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The Dialogic Imagination: Four Essays
... That allows them to actively position themselves in the face of learning, transcending conceptions that limit the development of the hidden potential of children accessing early childhood education (Fernandes & Tonatto-Zibetti, 2022). From a sociocultural approach, a person's voice is considered to be a set of utterances elaborated by an individual and reflecting the subjective awareness of the speaking personality (Bakhtin, 2010), expressing a particular way of representing reality oriented to their actions in a social situation (Wertsch 1993). Thus, teacher identity is constructed dynamically and in a narrative context, by different experiences internalized as voices that dialogue with each other, in harmony or opposition, accounting for the appropriation or resistance of institutional discourses that emerge from public policy or common sense (Wertsch, 1993). ...
... A central concept introduced by Bakhtin is the notion of voice (Bakhtin, 2010;Wertsch, 1993). Bakhtin emphasized that words are neither neutral nor unitary in their meaning and metaphorically pointed out that words have a "particular flavor", being the "hallmark" of a profession, a genre, or a person. ...
... Bakhtin emphasized that words are neither neutral nor unitary in their meaning and metaphorically pointed out that words have a "particular flavor", being the "hallmark" of a profession, a genre, or a person. Therefore, when an utterance is strongly intoned, it can be said to be produced by a certain voice (Akkerman & Van Eijck, 2013;Bakhtin, 2010). A voice can be defined as a speaking personality, which presents a particular perspective on the world as, for example, a positive or critical voice, but also a formal or maternal voice (Bakhtin, 2010). ...
The present study seeks to identify and understand the voices of four experienced Chilean early childhood educators who are in dealing with critical incidents in their professional experience. Semi-structured interviews of narrative orientation, focused interviews and biograms were applied, on which a thematic analysis was conducted using tools of the dialogical self-theory. The critical incidents collected are temporally located in the first stage of their professional trajectory and show ruptures in the caregiving function, provoking emotions of frustration, guilt and anger. Identity tensions between the detected voices are identified in the stories, showing the transition from an educator in training to a professional educator.
... Por lo tanto, resulta relevante formar docentes capaces de construir un conocimiento pedagógico relevante que integre los saberes experienciales elaborados en sus escenarios de práctica (Alliaud, 2017) y que dote de mayor agencia pedagógica (Scherr & Johnson, 2017). Esto implica necesariamente abordar la predominancia de un discurso cotidiano, basado únicamente en su subjetividad (Badía & Becerril, 2016) o en el sentido común (Pessoa et al., 2017), para dar lugar a prácticas pedagógicas que permitan posicionarse activamente ante el aprendizaje, trascendiendo concepciones que limitan el desarrollo del potencial oculto de niños y niñas que acceden a la educación infantil (Fernandes & Tonatto-Zibetti, 2022 Desde un enfoque sociocultural, se considera que la voz de una persona es un conjunto de enunciados elaborados por un individuo y que refleja la conciencia subjetiva de la personalidad hablante (Bakhtin, 2010), expresando una forma particular de representar la realidad orientada a sus actuaciones en una situación social (Wertsch 1993). Así, la identidad docente se construye dinámicamente y en un contexto narrativo, por diferentes experiencias interiorizadas como voces que dialogan entre sí, en armonía u oposición, dando cuenta de la apropiación o resistencia de discursos institucionales que emergen desde la política pública o del sentido común (Wertsch, 1993). ...
... Un concepto central introducido por Bakhtin es la noción de voz (Bakhtin, 2010;Wertsch, 1993). Bakhtin enfatizó que las palabras no son neutrales ni unitarias en su significado y metafóricamente señaló que las palabras tienen un "sabor particular", siendo el "sello" de una profesión, de un género, de una persona. ...
... Bakhtin enfatizó que las palabras no son neutrales ni unitarias en su significado y metafóricamente señaló que las palabras tienen un "sabor particular", siendo el "sello" de una profesión, de un género, de una persona. Por lo tanto, cuando un enunciado está fuertemente entonado, se puede decir que es producido por una cierta voz (Akkerman & Van Eijck, 2013;Bakhtin, 2010). Una voz se puede definir como una personalidad hablante, que presenta una perspectiva particular del mundo como, por ejemplo, una voz positiva o crítica, pero también una voz formal o maternal (Bakhtin, 2010). ...
Resumen La presente busca identificar y comprender las voces con las que se posicionan cuatro educadoras de párvulos chilenas experimentadas al abordar incidentes críticos en su experiencia profesional. Se aplicaron entrevistas semiestructuradas de orientación narrativa, entrevistas focalizadas y biogramas, sobre las que se realizó un análisis temático utilizando herramientas de la teoría del self dialógico. Los incidentes críticos recopilados se ubican temporalmente en la primera etapa de su trayectoria profesional y muestran rupturas en la función de cuidado, provocando emociones de frustración, culpa e ira. En los relatos se identifican tensiones identitarias entre las voces detectadas, dando cuenta de la transición entre una educadora en formación a una educadora profesional.
... Students, however, did not commonly bring an artefact and when they did bring something it tended to be a certificate related to academic achievement which narrowed the discussion amongst students to summative assessment of their learning. This might have been anticipated as a student's 'voice' does not occur in isolation from other voices (Bakhtin, 1981) or from the hegemony of power structures embedded in the shared context (Bakhtin, 1981). After the first day of conducting focus groups, I recognised the need to pivot to a different approach for getting the talk going in a way that would enable each student to voice their 'speaking personality' (Bakhtin, 1981, p. 434). ...
