Engaging the Discourse of Diversity: Educators' Frameworks for Working with Linguistic and Cultural Difference

2002 ◽  
Vol 3 (3) ◽  
pp. 400-414 ◽  
Author(s):  
Veronica Pacini-Ketchabaw ◽  
Sandra Schecter
Keyword(s):  
Cultural Difference ◽  
Intercultural Sensitivity ◽  
Linguistically Diverse ◽  
Public Schooling ◽  
School Settings ◽  
Pedagogic Tool ◽  
Four Discourses ◽  
The Relationship ◽  
Interpretative Framework

Although plurality and diversity are often taken as givens in the ongoing conversation on the role of public schooling, practitioners do not necessarily share the same understandings of these sociological facts. This article explores ways in which teachers who are committed to working within ethnically and linguistically diverse settings make sense of their professional missions. We examine these ways through the lens, or interpretative framework, of scholarly discussions on discourse and subjectivity. We present four discourses for understanding diversity that we encountered in our professional development work with teachers in two urban school settings in Ontario, Canada. To represent the core narratives associated with these discourses, we use the following templates: difference as deficit; preparing minority students and families to facilitate the school's agenda; intercultural sensitivity as a pedagogic tool; and diversity as curriculum. The respective different understandings and rhetorical practices aligning to these templates impacted classroom curriculum, students' socialisation within the school, and the relationship between school, home and community.

scholarly journals Images of innovation in discourses of free and open source software

First Monday ◽  
2014 ◽  
Author(s):  
George Dafermos ◽  
Michel J.G. Van Eeten
Keyword(s):  
Open Source ◽  
Open Source Software ◽  
Q Methodology ◽  
Common Ground ◽  
Innovation Management ◽  
Innovation Process ◽  
Negative Effect ◽  
Four Discourses ◽  
The Relationship

In this study, we examine the relationship between innovation and free/open source software (FOSS) based on the views of contributors to FOSS projects, using Q methodology as a method of discourse analysis to make visible the positions held by FOSS contributors and identify the discourses encountered in the FOSS community. In specific, our analysis reveals four discourses: four ways of expressing oneself used by FOSS contributors, which, aside from certain commonalities, postulate fundamentally different conceptions of innovation. Whereas the dispersion of FOSS contributors’ subjectivity across four different discourses is indicative of the diversity and heterogeneity of the FOSS community, their commonalities, however, demarcate a common ground that all discourses share: points of agreement include the negative effect of patents on innovation, the predominant role of end users over manufacturers in the innovation process and the embrace of FOSS licenses as a key enabler of innovation. In the conclusion, we outline some implications for innovation management and policy.

Conflict and Consensus Revisited: Notes toward a Reinterpretation of American Educational History

1976 ◽  
Vol 46 (3) ◽  
pp. 390-396 ◽  
Author(s):  
Carl Kaestle
Keyword(s):  
Public Schools ◽  
Public Education ◽  
Historical Research ◽  
Public Schooling ◽  
Educational History ◽  
Social Elite ◽  
The Social ◽  
Free Public Education ◽  
The Relationship

Since the early 1950s, educational historians have increasingly turned their attention to the role of social conflict in the creation of public schools. Consensus historians claim that most Americans were in agreement on the issue of free public education, while recent conflict historians posit that the social elite imposed public schooling on the working class. Author Carl Kaestle suggests that each view contains elements of the truth but that both are reductionist. In this article, he briefly examines these interpretations and then suggests improved models of historical research to define more precisely and elegantly the relationship between conflict and consensus in American educational history.

scholarly journals Ethnicity and low wage traps: favouritism, homosocial reproduction and economic marginalization

2017 ◽  
Vol 31 (6) ◽  
pp. 992-1009 ◽  
Author(s):  
Maria Hudson ◽  
Gina Netto ◽  
Mike Noon ◽  
Filip Sosenko ◽  
Philomena de Lima ◽  
...  
Keyword(s):  
Cultural Difference ◽  
Social Connections ◽  
Facilities Management ◽  
Equal Opportunities ◽  
Opportunity Structures ◽  
The United Kingdom ◽  
Positive Discrimination ◽  
The Relationship ◽  
Low Pay

This article analyses the relationship between cultural difference, social connections and opportunity structures using interview evidence from low-paid workers and managers in local government, the health service, facilities management and housing. Exploring the operation of homosocial reproduction it reveals the double-edged nature of informality and the role of favouritism in particular in perpetuating ethnic advantage and privilege. While demonstrating that uses of homosocial reproduction need to be sensitive to intersections of identities or categories of difference, the article adds further evidence of the persistent gap between equal opportunities policies and practice for ethnic minorities in the United Kingdom labour market. The article concludes that stronger forms of positive action, and even positive discrimination, are needed to address the low pay traps and restricted opportunities of ethnic minority workers.

