Los estereotipos étnicos en Ab urbe condita: un estado de la cuestión

This paper proposes a state of the matter on the scholarship about ethnic stereotypes in Ab urbe condita from the classic work by Walsh written in 1961 to nowadays. With this goal in mind, the paper is divided in five parts. The first part shows how the analyses of the subject matter became more complex as the ethnographic tradition with which Livy dealt, as well as the Roman identity and the notion itself of stereotype became an issue. In the second part, this article criticizes binary conceptions of otherness and suggests a wider gradation of it. The third part deals with some interesting observations made by Moore in 1989 that were later disregarded. In the fourth, it reviews Levene’s suggestion based on ethnic identity studies that we should look for a non-Romancentric view within Livy’s work. Finally, it studies the relevance of considering three kinds of contexts —the genre of the work, episodic and temporal frameworks— while analyzing the ethnic stereotypes in Ab urbe condita.

Transformation of Identity: Macro and Micro Levels of Research

This review of articles follows the Snyder methodology (2019) and is based on a study that was the collection, analysis and comparison of relevant publications on the topic of identity over the past fve years by quantitative and qualitative methods in the Web of Science and Scopus repositories.The scientometric analysis representing the research macrolevel made by means of the VOSviewer_1.6.16_exe CitNetExplorer_1.0.0_exe programs made it possible to distinguish in a vast array of publications the most relevant and cited articles, verified by the scientific community, focused the attention of scientists on semantic “nodes,” that is, values that guide social practices, and also allowed questions to be answered on background practices, organizing knowledge within the framework of discursive analysis M. Fuko. Micro-level, — analytical reading of texts, — made it possible to analyze the main trends in the development of identity studies and summarize the findings. The research undertaken shows that the concepts of political identity and youth identity are not limited to the traditional framework of ethnicity and race, but include a wide range of social and personal conditions, the study of which has great theoretical and practical significance. The study of the identity of emigrants, students, women, former military and many other social groups makes it possible to adopt more effective public policy measures and reduce the distance between managers and managers.Dedicated semantic clusters can be investigated in the new social conditions of Russia, and future finds of domestic researchers in this area will become a resource and contribution to the development of science and society. The absolute predominance of Anglo-Saxon studies in this topic, coupled with the obviously growing attention of researchers to unique and, sometimes, autonomous social groups, as well as identities in a state of transit, opens up great opportunities for Russian researchers to disseminate Russian empirical material and include examples from domestic social and political practices of transformation in the wider context of international sociology and political science.

Identity in the Political Constructions of Modernity: Editorial Introduction

L.A. Fadeeva is the author of numerous publications and key co-author of fundamental encyclopedias published by the Russian Academy of Sciences (Identity: The Individual, Society and Politics. An Encyclopedia, 2017) and the Russian Political Science Association (Trends and problems of the development of Russian political science in the global context: Tradition, reception and innovation, 2018), representing the leading scientific school for identity studies in Russia (see: Perm School of Political Science: Sources, Development, Content, 2019), who has served multiple times as guest editor for the thematic issues of the best Russian political science journals on this topic (Political science (RU), 2020, No. 4). In this introductory article, our guest editor L.A. Fadeeva presents the materials of the current issue of our journal, interpreting their cross-cutting themes as the politicization of the non-political through the prism of identity processes at the macro-regional, regional and national levels.

LITERARY REPRESENTATION OF FEAR IN EVERYDAY LIFE DISCOURSE OF 1930S SOVIET UKRAINE (OLENA |ZVYCHAINA’S NOVEL «FEAR»)

