Discerning Space, Situating Self

2020 ◽  
Vol 88 (2) ◽  
pp. 269-291
Author(s):  
Xiayin Dang
Keyword(s):  
Cross Cultural ◽  
The Sublime ◽  
Outer World ◽  
Cultural Boundaries ◽  
Inner World ◽  
Zhang Chengzhi ◽  
Red Guard ◽  
Writing Identity ◽  
Symbolic World ◽  
Symbolic Approach

Zhang Chengzhi is a well-known writer with multiple literary and cultural labels attached to his name, including educated youth writer, root-seeking writer, ethnic Hui writer, red guard, Muslim, fundamentalist, and spokesman for Jahriyya. Zhang is, however, famous for depicting three lands which have been considered to be fascinating images and primary backgrounds in his writing. This article proposes that the landscape is not merely background to serve his themes; instead it constructs an independent and symbolic world, while the inner world and outer world fuse together. Zhang discovers/represents the sublime landscape as a productive space to crystallize his idea of the sublime. In this way, landscapes effectively provide a material as well as a symbolic approach, allowing us to discern his sublime writing with a multicultural writing identity. This article aims to elaborate upon the ways in which Zhang transforms factual, natural, and geographical lands – as significant geographies to him – into aesthetic, ethical, ethnic cultural, and religious landscapes, how he imagines and constructs a cross-cultural sublime identity in both the local and global contexts, and in what way the representation of the sublime embodies his tactic of living and writing by transcending geographical, ethical, and cultural boundaries.

Ч. АЙТМАТОВДУН «ТООЛОР КУЛАГАНДА» РОМАНЫНДАГЫ ПЕЙЗАЖДЫК СҮРӨТТӨӨЛӨР

2020 ◽  
pp. 92-94
Author(s):  
Н. Алтыкеева ◽  
Б. Ниясалиева
Keyword(s):  
Full Moon ◽  
The Novel ◽  
Additional Tool ◽  
The Sublime ◽  
The World ◽  
State Of Mind ◽  
Inner World ◽  
Aesthetic Values

Аннотация. Макалада романдын мазмунунан орун алган пейзаждык сүрөттөөлөр талкууланат. Пейзаждык сүрөттөөлөр чыгарманын көркөмдүүлүгүн, эстетикалык баалуулугун арттыруу менен катар эле каармандардын образын тереңден ачып берүүдө, окуялардын өнүгүп-өсүшү жана алдыда боло турган окуялар тууралуу окурманга маалымат берүүдө кошумча каражат катары колдонулат. Жазуучу романда пейзаждык сүрөттөөлөрдү өтө кылдат колдонгону байкалат. Алсак, тоо адамдагы улуулук жана бийиктикти айгинелейт, толукшуган ай жан- дүйнөнүн бөксөрбөй толуп турушун көрсөтөт, ачык асмандын алай-дүлөй түшкөн көрүнүшкө айланышы - каармандын ички сезими, уйгу-туйгу ойлонуусу, жан дүйнөсүнүн бурганак болушун ачып көрсөтүүдө маанилүү болсо, чабалекейлердин тынымсыз учуп чабалакташы, жан алакетке түшүп чыйпылдашы – алдыда боло турган кырсыктуу окуя тууралуу кабар берсе, согуштун апааты жашыл шибердин, бак-дарактардын күлгө айланышы, чымчык-куштардын күздү күтпөй кайдадыр учуп кетип жатышы менен түшүндүрүлөт. Tүйүндүү сөздөр: пейзаж. роман, идея, легенда, эпилог, каарман, негизги окуялар. Аннотация. В статье дается пейзажное описание. Пейзажное описание используется в произведении как дополнительное средство эстетических ценностей и помогает раскрыть образы героев, и действия произведения. Писатель в романе тонко использует пейзажное описание. Например горы возвышенное и самое ценное в человеке, а полная луна – счастливое душевное состояние человека, а превращение безоблачного неба в бущующий вид – указывает, как неспокойно в душе главного героя, его беспокойные мысли, как бушует его внутренний мир, а ласточки неспокойно летающие, предвещают несчастье, птицы улетающие раньше времени, превращение зелёной травы, деревьев в пепел предвещают ужасы войны. Ключевые слова: пейзаж. роман, идея, легенда, эпилог, герой, главное событие Annotation. The article discusses the landscape description. The landscape description is used in the work as an additional tool for aesthetic values and helps to reveal the images of heroes, and in the development of the action of the work/ The writer in the novel subtly uses the landscape description. The mountains are the sublime and the most valuable in a person, and the full moon is a happy state of mind of a person, and the transformation of a cloudless sky into a raging view indicates how restless the soul of the protagonist is, his restless thoughts. How his inner world is raging, and the swallows are restlessly flying, foreshadow the misfortune, the birds flying away ahead of time, the transformation of green grass, trees in the forehead the horrors of war. This article describes the idea of the story "Do not kill" which is given instead of the epilogue in the novel "When the mountains fall" which was written by Ch.Aitmatov. It considers the role of a story that calls to live in peace and to end wars that are occurring in the world. Keywords: Landscapе, novel, idea, legend, epilogue, hero, main event.

