Funerary heritage tourism: definitions and principles

En muchas grandes ciudades, el ‘primer’ cementerio decimonónico es cada vez más el núcleo del turismo de cementerios. El texto considera el ‘patrimonio funerario’ como un desarrollo relacionado pero diferente. Señala la posible relación incómoda entre el turismo de cemen- terios y patrimonio funerario, en parte debido a la falta de voluntad de asociar directamente las visitas a los cementerios con la muerte. Un turismo de cementerios mal planteado puede socavar el patrimonio tangible e intangible de los cementerios. Muchos cementerios siguen en uso y, por lo tanto, deben considerase como ‘patrimonio vivo’. En estas circunstancias, la interpretación debe reconocer a los afectados como partes interesadas relevantes, mientras que los sistemas de interpretación deben comunicar con más firmeza los diversos aspectos de la mortalidad. Poner de relieve las dinámicas de ‘funcionamiento’ del cementerio es un marco narrativo poco explorado y es necesario ser consciente de que las formas de interpre- tación pueden sesgar el esfuerzo de conservación. Asimismo, se pueden plantear cuestiones éticas. En el texto sugerimos que, como mínimo, esa interpretación debería demostrar cómo la humanidad, en todas las épocas y culturas, se ha esforzado por aceptar la muerte. In many major cities, the ‘first’ nineteenth-century cemetery is increasingly the focus of cemetery tourism. This paper recognises ‘funerary heritage’ as an associated but separate development. It indicates that there can be an uneasy relationship between cemetery tourism and funerary heritage, in part resting on unwillingness directly to associate cemetery visits with death. Poorly framed cemetery tourism can actively undermine both the tangible and intangible heritage of cemeteries. Many cemeteries are still in use, and this paper regards these sites as ‘living heritage’. In these circumstances, interpretation should acknowledge the bereaved as relevant stakeholders; interpretation needs to be more confident in the ways in which it talks about the various aspects of mortality; foregrounding how the cemetery ‘works’ presents an under-explored narrative frame; and there is a need to be aware of the ways that interpretation can skew conservation effort. Ethical issues also pertain. Here it is suggested that, at the very least, that interpretation should demonstrate how –across all times and cultures– humanity has striven to come to terms with mortality.

“Teaching Pronunciation is Always on my Mind”: A 5-year Longitudinal Study on a Japanese English Teacher’s Developing Practices and Cognition about Pronunciation

Systematic inquiry into second language teacher learning has been carried out for 3 decades, but research into learning to teach English pronunciation is just emerging. The purpose of this paper is to address this gap by examining the long-term trajectory of a Japanese teacher of English learning to teach English pronunciation. The case study examined the development of the instructor’s practices and cognition (i.e., beliefs and knowledge) about English pronunciation over a 5-year period. A 13-week pronunciation-pedagogy course, a narrative frame that elicited the instructor’s self-reported pronunciation teaching practices, and 2 classroom observations followed by a semi-structured interview were used to collect data. The findings demonstrated that the 5-year development of the teacher’s practices and cognition was a complicated and non-linear process. Several contextual factors were identified as being responsible for the uneven development of the teacher-participant’s practices, cognition, and uptake of content taught in the pronunciation pedagogy course. 第二言語教師学習についての系統的な研究は、過去30年間において数多くなされてきた。一方で、英語の発音指導修得における研究は未だ萌芽的段階である。本研究は、英語の発音指導を修得した日本人英語教師を長期的に研究することでこのような溝を埋める試みである。本ケーススタディにおいて、五年間にわたり教師の実践と英語発音に対する認知（ビリーフや知識）の発達についての研究を行った。データ収集として13週間の発音教授法コース、教師の発音指導実践を引き出すためのナラティブフレーム、及び二度の授業観察、そしてそれに続く半構造化インタビューが用いられた。その結果、五年間にわたる彼らの教育実践と認知は複雑かつ非線形であることが確認された。被験者である教師たちの実践、認知、そして発音教授法コースを通して修得された内容の理解についての不規則な発達の背景にはいくつかの文脈的要因が存在することが示唆された。

The ‘Boomer remover’: Intergenerational discounting, the coronavirus and climate change

Based on an analysis of Twitter data, this article examines the appearance of generational ideas in the ways that people have defined the experience and significance of the coronavirus and climate change, as well as related them to each other. I characterize the narrative frame as one of intergenerational discounting: a description of breakdown in reciprocal obligations of care, giving rise to accusations of hypocrisy, expressions of resentment and rage, and the description of the virus as the ‘Boomer remover’. This frame normatively licenses withdrawal from intergenerational action in pursuit of collective objectives, as well as erases the disproportionate negative effects of crisis conditions on those facing intersecting intragenerational disadvantages. In addition to analysing a strategic but thus far unexplored data source for social problems theory and the sociology of generations – tweets – the article contributes to this scholarship by demonstrating how generational ideas work to morally link different conditions to each other.

