scholarly journals Weerstand teen teksgebonde navorsing: ’n bydrae tot ’n omgekeerde benadering tot kultuurstudie

Literator ◽  
2004 ◽  
Vol 25 (2) ◽  
pp. 97-124
Author(s):  
K.G. Tomaselli ◽  
N. Oets
Keyword(s):  
Cultural Studies ◽  
Third World ◽  
Theory Development ◽  
Western World ◽  
Northern Cape ◽  
English Speaking ◽  
The Relationship ◽  
Ownership Of Information

Resisting text-bound research: Towards a reversed approach to cultural studies In this article an argument is developed for a reversed approach of cultural studies in discussing problems regarding fieldwork, academic access and accountability. We also argue for an empirical space in cultural studies, for a greater acknowledgement of fieldwork done by Third-World scholars vis-á-vis seminal theory development in the Western world. The article discusses relationships between observers and the observed in terms of dependency, inclusions/exclusions, and borders and othering. We reflexively analyse tensions and contradictions set in motion by the writing of articles on observer-observed relationships within both the San communities themselves and among researchers and development and other agencies working in one of these areas. Issues addressed relate to the ownership of information, the relationship between the local/particular and the national/general policy, and on how to ensure informal discussions around the campfire as well as involvement of, and general access to the written product by a-literate and non-English-speaking communities. Methodologically this article builds on two earlier studies, based on six years of fieldwork research in the Kalahari among three San communities in Namibia, Botswana and the Northern Cape.

Reviews: Mathematics in the Vernacular

1984 ◽  
Vol 15 (1) ◽  
pp. 69-73
Author(s):  
Gilah Leder
Keyword(s):  
Cultural Studies ◽  
Theory Development ◽  
Cross Cultural ◽  
Department Of Education ◽  
Large Numbers ◽  
Category Formation ◽  
And Mathematics ◽  
Set Up ◽  
The Relationship ◽  
Cross Cultural Studies

In Cross-Cultural Studies in Cognition and Mathematics David Laney describes the ambitious Indigenous Mathematics Project carried out in Papua New Guinea (P.N.G.) with the full support of the P.N.G. Department of Education and set up to examine the relationship between children's cultural background and their pattern of cognitive development, particularly with respect to category formation. Whether the acquisition of school arithmetic was influenced by these factors was also investigated, though less comprehensively. The book seems a ready example of Brislin's (1983) contention that “in the last four to five years cross-cultural studies have been recognized as central to theory development by large numbers of psychologists” (p. 364).

Self-Determination and Territorial Integrity: Southern Cameroons and the Republic of Cameroun

2019 ◽  
Vol 27 (4) ◽  
pp. 629-653
Author(s):  
Valerie Muguoh Chiatoh
Keyword(s):  
International Law ◽  
Armed Conflict ◽  
Third World ◽  
Self Determination ◽  
Territorial Integrity ◽  
Present Issue ◽  
The Republic ◽  
The Relationship

African states and institutions believe that the principle of territorial integrity is applicable to sub-state groups and limits their right to self-determination, contrary to international law. The Anglophone Problem in Cameroon has been an ever-present issue of social, political and economic debates in the country, albeit most times in undertones. This changed as the problem metamorphosed into an otherwise preventable devastating armed conflict with external self-determination having become very popular among the Anglophone People. This situation brings to light the drawbacks of irregular decolonisation, third world colonialism and especially the relationship between self-determination and territorial integrity in Africa.

Populäre Medienkulturen. Programmatische Positionen : Popular media cultures. Programmatic positions

SPIEL ◽  
2019 ◽  
Vol 4 (1) ◽  
pp. 147-185
Author(s):  
Marcus S. Kleiner
Keyword(s):  
Cultural Studies ◽  
Everyday Life ◽  
Media Literacy ◽  
Focus Of Attention ◽  
Popular Media ◽  
Media Education ◽  
Cultural Formations ◽  
The Relationship

The article discusses the relationship between popular cultures, pop cultures and popular media cultures as transformative educational cultures. For this purpose, these three cultural formations are related to the themes of culture, everyday life, society, education, narration, experience and present. Apart from a few exceptions, such as in youth sociological works on cinema and education, in the context of media literacy discussions or in dealing with media education, educational dimensions of popular cultures and pop cultures have generally not been the focus of attention in media and cultural studies.