... Students, however, did not commonly bring an artefact and when they did bring something it tended to be a certificate related to academic achievement which narrowed the discussion amongst students to summative assessment of their learning. This might have been anticipated as a student's 'voice' does not occur in isolation from other voices (Bakhtin, 1981) or from the hegemony of power structures embedded in the shared context (Bakhtin, 1981). After the first day of conducting focus groups, I recognised the need to pivot to a different approach for getting the talk going in a way that would enable each student to voice their 'speaking personality' (Bakhtin, 1981, p. 434). ...
... This included asking them to name the teachers they were talking about. The intention was to maintain a dialogic space (Bakhtin, 1981;Talbot, 2015a) where power over talk time and topic choice did not reside with one person. ...
As a response to declining student results on certain academic measures, a great deal of government policy intervention in Australia and internationally has been directed towards correcting a perceived deficit in teachers. Such interventions deliberately ignore the possibility that other factors might also be impacting student learning. The study reported here employed Institutional ethnography (IE) to begin from the standpoint of students, across all secondary year groups, and trace the factors that students perceive influence their capacity to learn. The voices of these students provided new and surprising insights to teachers and to the school executive. Surprising in the sense that other large scale, institutionalised data collection methods had not revealed the factors considered important by students. The study demonstrated the efficacy of an IE approach to student voice in uncovering a broad range of student views.
... The chronotope methodologically frames the analysis offered, enabling investigation of the interconnectedness of visual and textual posts through the dimensions of time, space, and axiology. Bakhtin (1981) defines the chronotope as: ...
... Analysing this genre offers insights into how posters strategically renew everyday issues through ridicule, which takes nothing seriously and as such can see everything anew. Conversely, authoritative genre upholds and further imbues official seriousness, entrenching received and hierarchical truths as profaned, alienating renewing laughter (Bakhtin, 1981). This genre enables analysis of the canonical script's posters may employ to entrench official ideas and values. ...
This article offers a means of analysing social networking, visual dialogues of emojis, gif s (images in the Graphics Interchange Format), embedded images, videos, and url s (Uniform Resource Locators). Doing so addresses these often overlooked and undervalued forms of visual communication, suggesting a unique means of gaining insights into their use within online interactions. Utilising a Bakhtinian methodology, the author extracts excerpts from her research, situated within Facebook, to demonstrate a Bakhtinian genre analysis, a framework that the author contends is adaptable to multiple social networking spaces. Highlighting emojis, gif s, embedded images, videos, and url s as integral components of online communication, an emphasis is placed on how the text dances with the visual, presenting a nuanced framework for such an analysis. Consequently, an argument is developed for the significance of visual dialogues in contemporary online spaces, and the need for researchers to better understand these dynamic forms of communication, offered through Bakhtinian dialogism.
... Det hvirvles ind og ud af leg og skaber fortaellinger og mere leg. Vi forstår den sproglige dimension ved det legende som en dialogisk heteroglot polyfoni inspireret af Bakhtin (Bakhtin, 1981). Det betyder, at mange forskelligartede stemmer er i dialog med hinanden i leg. ...
... Den konstante intraaktion mellem meninger, som alle potentielt kan betinge hinanden, er således i spil med hensyn til litteraturens dialogiske karakter. I den forbindelse peger han på sprogets på én gang centrifugale og centripetale kraft: Altså at sprog saettes 'i sving', når noget taenkes, laeses og ytres (Bakhtin, 1981). Legen er, i kraft af sin narrative og aestetiske praksis, et beslaegtet kulturelt faenomen, der står i forbindelse med verden på en lignende måde, hvor der hvirvles betydning ind og ud i form af sprog og andet råstof. ...
I artiklen undersøger vi, hvordan voksnes viden om leg og legens dialogiske fortællekraft kan styrke børns aktørskab – og omvendt, hvordan børn via deres tilstedeværelse og praksis har indflydelse på og påvirker fortællingen, og hvilke konsekvenser det har for legen, der leges.
... The comicality associated with the tricksters and that emerges as its inherent part of the characteristics have been seen playing a significant role in the construction of its semantic image which helps archfigures to expand to a vast spectrum of genres and subgenres that consists of a long list of items including, mythology, folkloric materials, popular culture, animation series, cartoons, etc. While considering these tales, laughter is one of the ingredients and integral part of the tricksters, and it facilitates the claim that laughter, 'considered as an integral part of the primitive society' Bakhtin (1981):13, acquires its indispensable place in oral and literary genres through its coexistence with its counterparts. Though deity and man -synonymous with serious and comical, respectively, were equally sacred and official during the early stage of development of human society, there is no validity for serious and comical categories due to the change Bakhtin (1981): 13. ...
... While considering these tales, laughter is one of the ingredients and integral part of the tricksters, and it facilitates the claim that laughter, 'considered as an integral part of the primitive society' Bakhtin (1981):13, acquires its indispensable place in oral and literary genres through its coexistence with its counterparts. Though deity and man -synonymous with serious and comical, respectively, were equally sacred and official during the early stage of development of human society, there is no validity for serious and comical categories due to the change Bakhtin (1981): 13. Currently, one could find many literary forms, elements of popular culture, festivals, carnivals, passion plays, etc., that are known for having strong elements of comicality and they continue to serve the humanity continually even after being detached from the ritual laughter of primitive society. ...
