“There was Something Inside of me I Needed to Let Out”: Occupied Masculinities, Emotional Expression and Rap Music in a Palestinian Refugee Camp

Although normative constructions of masculinity in Palestine denote emotional suppression as an idealized attribute, extreme subjugation under the grinding realities of a colonial military occupation requires that this ideal is negotiated. This article explores Palestinian rap as a channel through which emotions related to individual and collective oppression are expressed within the (fluid) parameters of a particular emergent masculine performance. Through qualitative research with young Palestinian men living in a refugee camp, I argue that emotional expression within this musical culture both functions to reconfigure binary gendered dynamics, while simultaneously masculinizing emotionality through a dialogic performance of emotion, nationalism, resistance, and paternalism. In some ways, patriarchal gendered binaries are hence challenged in and through the performance of Palestinian rap, while in other ways these are reconfigured so that men’s emotional expression can be subsumed within them. This article, therefore, examines the negotiation of “masculinity as emotional suppression” through rap, in a context in which internal patriarchal powers are routinely threatened by colonial patriarchal forces.

Economic Democracy and Enterprise Form in Finance

This article considers the relative advantages of alternative enterprise forms in finance from the point of view of public accountability. The business corporation is compared to the state agency or authority, the cooperative, the state corporation, and the charitable nonprofit. These forms can be distinguished according to whether they aspire to enhance general electoral democracy or stakeholder democracy and whether their democratic controls operate directly or indirectly. The article suggests that the indirect democratic forms may be more promising than the direct ones. It also argues that the project of democratizing finance depends on the development of practices of multifactor or “dialogic” performance assessment. Such practices must be institutionalized through public or private organizations that extend across firms.

Managerial choices in orchestrating dialogic performance management

Purpose The purpose of this paper is to propose a definition for dialogic performance management and investigate the managerial choices that dialogic performance management necessitates from public managers. Design/methodology/approach The research strategy was based on a narrative analysis grounded in relativism and constructivism. Multiple data collection methods were used in this case study to examine a local government in Finland. Findings The paper proposes a definition and provides practical illustrations of the concept of dialogic performance management. The empirical findings are a set of managerial choices used to orchestrate dialogic performance management. Practical implications The concept of dialogic performance management encourages practitioners to ask themselves whether their current performance management practices are based on managerial monologues, rather than dialogues that incorporate staff into the performance management. The results also show that managerial choices shape the form of dialogic performance management. Originality/value The previous accounting and performance management literature has not examined the managerial choices that are used to shape dialogic performance management. In this research, the authors identify these types of managerial choices in the case organisation. The research is valuable because only after explicating managerial choices can one start to examine why dialogic performance management either fails or succeeds when public managers orchestrate it.

#Sippingtea: Two Black Female Literacy Scholars Sharing Counter-Stories to Redefine Our Roles in the Academy

Through this piece, we draw upon critical race theory and Collins’s Afrocentric feminist epistemology to highlight the importance of storytelling as a knowledge validation system in Black women’s language. We illuminate and analyze a dialogic performance of two Black female literacy scholars in a coffee house “sipping tea,” sharing stories about their joint triumphs and challenges with teaching through equity-based pedagogies. The article takes its political and poetical inspiration from this dialogic performance placed in the center of the article. The dialogue is meant to enliven and represent the Afrocentric feminist discourse patterns that undergird our relationships with one another as Black sister scholars as well as our relationships to our classroom teaching and research. We offer discussions of literacy research and theory, personal experience/ethos, linguistic knowledge, and critique of racism. Our article has implications for strengthening the academy’s understanding of Black female bodies/language in White university spaces still hell-bent on not welcoming/employing either.

Telling Tales: A Review of C. K. Riessman’s Narrative Methods for the Human Sciences

In the second iteration of her book on Narrative Methods for the Human Sciences, Riessman presents a clear, concise description of four methods of narrative analysis: thematic, structural, dialogic/performance, and visual. Each section is replete with narrative examples of interviews, conversations, archival and written documents, photographs, and drawings. Riessman uses selections from published narratives to exemplify the process of narrative analysis. This book is applicable and appropriate for a variety of professions in the social sciences.

The dialogic performance in Arabic language curricula between diagnosis and treatment: الأداء الحواريّ في مناهج اللغة العربيّة بين التّشخيص والعلاج

This study aims to describe and investigate the extent to which Arabic curricula in Jordan (from the First grade to the Tenth grade) achieved the dialogic performance in Arabic Language curricula. To achieve this, the researcher uses the descriptive approach by recording and gathering the educational situations that are used to achieve and fulfill this goal according to the criteria of the dialogic performance in form and content. The study demonstrates that Arabic curriculum with all its elements of aims, content, activities and evaluation include and concentrate on the treatments that improve the dialogic performance. The study comes up with introducing a suggested educational model to improve the level of the dialogic performance and with some recommendations.

Fluency in monologic and dialogic task performance: Challenges in defining and measuring L2 fluency

The study reported in this paper challenges current models of measuring second language fluency by comparing monologic versus dialogic task performance, and providing a novel insight into the measurement of the interactive aspects of dialogic performance. The data that constitute 35 monologic and dialogic task performances from second language learners were coded using a battery of established measures known to tap different aspects of fluency, and subjected to statistical analysis to test for overlaps or differences. Interactive aspects of fluency in dialogue, e. g. interruptions, overlap and unclaimed between turn pauses were also investigated to compare with common measures of monologic speech. While the results confirm previous research findings suggesting that performance is in general statistically more fluent in a dialogue in terms of speed, length of pause and repair measures, they indicate that performances in the two modes are not different in terms of number and location of pauses. The analysis of the dialogues indicates that the decisions researchers make about measuring the interactive aspects of fluency would have an impact on the outcome of measurements of fluency. These findings highlight the need for developing a more systematic and reliable approach to measuring second language (L2) fluency.

Factors enhancing learning possibilities in digital workshops

<p>This article presents a study of processes supporting student learning possibilities in digital workshops planned and held at art museums in Denmark. The investigation aims to provide insights into factors enhancing learning possibilities, including the educator’s dialogic performance, experiences of art, and perceived qualities of digital content creation processes in art museum education workshops. To address the research question of what conditional and processual factors can be said to support learning possibilities, a model was developed on the basis of fieldwork and theories of media education, art pedagogy and motivation. The model was then analyzed using structural equation modelling (SEM) on data collected (N= 502) after workshops in two museums. The results suggest that the dialogic performance of museum educators, a positive art experience and positive perceptions of working with digital media are factors that strongly support student participation and reflection – although to various degrees. The findings also show that, in cases in which students are disinterested and see little value in participating during the workshop, this amotivation is likely to be lower when their art experiences and their perceptions of the media production process are positive. </p>