Psychology: Volume 5

2019 ◽  
Keyword(s):  
World View ◽  
Science Volume ◽  
Western World ◽  
Mental Life ◽  
Long Time ◽  
The Difference ◽  
New Perspective ◽  
Indian Setting ◽  
The Mind ◽  
The Relationship

This survey of research on psychology in five volumes is a part of a series undertaken by the ICSSR since 1969, which covers various disciplines under social science. Volume Five of this survey, Explorations into Psyche and Psychology: Some Emerging Perspectives, examines the future of psychology in India. For a very long time, intellectual investments in understanding mental life have led to varied formulations about mind and its functions across the word. However, a critical reflection of the state of the disciplinary affairs indicates the dominance of Euro-American theories and methods, which offer an understanding coloured by a Western world view, which fails to do justice with many non-Western cultural settings. The chapters in this volume expand the scope of psychology to encompass indigenous knowledge available in the Indian tradition and invite engaging with emancipatory concerns as well as broadening the disciplinary base. The contributors situate the difference between the Eastern and Western conceptions of the mind in the practice of psychology. They look at this discipline as shaped by and shaping between systems like yoga. They also analyse animal behaviour through the lens of psychology and bring out insights about evolution of individual and social behaviour. This volume offers critique the contemporary psychological practices in India and offers a new perspective called ‘public psychology’ to construe and analyse the relationship between psychologists and their objects of study. Finally, some paradigmatic, pedagogical, and substantive issues are highlighted to restructure the practice of psychology in the Indian setting.

scholarly journals Orthorexia nervosa and Instagram: exploring the Russian-speaking conversation around #opтopeкcия

2021 ◽  
Author(s):  
Yana Zemlyanskaya ◽  
Martina Valente ◽  
Elena V. Syurina
Keyword(s):  
Orthorexia Nervosa ◽  
Online Questionnaire ◽  
Level Of Evidence ◽  
Russian Speakers ◽  
Global North ◽  
Harmful Content ◽  
English Speaking ◽  
Comparative Content ◽  
The Relationship ◽  
Informative Text

AbstractThis mixed-methods study explored the conversation around orthorexia nervosa (ON) on Instagram from a Russian-speaking perspective. Two quantitative data sources were implemented; a comparative content analysis of posts tagged with #opтopeкcия (n = 234) and #orthorexia (n = 243), and an online questionnaire completed by Russian-speakers (n = 96) sharing ON-related content on Instagram. Additionally, five questionnaire participants were interviewed, four of which identified with having (had) ON. Russian-speakers who share ON-related content on Instagram are primarily female, around their late-twenties, and prefer Instagram over other platforms. They describe people with ON as obsessed with correct eating, rather than healthy or clean eating. Instagram appears to have a dual effect; it has the potential to both trigger the onset of ON and encourage recovery. Positive content encourages a healthy relationship with food, promotes intuitive eating, and spread recovery advice. Harmful content, in turn, emphasizes specific diet and beauty ideals. Russian-speaking users mainly post pictures of food, followed by largely informative text that explains what ON is, and what recovery may look like. Their reasons for posting ON-related content are to share personal experiences, support others in recovery, and raise awareness about ON. Two main target audiences were people unaware of ON and people seeking recovery support. The relationship between ON and social media is not strictly limited to the global north. Thus, it may be valuable to further investigate non-English-speaking populations currently underrepresented in ON research.Level of evidence: Level V, descriptive study.