Trickster figures are absolutely universal and they are creations of human collective unconsciousness. And advantageously as well disadvantageously they are not defined (confined) by any single characteristics as they are multifaceted entities, multiform beings and polytropos, with the accumulation of different qualities/features (such as 'astuteness and different forms (gods, demons, humans, animals), depending on the nature and requirement of the narrative programmes. Apart from being the fictional archfigures found in world mythology, folkloric materials and popular culture, the everyday social life of people is filled with the experiences of real tricksters, socially recognized antics of persons who enjoy mixed attributes of cleverness (i.e., good and bad), complementary to the logical rationality and being part of the periphery of their communities and not outside of the communities. Unlike mythological tricksters who are gods, demons, spirits and other supernatural beings, some of them are even known for having voracious appetites for food and bodily pleasure apart from being shape-shifters, rebellious and supreme boundary-crossers, their counterparts in folktales are simple, comprehensible, deliberate violators of social rules and norms, and cultural as well natural. A vast amount of trickster folktales is available in almost all languages across India. However, this study picks a few folktales from the tribal communities of Jharkhand, and the 'tribal folktales' is used as a category, a unit for analysis or a semiosphere to investigate the nature and interconnectedness of various elements associated with the trickster folktales. Grouped under four themes based on the actions of the protagonists or antagonists, this study proceeds to construct the nature and availability of oxymoronic figures as fundamental interdependent elements of these tales. This study reveals that the tribal tales have effectively utilized trickster characters to project the concept of altruism, along with the reflection of local culture and their critical interventions. It also highlights the facts that the trickster figures in these tales bring together two opposite worlds for different purposes through border-crossing which is a common phenomenon as far as the tribal trickster folktales are concerned, and it also reflects their worldview of coexistence attitude and perceiving them as an integral part of the ecosystem. Further, this study implies an essential point that the tricksters found in these tribal folktales perform as semiotic generators who mediate between opposites to allow a kind of cultural articulation of different cultural relationships, evaluate their contradictions and renew their moral and ethical values which are essential for the constitution and dissemination of their behaviour. Finally, this study promises to draw a brief sketch of the nature of tricksters and their social function and also unfolds the reason for the speculation that the tricksters are not enjoying heroic admiration and esteem despite their marvellous and altruistic heroic deeds.
... O diálogo é sempre uma atividade relacional e colaborativa, precisando de duas pessoas ou mais, sintonizadas e comprometidas no exercício de seus papéis, para promover mudanças e transformação. Essa linguagem em ação, eminentemente dialógica, é produzida no interstício entre o eu e o outro (Bakhtin, 1981). ...
This study aimed to define dialogical sociodrama and present it as a new modality of intervention with groups and families, that is, recover and correlate the important historical and conceptual landmarks of socionomy, usually known as psychodrama, and postmodern practices, such as social constructionism. These practices are part of the systemic paradigm, and the epistemological convergences between the fields can be highlighted, as well as the theoretical foundation. This study concluded with gains such as the commitment to producing change in and with groups and families and the broad application interface of this emerging methodology.
KEYWORDS
Psychodrama; Sociodrama; Systemic paradigm; Social constructionism
... Today, EFL teachers in non-Anglophone countries are educated to teach English based on methods characterized by monoglossic ideologies (Bakhtin, 1981;Caldas, 2019;Flores & Schissel, 2014). This suggests that there is a scarcity of educational spaces for the development of bi/multilingualism due to language policies that accentuate such ideologies. ...
This chapter explores the process of how pre-service English language teachers (n=55) engaged in EMI-oriented topics including translanguaging and multilingual pedagogies at a state university in Turkey, a country where teaching English is still regarded as a monolingual practice. As students read, co-discussed, and co-reflected on relevant articles during the 10-week course period, we helped them understand multilingual pedagogies which are rarely highlighted in the Turkish context, despite increasing multicultural and multilingual diversity in the country. In this qualitative case study, we collected students’ written reflections on their emerging thoughts and understandings to understand the process of such engagement. We also had 30-minute informal post-lesson conversations with the students who were willing to further reflect on the course issues. The results have implications as to how multilingual pedagogy-based discussions could be systematically included into initial English language teacher education programs.
Keywords: pre-service English language teachers, initial teacher education, multilingual learners, multilingual pedagogy, translanguaging
... Bushnell (2009), drawing on Tarone (2000), argues that LP, in general, lowers affective SLA barriers (e.g. anxiety), aids memorability by creating strong traces/triggering associations (Craik and Lockhart 1972), affords opportunities for experimenting with target 'voices' (Bakhtin 1981), promotes interlanguage system destabilization and restructuring, allows for safely committing face threatening acts (see also Bell 2012b), and for collaborative, form-focused attention. Bell (2012a) points to evidence of bizarre materials (McDaniel et al. 1995) and humorous images/ language (Schmidt and Williams 2001;Strick et al. 2010) aiding L2 form-meaning acquisition, her own study found that 16 mixed-proficiency, adult, L2 English learners had better post hoc elicited recall of playful rather than serious language involved in incidental reflections over eight weeks. ...
The present study continues research that takes non-serious language more seriously (Cekaite and Aronsson 2005) by focusing on a central second language (L2) Metaphoric Competence factor, Metaphor Language Play (MLP). For willing learners, MLP offers a diversity of benefits (Bushnell 2009; Bell 2012a) despite being one of the most challenging Metaphoric Competence aspects (O’Reilly and Marsden 2021). While studies provide rich descriptions of naturally occurring MLP, elicitation approaches are needed to target comprehension/production of specific forms/meanings/usages and types of play, for example, comprehension of US sitcom humour (Dore 2015). With 69 advanced first-language Mandarin L2 English learners, we addressed these issues via an Exploratory Factor Analysis to uncover hitherto unknown relationships between written/spoken/receptive/productive MLP measures, and a thematic analysis of the linguistic, conceptual, and metalinguistic themes in learners’ MLP. The findings revealed three underlying MLP factors, two positively related, and a rich set of linguistic, conceptual, and metalinguistic themes. The implications of findings for future research and pedagogy are discussed.