English Teachers' Reflections and Lessons Learned in Language Teaching During COVID-19 Pandemic

This study seeks to find out the English teachers' reflections and lessons learned in language teaching during the pandemic. The method used was a guided narrative frame in which the teachers from the suburban wrote down their feelings and lived experiences. The data was analysed using thematic analysis and presented in themes. The findings indicate that the teachers found it challenging at the beginning of their online teaching. Both the teachers and students faced problems including economic situations, tech problems and mental struggles. Interestingly, this finding is similar to the outskirt teachers and students' problems. Besides, the teachers have learned the most vital things during their language teaching in the early year of the pandemic. They continuously shift their teaching strategies, provide personalised feedback to support the students' engagement, and become adaptable teacher-learners. Suggestions are provided for both teachers and policymakers.

Unhoming Pedagogies: Collaborative Wandering and Wondering with Literature

This collaborative article reflects on a set of shared practices that were inspired by a Year 3 undergraduate Literary Studies module, which took place in 2018. In co-teaching and learning on this module, the authors found their disciplinary and pedagogic norms unsettled and set adrift (unhomed). This article traces how their processes of working together – in and beyond the University classroom – stimulated a critique of the rational individualist principles which had unconsciously steered their learning and teaching practices until this point. The article includes case studies from the experiences of three students who took the module, and a narrative frame that speaks from the perspective of a collaborative ‘we’ (which includes students and ‘teacher’). The article tests out writing practices which reorient the customary Humanist terms in which educational research is conducted, and which disrupt the objective voice in which pedagogical reflection is often narrated. From this vertiginous perspective, the article also considers the authors’ particular entanglements with the cultural politics of the contemporary UK Higher Education Institution (HEI), and the role of unhomed Humanities teaching as part of the 21C University.

Media Framing of the Coronavirus in Croatia

Media framing is a method through which the media frame news into familiar narratives which correspond to the unconscious layers of our psyche. The media tend to overemphasize certain aspects of events, all the while in a Procrustean fashion ignoring those aspects that do not fit into the selected narrative frame (Kunczik and Zipfel, 1998: 103). Media framing relies on storytelling, and theorists note that master narratives selected from myths, fairy tales and dreams, largely reinforce the manipulative effects of media framing (Kent, 2015). This paper examines how Croatian print media framed the news on the coronavirus in the period between the first introduction of social distancing measures (19 March 2020) and relaxation of the measures (27 April 2020). Preliminary research points to the use of the following master narratives: overcoming the monster, rags to riches, the quest, tragedy as punishment for egoism and arrogance, rebirth. In addition, prominent members of the National Crisis Headquarters were framed within the hero archetype. The use of these master narratives in media framing of the corona crisis during the so-called first wave of the epidemic, clearly indicates the intention of propaganda and manipulation.

Modernism—Borders and Crises

This article discusses the concept of modernism, as reflected for instance in attempts to find a manageable narrative frame for the history of literary modernism. The article argues that this attempt is complicated by modernism as an unruly and complex trend that manifests itself in different ways, and at different moments, as it enters into a complex dialogue with other trends within various linguistic communities. These different times and places of modernism also turn out to interact with one another through translations and other forms of reception that sometimes entail renewed modernist creativity. Discussing these significant aspects of modernism, the article also considers the problems critics of modernism face as they attempt to come up with a narrative framework for the history of modernism and its ongoing relationship with realism. A key point argued in the article is that to come to terms with both these trends we need to appreciate the ways in which modernism is linked to historical crises and traumas of our time, including the first and the second world wars. Paying particular attention to the interplay of Nordic and European modernisms, the article discusses how aspects of modernism have manifested themselves in Iceland, a Nordic island which may seem doubly removed from the European centres of modernism in cities such as London and Paris.

“I see what I have been dreading”:Witnessing Food and Violence in Waiting for the Barbarians and In the Heart of the Country

This paper explores the presence of a food and consumption related gaze in J.M. Coetzee's Waiting for the Barbarians (1980) and In the Heart of the Country (1977). Through the phenomenon of food witnessing, I argue that the food-related gaze is tied with the narrative frame through which torture and violence is witnessed and recorded. The act of watching people eat or other metaphors of food (largely examined throught the idea of 'food witnessing') serve as a way to identify, observe and obliterate the Other.

Entangled memories of violence: Jean Améry and Frantz Fanon

In this article I discuss the entangled memories of the Holocaust and the anticolonial struggles in Western Europe in the 1960s by relating the writings of Jean Améry and Frantz Fanon. My aim is to show how Améry’s retrospective narrative of his lived experience in the Nazi camp was formed by his reading of Fanon’s experiences of colonialism, and how Fanon’s narrative of the colonial trauma was transposed and translated into Améry’s public testimony as a Holocaust survivor. The article argues that Améry’s individual memories found a certain mediated cultural form and narrative frame in the contemporaneous situation of decolonisation. The multilayered weave of fascist and colonial violence constituting Améry’s testimony highlights questions of memory’s multidirectionality and casts new light on how cultural memorial forms are shaped and shared.

The Ages of Socrates in Plato's Symposium

Plato’s Symposium has no less than three dramatic dates: its narrative frame is placed in 401 BCE; Agathon’s dinner party is envisaged as having occurred in 416; finally, Plato makes Socrates meet Diotima in 440 BCE. I will argue that the multi-level chronology of the Symposium should be approached along the lines of Socrates’ intellectual history as placed against the background of Greek ideas of age classes (also exploited in the Republic). As a result, the Symposiumfunctions as a retrospective of Socrates’ life, which uses the traditional concept of ages of man to create a paradigm of philosophical life.