Assessment of Intelligibility in Children with Velopharyngeal Insufficiency: The Relationship between Intelligibility in Context Scale and Experimental Measures

2021 ◽  
pp. 1-12
Author(s):  
Hedieh Hashemi Hosseinabad ◽  
Karla N. Washington ◽  
Suzanne E. Boyce ◽  
Noah Silbert ◽  
Ann W. Kummer
Keyword(s):  
Decision Making ◽  
Clinical Application ◽  
Speech Intelligibility ◽  
Velopharyngeal Insufficiency ◽  
Point Scale ◽  
Indirect Measure ◽  
English Speaking ◽  
Parental Reports ◽  
The Relationship ◽  
Children's Speech

<b><i>Purpose:</i></b> The purpose of this study was to investigate the clinical application of the Intelligibility in Context Scale (ICS) instrument in children with velopharyngeal insufficiency (VPI). This study investigated the relationship between clinical speech outcomes and parental reports of speech intelligibility across various communicative partners. <b><i>Methods:</i></b> The ICS was completed by the parents of 20 English-speaking children aged 4–12 years diagnosed with VPI. The parents were asked to rate their children’s speech intelligibility across communication partners using a 5-point scale. Clinical metrics obtained using standard clinical transcription on the Picture-Cued SNAP-R Test were: (1) percentage of consonants correct (PCC), (2) percentage of vowels correct (PVC), and (3) percentage of phonemes correct (PPC). Nasalance from nasometer data was included as an indirect measure of nasality. Intelligibility scores obtained from naive listener’s transcriptions and speech-language pathologists’ (SLP) ratings were compared with the ICS results. <b><i>Result:</i></b> Greater PCC, PPC, PVC, and transcription-based intelligibility values were significantly associated with higher ICS values, respectively (<i>r</i>[20] = 0.84, 0.82, 0.51, and 0.70, respectively; <i>p</i> &#x3c; 0.05 in all cases). There was a negative and significant correlation between ICS mean scores and SLP ratings of intelligibility (<i>r</i> = –0.74; <i>p</i> &#x3c; 0.001). There was no significant correlation between ICS values and nasalance scores (<i>r</i>[20] = –0.28; <i>p</i> = 0.22). <b><i>Conclusion:</i></b> The high correlations obtained between the ICS with PCC and PPC measures indicate that articulation accuracy has had a great impact on parents’ decision-making regarding intelligibility in this population. Significant agreement among ICS scores with naive listener transcriptions and clinical ratings supports use of the ICS in practice.

scholarly journals Normative Data for a Tablet-Based Dual-Task Assessment in Healthy Older Adults

2020 ◽  
Author(s):  
Maxime Lussier ◽  
Kathia Saillant ◽  
Tudor Vrinceanu ◽  
Carol Hudon ◽  
Louis Bherer
Keyword(s):  
Older Adults ◽  
Dual Task ◽  
Normative Data ◽  
Healthy Older Adults ◽  
Highly Educated ◽  
Coefficient Of Variability ◽  
French And English ◽  
Task Assessment ◽  
English Speaking ◽  
The Relationship

Abstract Objective The objective of this study is to provide normative data for a tablet-based dual-task assessment in older adults without cognitive deficits. Method In total, 264 participants aged between 60 and 90 years, French and English-speaking, were asked to perform two discrimination tasks, alone and concurrently. The participants had to answer as fast as possible to one or two images appearing in the center of the tablet by pressing to the corresponding buttons. Normative data are provided for reaction time (RT), coefficient of variation, and accuracy. Analyses of variance were performed by trial types (single-pure, single-mixed, dual-mixed), and linear regressions assessed the relationship between performance and sociodemographic characteristics. Results The participants were highly educated and a large proportion of them were women (73.9%). The accuracy on the task was very high across all blocks. RT data revealed both a task-set cost and a dual-task cost between the blocks. Age was associated with slower RT and with higher coefficient of variability. Men were significantly slower on dual-mixed trials, but their coefficient of variability was lower on single-pure trials. Education was not associated with performance. Conclusions This study provides normative data for a tablet-based dual-task assessment in older adults without cognitive impairment, which was lacking. All participants completed the task with good accuracy in less than 15 minutes and thus, the task is transferable to clinical and research settings.

scholarly journals Does Respect Foster Tolerance? (Re)analyzing and Synthesizing Data From a Large Research Project Using Meta-Analytic Techniques

2021 ◽  
pp. 014616722110244
Author(s):  
Steffen Zitzmann ◽  
Lukas Loreth ◽  
Klaus Michael Reininger ◽  
Bernd Simon
Keyword(s):  
Regression Coefficient ◽  
Theory Development ◽  
High Status ◽  
Social Psychological ◽  
Way Of Life ◽  
Research Project ◽  
The Social ◽  
The Relationship ◽  
Large Research ◽  
Existing Data