... Lo anterior encuentra sentido a nivel curricular cuando estos colectivos disputan espacios a los contenidos oficiales, logrando incluir saberes territoriales, culturales, espirituales, etcétera, tensionando así lo instaurado en la escuela como única verdad merecedora de ser aprendida. Este hallazgo resulta coincidente con la dimensión política que reconocen el currículo dialógico Bakhtin (1981), Freire (1987), Ferrada (2001), Correa de Molina (2004) y expone la pérdida de subalternidad y/o ausencia que poseían estos saberes de forma previa a las experiencias de aulas comunitarias (Ferrada, Jara y Seguel, 2021). Resulta interesante que aparezca este aporte desde el territorio latinoamericano, pues la descolonización administrativa, territorial, económica y cultural aún es un proceso en tránsito. ...
The dialogic pedagogy of Enlazando Mundos ("Linking Worlds") is an unprecedented experience in Chile, expressed through community classrooms within the formal school system. The current article describes this type of pedagogy, based on the curricular, didactic, and evaluative practices developed by the collective classrooms' organizers. The research communities were formed through participatory research conducted for four years in eight dialogic community classrooms. The results reveal co-construction of the curriculum based on dialogic relationships that integrate local knowledge, which expands the monocultural meanings of the national curriculum. The didactics and evaluation have a community, polysemic nature that coincides with ontological dialogic pedagogy and instrumental pedagogy.
... The semiotic analysis was undertaken alongside the national flags on the rooftops of nearby buildings and the high literature of Norway that can invoke collective memories and an imagined community of the nation-state. As such, though not mentioning Bakhtin's (1981) notion of 'chronotope', this chapter, like many others of this volume, demonstrates the intersection of time, space, and personhood and the 'rechronotopization' (Karimzad and Catedral, 2018) of such configurations in the semiotics of Ibsen Sitat, a point that becomes apparent if the chapter's proposal for the integration of 'time as a fourth dimension' (p. 159) is taken into account. ...
Spaces of multilingualismRobert Blackwood and Unn Røyneland (eds) (2022)London and New York: Routledge. Pp. 226ISBN: 9780367646899 (hbk)ISBN: 9781003125839 (ebook)
... Bakhtinian dialogical theory and, specifically, the notion of multivocality, informed the analysis of the interviews (Bakhtin, 1982;Frank, 2005). We used the Listening Guide (Gilligan & Eddy, 2017) to identify different voices and subjectivities in the transcripts. ...
Contemporary health services are primarily designed around single diseases. People with multimorbidity (multiple long-term health conditions) often become burdened by accumulated treatments. Through multi-modal fieldwork in a socially disadvantaged London borough, we explore how people living with multimor-bidity navigate conditions of 'chronic crisis', encompassing ill-health, overmedicalisation, polypharmacy and social exclusion. Participants in our study frequently experience 'existential stuckness', exacerbated by processes of social exclusion. We argue that diagnoses and treatments should account for people's unique aeti-ologies, and prioritise the notion of 'flourishing' over 'cure' as the absence of disease is not always achievable. To foster this emphasis on flourishing, we advocate for a dialogical turn in diagnostic processes that better support patients' existential needs in the context of long-term illness. K E Y W O R D S chronic crisis, flourishing, multimorbidity, primary care, social adversity This is an open access article under the terms of the Creative Commons Attribution-NonCommercial-NoDerivs License, which permits use and distribution in any medium, provided the original work is properly cited, the use is non-commercial and no modifications or adaptations are made.
... Thus, the aim of this process is to subdue, silence and dominate individuals-and especially underrepresented and marginalized scholars-in ways that often contradict the very reasons why they were hired in the first place (e.g., science teacher educator with a research focus on equity, crosscultural education, and/or social justice). The politics of domestication are the polar opposite of what Bakhtin (1981Bakhtin ( , 1986) implies when someone is socialized into a community practice's unique speech genre (or discourses) and practices that enables that community to function. In this type of process, the individual's identity, voice, or speaking consciousness (Werstch, 1991) is assumed to be welcome, heard and engaged in dialogue. ...
[Open access article: https://doi.org/10.1002/tea.21915]
The focus on identity in the field of teaching and learning continues to grow, especially when it concerns equitable outcomes for students. While most attention is placed on students' identities and increasingly those of teachers, lesser addressed are the identities of the teacher educators and researchers broaching the issue of identity. Additionally, identity research is not often linked to relationships between self, others, and transformative action. We recognize these as gaps to be addressed and offer critical positional praxis (CPP) as a response. CPP is the public manifestation of the insights gained through our sense of identity and reflexivity. More specifically, CPP is the actions (or inactions) that express who we are in response to an event in any given social context—especially oppressive ones. In this article, we draw from our own critical autoethnographies, as a context for putting CPP into practice in identity research. Our collective analysis of these critical autoethnographies revealed how our identity development was inseparable from the ways in which we have each resisted the politics of domestication. Our autoethnographies further point to the role of dissent as central to our experiences of becoming critical science teacher educators committed to equity, diversity, and anti-racism in education. We draw from this analysis to offer recommendations for how identity and positionality can move beyond theoretical constructs toward transformative personal and collective change in science education. https://doi.org/10.1002/tea.21915
... Sociolinguistic scales resemble Bakhtin's (1981) concept of chronotopes: durable but dynamic ideological constructions that guide social practices, producing material effects that in turn constrain or afford further social practices. However, chronotopes characterize the availability of discourses, while "scales account for the accessibility of such contextual discourses in interaction" (Stornaiuolo & LeBlanc, 2016, p. 267). ...
This paper argues for scalar analysis as a framework for under-standing negotiations of competing ideological demands and power relationships in teacher learning. Two illustrative examples are presented, including video data of a student teacher (Camille) attempting to integrate multimodal and digital literacy practices into their instruction, and a research interview between Lara and Camille. Drawing on research in both literacy studies and applied linguistics, the illustrative scalar analyses move beyond linguistic understandings of discourse to also include embodied discourse and materiality as central to under-standing complexities of teaching and teacher learning. Implications are presented for research and practice.
