical control of T/V, the learners produced frequent T/V alternation due to negative pragmatic transfer. In Chinese using V normally conveys speaker’s perception of a high-power differential and in relationships that are borderline T or V usage, shifting from T to V can convey deference and tends to co-occur with face-threatening or face-enhancing acts. The learners transferred from Chinese their tendency to use V to express deference and overutilized this politeness strategy in Spanish regardless of their relationship with the addressee. This problematic usage may generate negative social consequences and calls for pedagogical intervention.

Standard language ideology in an English-medium Irish secondary school

2021 ◽  
Vol 5 (2) ◽  
Author(s):  
Stephen Lucek
Keyword(s):  
Secondary School ◽  
Student Teacher ◽  
Language Ideology ◽  
Classroom Interaction ◽  
Qualitative Approach ◽  
Economic Disadvantage ◽  
Standard Language ◽  
Power Differential ◽  
Standard Language Ideology ◽  
Teacher Classroom

The current paper aims to address how one English-medium school functions from the different perspectives within the school: the principal, student/teacher classroom interaction and the students. This approach allows us to see the power differential of the different stakeholders in a school and how iconisation, fractal recursivity, and erasure affect teenagers in Dublin. This paper presents interview data with a principal and the students in a secondary school. Taking a qualitative approach to these data, I show that standard language ideology is linked with economic disadvantage. The school principal’s approach to identifying, problematising and seeking to eliminate certain types of nonstandard language in the school reflects a standard language ideology and is consistent with a raciolinguistic approach to linguistic discrimination. The data suggest that the students themselves take a more nuanced approach.

Sign in / Sign up

Export Citation Format

Share Document