Our own prior research has demonstrated that respect for disapproved others predicts and might foster tolerance toward them. This means that without giving up their disapproval of others’ way of life, people can tolerate others when they respect them as equals (outgroup respect–tolerance hypothesis). Still, there was considerable variation in the study features. Moreover, the studies are part of a larger research project that affords many additional tests of our hypothesis. To achieve integration along with a more robust understanding of the relation between respect and tolerance, we (re)analyzed all existing data from this project, and we synthesized the results with the help of meta-analytic techniques. The average standardized regression coefficient, which describes the relationship between respect and tolerance, was 0.25 (95% confidence interval [CI] = [0.16, 0.34]). In addition to this overall confirmation of our hypothesis, the size of this coefficient varied with a number of variables. It was larger for numerical majorities than for minorities, smaller for high-status than for low-status groups, and larger for religious than for life-style groups. These findings should inspire further theory development and spur growth in the social-psychological literature on tolerance.

Dance and Ethnicity

2016 ◽  
Author(s):  
Anthony Shay ◽  
Barbara Sellers-Young
Keyword(s):  
Cultural Studies ◽  
Ethnic Groups ◽  
Identity Construction ◽  
Research Approach ◽  
Transnational Politics ◽  
Dance Studies ◽  
Ethnic Category ◽  
The Creation ◽  
The Relationship ◽  
Active Contributor

Ethnic groups have been defined as people who share a common ethos based on ancestry, nation, language and other identity markers. This volume brings scholars from across the globe that have incorporated perspectives from critical and cultural studies in an investigation of what it means to define oneself in an ethnic category and how this category is performed and represented as an ethnicity. The essays in this volume engage the four themes of identity construction, local and transnational politics, appropriation and related exotification, and resistance that are part of the ongoing discourse in the relationship between dance and ethnicity. Cumulatively, the essays in their research approach and methodology document the change that has taken place in dance studies from the ethnic as an easily identified category based on biology and geography to ethnicity as a fluid concept and dance as an active contributor to the creation and negotiation of it.

Tools of Conviviality: Art in the Postcolonial Imagination

2021 ◽  
Author(s):  
Cameron McCarthy
Keyword(s):  
Curriculum Reform ◽  
Third World ◽  
Frankfurt School ◽  
Specific Work ◽  
Working Classes ◽  
The Status ◽  
The Third World ◽  
Systems Of Domination ◽  
The Relationship ◽  
First World

Key arguments regarding the relationship between postcolonial art and aesthetics and the emancipatory imagination have implications for pedagogical and curriculum reform in the era of globalization. Postcolonial art, aesthetics, and postcolonial imagination are, and invoke paths through and exceeding, dominant traditions of thought in critical thinking on the status of art. These dominant critical traditions have led us to what Cameron McCarthy calls the “forked road” of cultural Marxism and neo-Marxism: the antipopulism of the Frankfurt School and Habermas and their contemporary affiliates versus the populism of the Birmingham School of Cultural Studies and those insisting on the nearly virtuous engagement of the First World working classes with contemporary consumer culture. These approaches have tended, McCarthy maintains, to generate critical apparati that silence the historically specific work of the colonized inhabitants of the Third World and the periphery of the First. In beckoning curriculum and pedagogical actors in a different direction, toward postcolonial art and aesthetics, McCarthy argues that the work of the postcolonial imagination dynamically engages with systems of domination, authority over knowledge, and representation, destabilizing received traditions of identity, association, and feeling, and offering, in turn, new starting points for affiliation and community that draw on the wellspring of humanity, indigenous and commodified. Key motifs of postcolonial art (literature, performance art, sculpture, and painting) illuminate organizing categories or new aesthetic genres: counter-hegemonic representation, double or triple coding, and utopic and emancipatory visions. These ethically informed dimensions of postcolonial art and aesthetics constitute critical starting points, or tools of conviviality, for a conversation over curriculum change in the tumult of globalization and the reassertion in some quarters of a feral nationalism.

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