... One of the challenges identified was related to the challenge of "raising complex thinking as a child" when there are so many different worlds and when ontologically different categories and different values are used to constitute them, such that different people experience different things, according to their categorical schemes. This challenge is one of interculturality and also of education, in terms of how to avoid imposing one world only, what Law (Law 2015) calls a "One-World World", i.e., a world where there is supposedly one single valid "voice" (Bakhtin 2010). The fragmentation of cultures was also identified as a challenge for complex modes of thinking. ...
The study of complex systems has led to deep transformations in our modes of thinking, challenging our conceptions of reality and, with them, our roles and possibilities for action as agents in a complex world. A variety of modes of thinking co-exist within the fuzzy boundaries of the domain of complexity studies. Different modes of thinking complexity and of thinking 'in' complexity (enacting its principles) can be distinguished in the literature, even though they are not always explicitly identified. Despite the seminal calls of Edgar Morin for the development of more generalised modes of complex thinking, this is still an underdeveloped area of research and practice under the scope of Complexity Studies. This paper aims to make a contribution to the understanding of complexity and complex systems by offering a discussion around the complexity of the modes of thinking complexity. We report both the process and the outcomes of an interdisciplinary workshop aimed at identifying key theoretical, empirical, methodological and pragmatic challenges and questions pertaining to how we think, build, coordinate and practise different modes of thinking complexity and of thinking in complexity (thinking complexly). The workshop adopted a collaborative and dialogical approach organised by a methodology grounded in a theoretical framework for the practice of complex thinking. The methodology was designed to support complex relational dialogues and facilitate emergence (e.g. of new ideas; approaches; levels of understanding; solutions) in the collective discussion. We conducted a mixed-method evaluation of both the process and contents of the discussion using a combination of inductive qualitative thematic analysis and network analysis. The results point towards new areas for interdisciplinary research and practice, signposting domains that have been underexplored within the realm of complexity studies and complexity sciences.
... To put it another way, European thermodynamics can begin to be understood and respected in its various dimensions only through the heteroglossic (Bakhtin, 1981) application of the practical knowledge inhering in, say, community-territory-bodies such as those referred to among Mexico's Totonac as chuchutsipi (water-hill-village where life is possible), or among the Nahua as altepet (derived from the pre-Columbian altepetl), or by peasant groups as the relations between la milpa y el monte (Ellison, 2020;Smith, 2007). It is only when, for example, residents of southwest Timor in Indonesia who tie climate change to moral failures of respect for land become situated in the same (potentially very long) debate as, say, activists in Brussels eager to compile detailed carbon budgets for corporations that some real progress is likely to be made in breaking the most important logjams in current discussions about energy and global heating. ...
The colonialism inside today’s practices of energy transition becomes evident both from experiences of close listening to participants in grassroots struggles over extractivism and livelihood and from an engaged examination of the histories of energy and transition. In turn, greater awareness of the colonial nature of energy transition can fruitfully feed into movement-building around climate change.
... Så lydene lod sig selvfølgelig ikke isolere. Legen er et komplekst faenomen, hvor sprogets heteroglotte karakter, altså det forhold at sprog hvirvles ind og ud af situationer, betyder, at kontekster altid involveres (Bakhtin 1981). Alskens anvendelige råstofkilder af det Mouritsen kalder »… materiale, former og måder, som børnene overtager og omsaetter til egen brug i lege og fortaellinger« (Mouritsen 1996: 15) indgår, lige som 'ting' i det hele taget både skaber muligheder, rammer og begraensninger for, hvordan legen udfoldes og udøves (Bogost 2016). ...
Krig, død og ødelaeggelse i børns leg-børns perspektiver på den slags leg, som bekymrer voksne Resumé I artiklen undersøges børns perspektiver på leg med våben og 'det sjove' ved computerspillet GTA. Det empiriske materiale stammer fra to forskellige feltarbejder, hvor videonoter, samtaler og interviews med børn i alderen 6-11 år udgør det bearbejdede materiale. Den metateoretiske ramme om artiklen er en sociokulturel forståelse af børn og barndom inspireret af nordisk børnekulturforskning og legeteori. Fokus er på legens praksis, der i lyset af legens tema, som er krig, død og ødelaeggelse, fortjener at blive udforsket naermere, alene af den grund at det kan vaekke voksnes bekymring, at børn tilsyneladende fascineres af livets dystre sider, når det 'i virkeligheden' drejer sig om at vaere med, om at kunne noget, vide noget, om at øve sig, om at fortaelle og om at få mod på livet. Og formålet er at få en bredere forståelse for legens kompleksitet. Nøgleord leg; våbenleg; børns perspektiver; etnografi
... Furthermore, the attitudes they convey are hedged to anticipate and welcome feasible objections from readers engaged in the discussion and so 'open up dialogic space' (Chang and Schleppegrell, 2011). This dialogic (Bakhtin, 1981;Martine and White, 2005) stream of engagement between writers and readers may create a more promotional discourse on interplay of boosting expressions like limited, few, and the most illuminating and hedging words as somewhat and perhaps. The writers attempt to create a persuasive and alternative position when increasing their certainty on the one hand and decreasing their commitment on the other. ...
This study explores the rhetorical strategies employed in topic generalizations of increasing specificity in the introductions from the leading peer-reviewed journals. Specifically, we identified the substeps in Move1-Step1, which show how the writers promote the significance of the research area. The qualitative approach enabled us to distinguish eight substeps provisionally outlining the common patterning of the discourse and to analyze the linguistic choices enhancing the persuasiveness of claims. Citation, attitude markers, boosters and hedges have been found the most effective devices for preserving balance between assertion and concession. The quantitative analysis of the texts defined the frequency rate of the substeps discerned including their total sum of occurrences and percentages per introduction. The substep level analysis has contributed to scrutinizing the subtle communicative functions of the rhetorical strategies in the textual structure.