The article is devoted to fiction representation’s research influence of the fear’s, as part of the totalitarianism everyday practices 1930’s, on the creation «homo sovieticus» identity. The everyday history studies are important component of the memory and identity studies. The Ukrainian memory studies pay attention on the traumatic historical experience, while the west European scholars are fixed on the socio-cultural history of the everyday life. The benefit of this study is combine both research approaches. This provides an opportunity to explore social totalitarian everyday life from the view of the reconstruction outlook and identity of the «homo sovieticus». We used discourse-analysis’s methodology for this research, thethought about that our communication is reflection of our identity and the nature of social relations. As applied materials wechosen diaspora writers’ texts, the novel «The Fear» by Olena Zvychayna and memories by Dokiya Humenna and ValerianRevuc’ky. All these authors were witnessed Stalin’s repressions, and later they wrote about it. Olena Zvychayna described the fear as terrors’ instrument, which defined soviet peoples’ everyday life. For example, the practices of the night arrests. The thousands of people across the country were arrested between the first and third hours every night. Those systematic practices of intimidation became the part of the whole physical terror in 1930’. As a result, we can see «a faceless person» in fiction about that period. His main characteristics are depersonalization of personality, and unification of appearance according with sovieticus aesthetic. In contrast, fear is personified and has a face. Its connected with certain persons in collective imaginations of the soviet people, for example Stalin or Yezov, and otherі, who represented the totalitarianism system punitive practiceses of the system. The practice of collective meeting was another element Stalin’s intimidation tactic in the 1930’. The collective meetings were devoted to stigmatization particular persons with nonsovieticus outlook. As a consequence, it formation еру collective intimidation system. The aesthetics of pessimism and physical fall arosed in the everyday life of people in fear and was opposed to canons’ beauty and optimism tj socialist realism. Everyday life’s realistic showed many contrasts between normative aesthetic with the cult of the beautiful human body, optimistic socialism’s labor and gloomy totalitarian aesthetic. We can see some main oppositions in the novel «The Fear», such as: monumental forms collective life and man loneliness; mass Soviet celebrations and uncolored everyday life; party meeting with bravura marches and forbidden wedding in the church. At same time, the totalitarian reality’s aesthetic influenced on the personality’s moral degradation and value system of the person. As a result, it transformed soviet people in victim and executioner in one person. In conclusion we remark that the fears’ phenomenon was determinative in shaping «soviet man» Stalinist’s period. The systematic practices of intimidation formed the man depersonalized, identified with mass. Another definition such people – «faceless person». He or she needs appropriate aesthetic, which contrast with of the canon’s soviet realism aesthetic. The fear to stand out lays in the such Stalin’s system base.

Local Identity Studies of Gender Diversity and Sexual Orientation in ELT

While it is true that identity studies on the intersection between gender and sexual orientations with language teaching and learning are not new in the local context, the systematization of these studies as a body of knowledge is scarce. This article presents, first of all, a systematization of reference frameworks for this type of studies in historical perspective. Secondly, it presents a reflection on the collective achievements in this field of study. Finally, the article concludes with a brief reflection on potential actions at the research and pedagogical levels.

Cultural Memory as a Means of Understanding Transculturality

Memory studies have been particularly active since the second half of the 20th century and include a mix of fields of culturology, social psychology, media archeology, political philosophy, and comparative literature. Memory studies have formed the basis of both collective and individual identity studies, as well as the study of psycho-social factors in understanding traumatic memory and attempts to overcome trauma. Memory studies have activated an in-depth analysis of the construction of national and cultural identities and brought them into the context of transnational and transcultural studies.Based on the above, the purpose of this report is to provide a transcultural understanding of national culture based on the study of cultural memory, which is primarily based on the study of national identity and the analysis of the compositional nature of common / shared myths.

Eve Was Framed and Other Interpretations from the Exegetical Vanguard

This article traces the interpretation of Genesis 1:26–28 from the approach of contemporary identity studies over the past fifty years (in honour of the fiftieth anniversary of Bible Week). The article commences with a personal anecdote as a means of demonstrating the link between the biblical text and the lived experience of real people in relation to feminist interpretations. The article continues by detailing examples of academic writing from the following contemporary hermeneutical approaches: feminist, Earth-centred/environmental, queer (LGBTQi+), post-colonial, and indigenous.

Dynamic landscape of chromatin accessibility and transcriptomic changes during differentiation of human embryonic stem cells into dopaminergic neurons