scholarly journals Voices from different cultures: Foundation Phase students’ understanding across

2011 ◽  
Vol 1 (2) ◽  
Author(s):  
Annalie Botha
Keyword(s):  
South African ◽  
Life Experiences ◽  
Belief Systems ◽  
Education Programme ◽  
Cross Cultural ◽  
Emotional Expressions ◽  
Community Life ◽  
Linguistic Group ◽  
Cultural Boundaries ◽  
Different Cultures

From “How was your day?” to “Remember the time we …”, we use stories as a way to share our experiences, understandings and concerns with others. Stories extend our knowledge and understanding of other people and situations, other culturesand languages by including the emotional expressions of factual information. When so much of family and community life in South Africa remains insular and disconnected from other cultures, other languages and other belief systems, storiescan extend boundaries beyond our single perspectives and experiences to the varying perspectives of others. This becomes particularly important for teachers of young children who may have very different life experiences from those of the children they teach. In this project, we examined storytelling as a way to cross-cultural boundaries and of harnessing the diverse worlds of South African citizens pedagogically. We asked fourth year students in a Foundation Phase teacher education programme to identify a person from a different cultural and linguistic group; and to have that person share a story with them to discover how the experience of listening to stories from different cultures, languages, and belief systems might influence their attitudes towards teaching children with those characteristic differences.

scholarly journals Cultural diversity in unequal societies sustained through cross-cultural competence and identity valuation

2021 ◽  
Vol 8 (1) ◽  
Author(s):  
John A. Bunce
Keyword(s):  
Cultural Competence ◽  
Cultural Diversity ◽  
Group Identity ◽  
Cross Cultural ◽  
Cultural Norms ◽  
Cultural Dynamics ◽  
Field Methods ◽  
Cultural Boundaries ◽  
Majority Culture ◽  
Common Strategy

AbstractIn much contemporary political discourse, valued cultural characteristics are threatened by interaction with culturally distinct others, such as immigrants or a hegemonic majority. Such interaction often fosters cross-cultural competence (CCC), the ability to interact successfully across cultural boundaries. However, most theories of cultural dynamics ignore CCC, making cultural diversity incompatible with mutually beneficial inter-group interaction, and contributing to fears of cultural loss. Here, interview-based field methods at an Amazonian ethnic boundary demonstrate the prevalence of CCC. These data motivate a new theoretical mathematical model, incorporating competing developmental paths to CCC and group identity valuation, that illuminates how a common strategy of disempowered minorities can counter-intuitively sustain cultural diversity within a single generation: Given strong group identity, minorities in a structurally unequal, integrative society can maintain their distinctive cultural norms by learning those of the majority. Furthermore, rather than a rejection of, or threat to, majority culture, the valuation of a distinctive minority identity can characterize CCC individuals committed to extensive, mutually beneficial engagement with the majority as members of an integrative, multi-cultural society.