This analysis examines an archaeology of statal narratives as they relate to the multilingual linguistic milieu of the Philippines since independence at mid-20th century. Critical transformations to statal narratives linked to language over the last century have been shaped by interacting, sometimes competing discourses, deriving from a paradoxical mix of influences: on one hand, contemporary narratives of language have been shaped by modernist discourses focused on the unification of the nation through language, but more recently, these discourses have shifted to focus also on the possibilities of figuring certain local and regional languages in pragmatic terms that index an increasing orientation to preoccupations inherent in discourses of late modernity. In late modern contexts, discourses of multilingualism and multiculturalism in the Philippines have been intertwined with ideological orientations that promote regional peace, cooperation, and economic growth in part informed by the country’s involvement in ASEAN (Association of Southeast Asian Nations), where the recognition and maintenance of the multilingual and multicultural character of participating nations are framed as key mandates. By examining the emergence and transformation of discourses from modern to late modern ones at the level of the statal narrative, this analysis sheds light on emergent forms of nationalist narratives focused on both the instrumental value of global languages such as English, but also the valuation and figuration of certain local and regional languages in new ways and the contentious processes in history though which these discourses have taken hold.
This study explores gender issues in the historical narrative structure of A. S. Byatt’s novel Possession: A Romance (1990) by critically examining women’s exclusion from society, men’s identity crisis in gender environments, and the separation and union between two sexes in the novel. To reveal these complicated gender issues, Byatt combines history with narrative, which accords well with Hayden White’s historical narrative that fictive history can unveil historical truth. Additionally, Byatt’s three levels of historical narratives echo Giambattista Vico’s cycle of history to reveal the recurring gender issues in human history. In this respect, this study investigates how Byatt uses historical narratives to examine gender dilemmas of men and women to explore how characters free themselves from their gendered travails. In conclusion, Byatt employs historical narratives to reveal the recurring gender dilemmas and gender opposition in the history of human development. Meanwhile, Byatt is seeking a new type of gender relations in the cycle of human history as well—it is androgyny that liberates men and women from the limitation of defined gender roles and dissolves gendered conflicts to realize the union between body and soul in men and women.
Nanchatte is a Japanese gag expression, whose literal English translation could be “I have just completed the saying of something like what I have just said.” Its meaning partially overlaps with English expressions such as “Just kidding,” or “I am just saying.” Its felicitous execution is often intended to “crack up” listeners, to take the edge off an impression of formality, arrogance, aggression, austerity, or bluntness, to break the ice, mitigate face-threat or potential embarrassment, keep meaning ambiguous, or other similar performative effects. Positioned right after the completion of the preceding utterance, nanchatte performs a self-quoting speech act, in which it reflexively and retroactively turns one’s own utterance as reporting speech into reported speech. Ex post facto reframes the utterance from a narrating event to a narrated event, which then turns the speaker from the subject of the utterance to the object in the real-time temporal process of the utterance, splitting and doubling the subject “I” and the world it inhabits between the actuality and the virtuality. By doing so, nanchatte structurally produces the space of non-position-taking. As frivolous as it might be, nanchatte ’s structural condition warrants a serious semiotic analysis. Drawing on Husserl’s concepts of neutrality modification and ego-splitting, this essay will discuss how and what kind of political subjectivity could be produced in the quoted space afforded by nanchatte. I proposes the concept of virtualization as a performative effect of nanchatte . As I will detail below, nanchatte as a self-quoting operation – that is, “I” quotes what “I” have just said – unsettles other familiar binaries in the illimitable movement of the virtual and the actual, and this paper considers its broader political implications.
For a number of critics, what we are witnessing in postmillennial Anglophone fiction is an attempt to do away with postmodern posturings of ironic distance and ethical non-commitment, and a renewed interest in questions of authenticity, empathy, responsibility and solidarity. According to Christian Moraru, one of the keenest chroniclers of contemporary culture, the shift is rooted in an understanding of the world as an interconnected system of relationality, which the critic discusses under the headings of cosmodernism and planetarity. Moraru locates the premise of this evolving cultural project in its ethical call for “a new togetherness, for a solidarity across political, ethnic, racial, religious, and other boundaries” (Cosmodernism 5), but recognizes it as leaving its imprint on the aesthetic and thematic choices made by contemporary authors. The aim of the paper is to analyze Colum McCann’s 2020 novel, Apeirogon, as indebted to this planetary vision of relationality. In particular, my intention is to trace the impact of this mindset on the narrative structure and the imaginary of the novel.
تركّز الدراسة على الشخصيّة السرديَّة المحوريّة -شخصية العمّة "كاميليا"- في رواية "أطياف كاميليا" للكاتبة المصرية نورا ناجي، في بُعديها: الإبستمولوجي المرتبط بوجودها الاجتماعي/ الثقافي، والفني المرتبط بعناصر السرد الأساسية في الرواية، راصدةً تحوّلاتها على المستويين المكاني والنفسي، وهي تحوّلات لامست النسق المعرفي والبنائي للشخصيّة؛ فعلى سبيل تحوّلات الشخصية المكانية زخرت هذه الرواية بالأمكنة المتغيّرة الجاذبة لشخصية البطلة، وعاكس هذه الأمكنة أمكنة طاردة، وفي كلّ مرة تتحوّل فيها الشخصية من شخصية وادعة مسالمة إلى شخصية تصنع لحظتها بنفسها وتتحرّر من الأعباء، كما يتّضح ذلك من خلال اللغة المعبّرة عن هذا التطوّر. ممّا يعني أنَّ الدراسة ستفيد من النقد الثقافي، ونظريات الخطاب السردي، وتعدّد الأصوات للناقد الروسي ميخائيل باختين في تحليل النص الروائي.