Chromatin architecture influences transcription by modulating the physical access of regulatory factors to DNA, playing fundamental roles in cell identity. Studies on dopaminergic differentiation have identified coding genes, but the relationship with non-coding genes or chromatin accessibility remains elusive. Using RNA-Seq and ATAC-Seq we profiled differentially expressed transcripts and open chromatin regions during early dopaminergic neuron differentiation. Hierarchical clustering of differentially expressed genes, resulted in 6 groups with unique characteristics. Surprisingly, the abundance of long non-coding RNAs (lncRNAs) was high in the most downregulated transcripts, and depicted positive correlations with target mRNAs. We observed that open chromatin regions decrease upon differentiation. Enrichment analyses of accessibility depict an association between open chromatin regions and specific functional pathways and gene-sets. A bioinformatic search for motifs allowed us to identify transcription factors and structural nuclear proteins that potentially regulate dopaminergic differentiation. Interestingly, we also found changes in protein and mRNA abundance of the CCCTC-binding factor, CTCF, which participates in genome organization and gene expression. Furthermore, assays demonstrated co-localization of CTCF with Polycomb-repressed chromatin marked by H3K27me3 in pluripotent cells, progressively decreasing in neural precursor cells and differentiated neurons. Our work provides a unique resource of transcription factors and regulatory elements, potentially involved in the acquisition of human dopaminergic neuron cell identity.

Coloniality in the German Higher Education System: Implications for Policy and Institutional Practice

This article focuses on the public German higher education sector as a site upon and through which coloniality is enacted. This status quo indicates exclusionary effects and merits interrogation. We briefly discuss the history of German colonialism to understand how coloniality pervades higher educational structures in the German context today. Two proposals addressing coloniality in German higher education are made: the development of structures centering diverse faculty and the support of ethnic and identity studies.

Critical White Studies and Curriculum Theory

Critical White studies (CWS) refers to an oppositional and interdisciplinary body of historical, social science, literary, and aesthetic intellectual production that critically examines White people’s individual, collective, social, and historical experiences. CWS reflexively assumes the embeddedness of researcher identities within the research, including the different positionalities of White researchers and researchers of Color within White supremacy writ large as well as whiteness in the social sciences and curriculum theory. As an expression of the historical consciousness shift sparked by anglophone but also francophone African-Atlantic and pan-African intellectuals, CWS emerged within the 20th century’s emancipatory social sciences tied to Global South independence movements and Global North civil rights upheavals. Initiated by cultural studies theorists Stuart Hall and Dick Dyer in the early 80s, CWS has proliferated through two waves. CWS’ first wave (1980–2000) advanced a race-evasive analytical arc with the following ontological and epistemological conceptual-empirical emphases: whiteness as hegemonic normativity, White identity and nation-building, White privilege and property, and White color-blind racism and race evasion. CWS’ second-wave (2000–2020) advanced an anti-essentializing analytical arc with pedagogical conceptual-empirical emphases: White materiality and place, White complexities and relationalities, Whiteness and ethics, and social psychoanalyses in whiteness pedagogies. Always controversial, CWS proliferated as a “hot topic” in social sciences throughout the 90s. Regarding catalytic validity, several CWS concepts entered mass media and popular discussions in 2020 to understand White police violence against Black people—violence of which George Floyd’s murder is emblematic. In curriculum theory, CWS forged two main “in-ways.” In the 1990s, CWS entered the field through Henry Giroux, Joe Kincheloe, Shirley Steinberg, and colleagues who advanced critical whiteness pedagogies. This line of research is differently continued by Tim Lensmire and his colleagues Sam Tanner, Zac Casey, Shannon Macmanimon, Erin Miller, and others. CWS also entered curriculum theory via the field of White teacher identity studies advanced by Sherry Marx and then further synthesized by Jim Jupp, Theodorea Berry, Tim Lensmire, Alisa Leckie, Nolan Cabrera, and Jamie Utt. White teacher identity studies is frequently applied to work on predominantly White teacher education programs. Besides these in-ways, CWS’ conceptual production, especially the notion of “whiteness as hegemonic normativity” or whiteness, disrupted whitened business-as-usual in curriculum theory between 2006 and 2020. Scholars of Color supported by a few White scholars called out curriculum theory’s whiteness and demanded change in a field that centered on race-based epistemologies and indigenous cosmovisions in conferences and journals. CWS might play a role in working through the as-of-yet unresolved conflict over the futurity of curriculum theory as a predominantly White space. A better historicized CWS that takes on questions of coloniality of power, being, and knowledge informed by feminist, decolonial, and psychoanalytic resources provides one possible futurity for CWS in curriculum theory. In this futurity, CWS is relocated as one dimension of a broad array of criticalities within curriculum theory’s critical pedagogies. This relocated CWS might advance psychoanalytically informed whiteness pedagogies that grapple with the overarching question: Can whiteness and White identities be decolonized? This field would include European critical psychoanalytic social sciences along with feminist and decolonial resources to advance a transformative shift in consciousness.