Networked Objects

2013 ◽  
Vol 45 (3) ◽  
pp. 570-573
Author(s):  
Mary Roberts
Keyword(s):  
Social Networks ◽  
Visual Culture ◽  
19Th Century ◽  
Cross Cultural ◽  
Geographic Locations ◽  
Cultural Contact ◽  
Cultural Boundaries ◽  
Art Works ◽  
Objects Tracking ◽  
Nuanced Understanding

Over the last decade an approach to 19th-century visual culture that focuses on cross-cultural contact and exchange has begun to supplement an earlier model of Orientalist critique focused primarily on the iconographic analysis of European Orientalist tropes and stereotypes. In this essay I engage with these discussions by analyzing what I will call networked objects. Tracking the mobility of art works and artifacts across cultural boundaries and their differing signification in varying sites of reception impels a nuanced understanding of how visual culture has been implicated in these networks of power. Influenced by anthropological debates, my approach focuses on the circulation of images and objects across cultures and within the region, exploring their function at divergent sites. Social networks of artists and patrons facilitated the transplantation of ideas and images, but the meanings of networked objects morphed independently of authorship according to their displacement to new geographic locations. Networked objects were also entangled within patterns of misinterpretation, blockage, and rupture as visual forms were created, reshaped, or productively misinterpreted in the environments into which they were transplanted, thus provoking challenges from the peripheries and divergent forms of indigenous agency.

scholarly journals The Mobility of Education Policy in the 21st Century: Lessons from Other Fields

2020 ◽  
Vol 6 (3) ◽  
pp. 83-93
Author(s):  
Alan Ruby ◽  
Aisi Li
Keyword(s):  
Education Policy ◽  
Comparative Education ◽  
Policy Diffusion ◽  
Policy Transfer ◽  
Policy Formation ◽  
Cross Cultural ◽  
Education Policies ◽  
National Education ◽  
Cultural Boundaries ◽  
External Incentives

The ways information about national education policies is exchanged and interpreted is a field of comparative education that is under-developed. What discussion and analysis there is seems to ignore the insights and models prevalent in other domains. We looked to fields like political science, and economic and social development for concepts to strengthen the analysis of education policy mobility between nations. We found an abundance of metaphors most of which fail to capture key elements of policy diffusion including the notion that ideas change as they cross cultural boundaries. We observe that policy transfer can be purposefully initiated by the host as well as a product of coercion or external incentives. Our principal conclusions are that common framings of traveling education policies are linear, one-directional and marked by an air of beneficence. They overlook the importance of context and the actions of sovereign nations in policy formation.

Death in Colonial North America: Cross-Cultural Encounters

2015 ◽  
Author(s):  
Erik R. Seeman
Keyword(s):  
North America ◽  
Mortality Rates ◽  
Cross Cultural ◽  
Mortuary Practices ◽  
Cultural Backgrounds ◽  
Cultural Encounters ◽  
North Americans ◽  
Labor Exploitation ◽  
Cultural Boundaries ◽  
Colonial Encounter

Death is universal yet is experienced in culturally specific ways. Because of this, when individuals in colonial North America encountered others from different cultural backgrounds, they were curious about how unfamiliar mortuary practices resembled and differed from their own. This curiosity spawned communication across cultural boundaries. The resulting knowledge sometimes facilitated peaceful relations between groups, while at other times it helped one group dominate another. Colonial North Americans endured disastrously high mortality rates caused by disease, warfare, and labor exploitation. At the same time, death was central to the religions of all residents: Indians, Africans, and Europeans. Deathways thus offer an unmatched way to understand the colonial encounter from the participants’ perspectives.

Riding Critical and Cultural Boundaries

2010 ◽  
pp. 71-82
Author(s):  
Julie Faulkner ◽  
Bronwyn T. Williams
Keyword(s):  
New Technologies ◽  
Literacy Practices ◽  
Cross Cultural ◽  
Cultural Norms ◽  
Cultural Boundaries ◽  
American Students ◽  
Student Cohorts ◽  
On Line ◽  
Television Study ◽  
The Impact

This chapter explores the impact of new technologies on young peoples’ literacy practices, with a particular focus on humour as text. Acknowledging ways in which rapidly-changing cultural and technological conditions have reshaped how people work and play, the authors work within expanded definitions of literacy, or multiliteracies. Exploring the potential of humour to interrogate cultural assumptions, Australian and American students participated in a cross cultural television study. They viewed a ‘foreign’ sitcom, asking to what extent knowledge of the sitcom’s cultural norms was fundamental to an appreciation of the intended humour of the series. The student cohorts then communicated on line, developing their reading of the sitcoms in a cross cultural forum. The study asks how the students’ multiliterate practices, including their critical interpretations of television comedy, hold implications for literacy education.

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