يوضّح المستوى النفسي للشخصية السرديَّة المحوريَّة المرتبط بالجانب المعرفي الإدراكي فيها، أنَّها شخصية تنزع للتحرّر من القيود الاجتماعية التقليدية، بل كانت نقاط التحوّل في الأحداث السردية الأساسية في الرواية لدى شخصية كاميليا -العمّة- مرتبطة في أساسها الأول بحب التخلّص من القيود والنزوع إلى الحرية المطلقة في الأفعال والتفكير، وقد رافق هذه التحوّلات على المستويين معًا جملة من الانزياحات عن النسق الاجتماعي/ الثقافي السائد في مجتمع البطلة، كما جاء ف الذاكرة الورقية التي تركتها العمّة كاميليا لتكتشفها ابنة أخيها التي حملت الاسم نفسه.
الكلمات المفتاحية: أطياف كاميليا، تعدد الأصوات، الخطاب السردي، الشخصيات السردية، النقد الثقافي.
تركّز الدراسة على الشخصيّة السرديَّة المحوريّة -شخصية العمّة "كاميليا"- في رواية "أطياف كاميليا" للكاتبة المصرية نورا ناجي، في بُعديها: الإبستمولوجي المرتبط بوجودها الاجتماعي/ الثقافي، والفني المرتبط بعناصر السرد الأساسية في الرواية، راصدةً تحوّلاتها على المستويين المكاني والنفسي، وهي تحوّلات لامست النسق المعرفي والبنائي للشخصيّة؛ فعلى سبيل تحوّلات الشخصية المكانية زخرت هذه الرواية بالأمكنة المتغيّرة الجاذبة لشخصية البطلة، وعاكس هذه الأمكنة أمكنة طاردة، وفي كلّ مرة تتحوّل فيها الشخصية من شخصية وادعة مسالمة إلى شخصية تصنع لحظتها بنفسها وتتحرّر من الأعباء، كما يتّضح ذلك من خلال اللغة المعبّرة عن هذا التطوّر. ممّا يعني أنَّ الدراسة ستفيد من النقد الثقافي، ونظريات الخطاب السردي، وتعدّد الأصوات للناقد الروسي ميخائيل باختين في تحليل النص الروائي.
يوضّح المستوى النفسي للشخصية السرديَّة المحوريَّة المرتبط بالجانب المعرفي الإدراكي فيها، أنَّها شخصية تنزع للتحرّر من القيود الاجتماعية التقليدية، بل كانت نقاط التحوّل في الأحداث السردية الأساسية في الرواية لدى شخصية كاميليا -العمّة- مرتبطة في أساسها الأول بحب التخلّص من القيود والنزوع إلى الحرية المطلقة في الأفعال والتفكير، وقد رافق هذه التحوّلات على المستويين معًا جملة من الانزياحات عن النسق الاجتماعي/ الثقافي السائد في مجتمع البطلة، كما جاء ف الذاكرة الورقية التي تركتها العمّة كاميليا لتكتشفها ابنة أخيها التي حملت الاسم نفسه.
الكلمات المفتاحية: أطياف كاميليا، تعدد الأصوات، الخطاب السردي، الشخصيات السردية، النقد الثقافي.
Abstract:
The study focuses on the central narrative character, i.e. the persona, exploring its dimensions in terms of social/cultural existence and artistic elements within the novel. The study analyses the spatial and psychological transformations experienced by “Aunt Camelia”, which significantly impact her cognitive and constructive personality patterns. regarding the spatial transformations, the novel portrays a dynamic array of locations that both attract and repel the protagonist's personality. With each transformation, Aunt Camelia evolves from a tranquil, submissive individual into a self-empowered persona, shedding burdens along the way. The language employed in the novel effectively captures and expresses this development. To analyse the fictional text, the study employs cultural criticism, theories of narrative discourse and Mikhail Bakhtin's theory of polyphony.
At the psychological level, Aunt Camelia's character exhibits a cognitive inclination towards breaking free from traditional social constraints, striving for absolute freedom in actions and thoughts. These transformations, on both the spatial and psychological planes, entail deviations from the prevailing social and cultural norms in the protagonist's society, as elucidated in Aunt Camelia's written memories discovered by her namesake niece.
Keywords: Spectrums of Camelia, polyphony, narrative discourse, narrative characters, cultural criticism.
This paper examines discourses around the religious and social practice of taqiyya among members of the Sulaymani Isma‘ili community in Saudi Arabia. Isma‘ilism, in the context of 1200 years of anti-Shi‘a discrimination, cultivated the practice known as taqiyya (Arabic, ‘circumscription’) as a tool for self-preservation, which was then further rationalized and reinforced by the sect’s esoteric theology. Taqiyya consists of concealing religious identity, public avoidance of certain rituals, and, in some instances, claiming to be a member of the unmarked Sunni majority. Sweeping changes in Saudi society in the last several years have meant a growing ambivalence about taqiyya and its continued utility. This is significant since taqiyya for many of our interlocutors in this study is not merely a survival tactic. Instead, it is better understood as an embodied disposition cultivated against the backdrop of household privacy. This disposition intimately links everyday comportment to the esoteric cosmology of Isma‘ilism, which is the distinctive and iconic feature of the faith. Our interlocutors’ narratives demonstrated how the invocation of different spatial and temporal frameworks provides a basic heuristic by which to interpret these individuals’ accounts of taqiyya. For some of these individuals, taqiyya is an essential and timeless practice, while for others, the meaning has been reshaped by the recent socio-political reforms.
