A Metaphorical Analysis of Female Worship in the Kam Epic: Songs of Kam Remote Ancestors

Metaphor is a cognitive mechanism in which people understand an abstract and unfamiliar object by comparing it to a more concrete and familiar one, according to rhetoric, while modern cognitive linguistics holds that metaphor is a cognitive mechanism in which people understand an abstract and unfamiliar object by comparing it to a more concrete and familiar one, according to modern cognitive linguistics. It’s a basic human cognitive and thinking model. Therefore, cognitive metaphor study is devoted to revealing the deep cognitive patterns of language and explaining various cognitive behaviors through languages. Myth is an important vector of human culture and has a profound influence on the formation of national cultural psychology. The Kam’s epic Songs of Kam Remote Ancestors as a narrative ancient song of the Kam covers the longest history of the Kam and has the highest content about the Kam’s ancestors. This epic has many descriptions of woman ancestors and a large number of metaphors of women as well, which reflects the unique position of women in the Kam culture. This study draws on the cognitive metaphor theory to investigate the female metaphors with the purpose of uncovering the development and evolution of the Kam’s woman worship perception in their history by using MIP metaphor identifying method.

Humor Use in School Settings: The Perceptions of Teachers

This study investigated teachers’ use of humor in school settings. Eleven lower secondary school teachers from different branches volunteered in this qualitative study. I collected data through individual, face-to-face interviews and used content and descriptive analysis methods for data analysis. In conclusion, the participants mostly said that they generally used positive humor types for useful goals in school settings. The results regarding the participants’ goals of humor usage indicated that using positive humor types in the styles of affiliative humor and self-enhancing humor can be useful for managerial and pedagogical efficiency in schools. As for the results of the metaphorical analysis, participants mainly use positive humor and, to some extent, situational humor. Affiliative humor style was the most preferred one. The results also implied that some participants use self-enhancing humor style and aggressive humor style as well. Overall, this research offers a more complete and detailed understanding of teachers’ use of humor in school settings and can be used to guide teachers and school administrators who want to use humor effectively in both managerial and educational contexts.

Digital Reading and the Concept of Ebook: Metaphorical Analysis of Preservice Teachers’ Perceptions Regarding the Concept of Ebook

The aim of this study was to determine the metaphorical perceptions of preservice Turkish teachers (PTTs) regarding the concept of ebook. In accordance with this aim, answers to the questions of “What are the metaphors used by PTTs for the concept of e-book?” and “Under which categories could the metaphors used by PTTs for the concept of e-book be collected?” were sought. A total of 150 preservice teachers studying in the Faculty of Education, Turkish Education Department at Çukurova University, constituted the participants of the research designed according to the phenomenology design, one of the qualitative research methods. A semi-structured interview form was used as data collection tool. Data were analyzed using the content analysis technique. As a result of the study, it was determined that eight categories emerged from the metaphors produced by PTTs for ebook and that they mostly had positive meanings. These categories are, namely, facilitating, information source, accessible, portable, requirement, inadequate, attractive, and harmful. PTTs mostly produced metaphors for ebook in the facilitating category. It was followed by the information source and accessible categories. It was determined that some PTTs produced negative metaphors for ebooks, and these negative metaphors were collected under the inadequate and harmful categories.

Teacher-Librarian? What's in a Name? Making Meaning from Metaphor

Under what title should teacher-librarians be known? What is in a name? This paper provides an Australian background to the questions about the name that should be given to those who work as information specialists in schools. The authors review metaphorical analysis as a research tool and outline a qualitative research project employing the metaphor technique in an attempt to discover the conceptions that stakeholders (teacher-librarians, principals, classroom teachers, others) hold about three alternative titles that could be employed by the teacher-librarian profession. This research was undertaken with a number of groups in New South Wales, Australia.

Metaphorical Analysis of Discourse on Early Saudi Attempts to Include Women in Unconventional Work Environments

Objective - This paper examines empirically the discourse on social change as represented in gender-related posts on English blogs written by Saudi bloggers. Slightly more than a decade ago, Saudi women were allowed and encouraged by the government to work in unconventional work environments (outside the fields of education and health care); this stirred controversy across the country. Methodology/Technique – This analysis is based on an understanding of discourse as both shaping and being shaped by social and cognitive contexts. In so doing, it approaches the data from a socio-cognitive perspective with a focus on the mental models underlying the discursive representations at hand. The adopted methodology is based on metaphor analysis due to the inherently cognitive nature of metaphors. Consequently, an eclectic approach combining insights from conceptual metaphor theory and critical theory analysis is used. Finding – Data analysis reveals two main findings. First, change is constructed cognitively as challenging and demanding for both women aspiring to work in unconventional professions and their supporters on authoritative and non-authoritative levels. This, however, clashes with the second finding, as in these blogs women are metaphorically constructed in an objectifying and victimizing manner. Novelty – Such a mismatch calls for a careful examination of some gender constraining cognitive constructions as they are, surprisingly, constructed and reproduced even within discourse attempting to empower women. Type of Paper: Empirical. JEL Classification: M14, Q56 Keywords: Social Change; Critical Discourse Analysis; Women’s Empowerment; Metaphor Analysis Reference to this paper should be made as follows: Maghlouth, S.A. (2021). Metaphorical Analysis of Discourse on Early Saudi Attempts to Include Women in Unconventional Work Environments, GATR Global J. Bus. Soc. Sci. Review, 9(1): 01 – 09. https://doi.org/10.35609/gjbssr.2021.9.1(1)