scholarly journals Words and objects in transposing desire and making space

2008 ◽  
Vol 12 (3-4) ◽  
pp. 263-268 ◽  
Author(s):  
Nishat Awan
Keyword(s):  
Identity Politics ◽  
Knowledge Production ◽  
Cultural Difference ◽  
Postcolonial Theory ◽  
Social Space ◽  
The Self ◽  
Postcolonial Identity ◽  
The Relationship ◽  
Psychoanalytic Theories

In this article I will explore the relationship between space, language and objects and interrogate the role of language as a signifier for the transformation of space through cultural difference. My work is informed by the context and the methods of postcolonialism and specifically the notion of hybridity. If the hybridity of a postcolonial identity is acknowledged, then the space where these identities are negotiated could also be seen as sharing qualities of overlap and mixing. Influenced by psychoanalytic theories of the self and its relation to others, postcolonial theory has used strategies of ‘mimicry’ and ‘hybridity’ as motifs to provide a vocabulary that shifts colonial relations out of the dialectic of oppressor and oppressed. But following Lefebvre's idea that all space is social space, and Foucault's spatialisation of power, the move from the historic preoccupation with time to a spatialisation of the processes of knowledge production, allows postcolonial thinking to go beyond the complicities of identity politics, which has been one of the major criticisms of this mode of thought. As an architect, this opens up certain possibilities of interrogating postcolonial subjectivity through the spaces that are occupied and used by those who are implicated within it. This paper will focus on one such space: a park in East London.

scholarly journals Seen and unseen: using video data in ethnographic fieldwork

2015 ◽  
Vol 15 (4) ◽  
pp. 430-444 ◽  
Author(s):  
Abigail Hackett ◽  
Steve Pool ◽  
Jennifer Rowsell ◽  
Barsin Aghajan
Keyword(s):  
Point Of View ◽  
Video Data ◽  
Community Arts ◽  
Research Project ◽  
Content Type ◽  
School Settings ◽  
Project Site ◽  
The Relationship ◽  
International Research Project

Purpose – The purpose of this paper is to report on video making in two different contexts within the Community Arts Zone research project, an international research project concerned with the connections between arts, literacy and the community. Design/methodology/approach – At one project site, researchers and parents from the community filmed their children making dens with an artist. At another site, a professional film crew filmed young people engaged in arts practice in school settings. Findings – In both cases, researchers, artists and community participants collaborated to do research and make video. This paper discusses the ways that this work was differently positioned at the two sites. These different positionings had implications for the meaning ascribed to video making from the point of view of the participants, researchers and artists involved. Originality/value – By drawing on perspectives of researchers and artists, the paper explores implications for video making processes within ethnographic research. These include a need for awareness of the diversity and fragmentation of the fields of both visual research and visual arts practice. In addition, the relationship between research and the visual is unfolding in a context in which the digital is increasingly ubiquitous in everyday life. Therefore the authors argue for the need for researchers and artists to explore their epistemological assumptions with regards to video and film, and to consider the role of the digital in the lives of their participants. The coming together of these positions and experiences is what constructs the meaning of the digital and visual in the field.

Choosing a Markov blanket

2020 ◽  
Vol 43 ◽  
Author(s):  
Thomas Parr
Keyword(s):  
Markov Blanket ◽  
Target Article ◽  
The Relationship

Abstract This commentary focuses upon the relationship between two themes in the target article: the ways in which a Markov blanket may be defined and the role of precision and salience in mediating the interactions between what is internal and external to a system. These each rest upon the different perspectives we might take while “choosing” a Markov blanket.

Staring Down Death

Crisis ◽  
2016 ◽  
Vol 37 (3) ◽  
pp. 212-217 ◽  
Author(s):  
Thomas E. Joiner ◽  
Melanie A. Hom ◽  
Megan L. Rogers ◽  
Carol Chu ◽  
Ian H. Stanley ◽  
...  
Keyword(s):  
Suicide Risk ◽  
Clinical Utility ◽  
Blink Rate ◽  
Specific Task ◽  
Careful Planning ◽  
Eye Blink ◽  
Eye Blinks ◽  
Potential Clinical Utility ◽  
The Relationship

Abstract. Background: Lowered eye blink rate may be a clinically useful indicator of acute, imminent, and severe suicide risk. Diminished eye blink rates are often seen among individuals engaged in heightened concentration on a specific task that requires careful planning and attention. Indeed, overcoming one’s biological instinct for survival through suicide necessitates premeditation and concentration; thus, a diminished eye blink rate may signal imminent suicidality. Aims: This article aims to spur research and clinical inquiry into the role of eye blinks as an indicator of acute suicide risk. Method: Literature relevant to the potential connection between eye blink rate and suicidality was reviewed and synthesized. Results: Anecdotal, cognitive, neurological, and conceptual support for the relationship between decreased blink rate and suicide risk is outlined. Conclusion: Given that eye blinks are a highly observable behavior, the potential clinical utility of using eye blink rate as a marker of suicide risk is immense. Research is warranted to explore the association between eye blink rate and acute suicide risk.

Parenting Behaviors and Anxiety in Young Adults

2015 ◽  
Vol 36 (3) ◽  
pp. 170-176 ◽  
Author(s):  
Erin N. Stevens ◽  
Joseph R. Bardeen ◽  
Kyle W. Murdock
Keyword(s):  
Effortful Control ◽  
Parenting Behaviors ◽  
Protective Role ◽  
Anxiety Symptoms ◽  
Interactive Effects ◽  
Parental Overprotection ◽  
High Control ◽  
Development Of Anxiety ◽  
The Relationship

Parenting behaviors – specifically behaviors characterized by high control, intrusiveness, rejection, and overprotection – and effortful control have each been implicated in the development of anxiety pathology. However, little research has examined the protective role of effortful control in the relation between parenting and anxiety symptoms, specifically among adults. Thus, we sought to explore the unique and interactive effects of parenting and effortful control on anxiety among adults (N = 162). Results suggest that effortful control uniquely contributes to anxiety symptoms above and beyond that of any parenting behavior. Furthermore, effortful control acted as a moderator of the relationship between parental overprotection and anxiety, such that overprotection is associated with anxiety only in individuals with lower levels of effortful control. Implications for potential prevention and intervention efforts which specifically target effortful control are discussed. These findings underscore the importance of considering individual differences in self-regulatory abilities when examining associations between putative early-life risk factors, such as parenting, and anxiety symptoms.

Social Support, Emotional Intelligence, and Posttraumatic Stress Disorder Symptoms

2016 ◽  
Vol 37 (1) ◽  
pp. 31-39 ◽  
Author(s):  
Nicole L. Hofman ◽  
Austin M. Hahn ◽  
Christine K. Tirabassi ◽  
Raluca M. Gaher
Keyword(s):  
Social Support ◽  
Posttraumatic Stress Disorder ◽  
Emotional Intelligence ◽  
Protective Factors ◽  
Posttraumatic Stress ◽  
Stress Disorder ◽  
Traumatic Events ◽  
Ptsd Symptoms ◽  
The Relationship

Abstract. Exposure to traumatic events and the associated risk of developing Posttraumatic stress disorder (PTSD) symptoms is a significant and overlooked concern in the college population. It is important for current research to identify potential protective factors associated with the development and maintenance of PTSD symptoms unique to this population. Emotional intelligence and perceived social support are two identified protective factors that influence the association between exposure to traumatic events and PTSD symptomology. The current study examined the mediating role of social support in the relationship between emotional intelligence and PTSD symptoms. Participants included 443 trauma-exposed university students who completed online questionnaires. The results of this study indicated that social support mediates the relationship between emotional intelligence and reported PTSD symptoms. Thus, emotional intelligence is significantly associated with PTSD symptoms and social support may play an integral role in the relationship between emotional intelligence and PTSD. The current study is the first to investigate the role of social support in the relationship between emotional intelligence and PTSD symptoms. These findings have important treatment and prevention implications with regard to PTSD.

Coping Humor as a Mediator Between Emotional Intelligence and Job Satisfaction

2017 ◽  
Vol 16 (3) ◽  
pp. 155-159 ◽  
Author(s):  
Peizhen Sun ◽  
Jennifer J. Chen ◽  
Hongyan Jiang
Keyword(s):  
Job Satisfaction ◽  
Emotional Intelligence ◽  
Future Research ◽  
Satisfaction Scale ◽  
Primary School Teachers ◽  
Mediating Role ◽  
Regulation Of Emotion ◽  
The Relationship ◽  
Overall Job Satisfaction

Abstract. This study investigated the mediating role of coping humor in the relationship between emotional intelligence (EI) and job satisfaction. Participants were 398 primary school teachers in China, who completed the Wong Law Emotional Intelligence Scale, Coping Humor Scale, and Overall Job Satisfaction Scale. Results showed that coping humor was a significant mediator between EI and job satisfaction. A further examination revealed, however, that coping humor only mediated two sub-dimensions of EI (use of emotion and regulation of emotion) and job satisfaction. Implications for future research and limitations of the study are discussed.

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