In Australia, the development of creative and critical thinking is considered a priority in the national school curriculum. However, accessing opportunities to develop these skills can be challenging for young adult, refugee-background students with limited or interrupted prior formal education. Low literacy, English language proficiency and age can preclude some of these learners from entering and completing high school in Australia. Instead, they are eligible to access initial English language tuition through a government-supported adult migrant English program (AMEP). In this teaching context, students develop functional English language skills, using curriculum materials that focus on foundational skills and vocational competence. While developing critical thinking skills is still important for successful participation in future Australian tertiary and work settings, it can be a challenge for teachers in beginner-level AMEP classes to employ teaching strategies that foster such skills. Activities which rely on extended interactions in English can be difficult to implement, as students’ vocabulary and oral skills are limited. However, while working with a class of beginner-level young adults in an AMEP, I began to explore how my teaching practice could more effectively promote a dialogic approach, in order to engage students’ critical thinking skills. In this paper, I analyse entries kept in my reflective teaching journal from a 6-month period, in which I recorded changes to my teaching practice to foreground a more dialogic teaching approach with my class. I note the subsequent changes in student engagement, confidence and oral language, and discuss how a more dialogic approach to teaching has the potential to enhance development of critical thinking skills in beginner-level English language classes.
This chapter proposes a theory with which to understand motives and their re-/presentation. After having argued the usefulness of such “positive” theoretical propositions, I reconstruct the main points of Ute Osterkamp’s theory of motivation from 1976. Her concept of desire for agency, as participation in a general performance of collective anticipatory care, promises a way to overcome the dualism of functionalisms without being trapped by the pure negativity of anti-functionalism. But her theory was largely forgotten, because a lack of attention to the question of how subjects and activities are constituted, framed, and individuated, pushed her tradition into a phenomenological cul-de-sac. So the rest of the chapter unfolds an alternative theory of how care and desire for agency can be analyzed, taking off from those aspects. A dialectics of how We/Us and I/Me are constituted and individuate is proposed (as yet another ‘retake’ of the Hegelian dialectics of recognition). The concept of “liminal technology” is then borrowed from Paul Stenner, in dialogue with a row of theorists of technology (Stiegler, Latour, and others). The technology of text and its “re-/presentation” of activities and motives is highlighted as a fundamental kind. This approach helps us address in a materialist way how activities, participation and motives are formed as objects in such becomings, as well as how to understand transitional moments of (affective) indeterminacy. This finally leads to a section on aesthetics as a way of cultivating meta-motives, beyond function, with Rancière, Adorno, Groys, and others.
Faculty in higher education invest many years preparing to become professors. The emphasis during graduate school is on mastering specialized subject matter, acquiring the skills and dispositions of a scholar, and demonstrating the ability to conduct research. This background sometimes eclipses other important influences on writing for publication, such as past experiences with writing, skill in written composition, and affective variables (e.g., emotions associated with writing, motivation/interest, and expectancy for success). In this chapter, we examine an emerging theme in research on writing, namely, the identity work of academic authors. From this perspective, writing for publication is more than an academic skill set. Entering the professional dialogue of a discipline also involves the potentially ego-threatening tasks of subjecting manuscripts for review and coping with disappointing outcomes. Developing an identity as a scholar/author occurs across the entire career trajectory as new writing challenges are pursued. Authors at all levels of experience have an ethical obligation to ensure that any work attributed to them is original and has not been published previously. Understanding plagiarism—not just blatant examples but also its more subtle forms–is essential. Increasingly, plagiarism detection software (PDS) tools are in use by publishing companies to avoid intellectual property disputes. Building a sense of identity as a contributor to scientific communication relies on addressing obstacles, giving/receiving collegial support, learning from mistakes, and making a commitment to lifelong learning.
This final chapter is about re-/presentations of and for care – of which this book is itself proposed as an instance, along with the texts we discussed in Chap. 5 – and about how these carry the competences in care work, as well as make out an important field of concern for care work (a field currently under transformation). As an alternative to the presuppositions underpinning the movement of evidence-basing care work, the prototypical, performative nature of texts on and for care is emphasized and argued, along with how re-/presentations of and for care should be understood and cultivated as landscapes of diverse infrastructures, genres, voices, and forms of knowledge (with Stiegler: ‘noo-diversity’). This is demonstrated prototypically with an analysis in progress about – and contributing to – an ongoing effort to develop a website ‘manual’ for the care work of which we discussed parts in Chap. 5. I attempt to place it in intertextual ‘dialogue’ with textual re-/presentations of the dominant approaches to care in the field, and to discuss its noo-diverse nature. A final section reflects on how theory (such as that of this book) is relevant to the competence in care, as synthesizing, dialogical, reflective and innovative meta-knowledge; how reading theory requires a submission yet leads to the metaphorical ‘death of the author’; and how it overlaps and dialogues with art in a creative ‘poetics of knowledge’.
This article provides a historical and reflective account of the remarkable perseverance and tenacity of Chinese translators during the turmoil of the Cultural Revolution in Chinese history. It first dispels the misunderstandings and misconceptions associated with the myth that the country was beset by a cultural wilderness, which shaped the impression that no translation activities were widely known. But this is far from a complete picture. Contrary to popular belief, the Chinese leader of the time, Mao Zedong, attached great importance to translation. At the beginning of the mass movement, there were hardly any translations into Chinese, but translation into English and some other languages was not stopped even in the most turbulent period. In this paradoxical scenario, some limited translations into Chinese were allowed, closely supervised by the authorities, and their circulation was strictly internal. Translators were anonymized and deprived of the right to decide for themselves what or with whom they wanted to translate since these were invariably translations in subterranean collaboration. This peculiar form of collective translation will be examined in more detail here. It should be noted, however, that the Chinese translators were not merely subservient. Some respected translators, whom the authorities did not trust with this form of collective translation, did not bow to political pressure and stole the Promethean fire by resorting to “private” (underground) translations, without the intention or hope that the translated texts would see the light of day.
In postcolonial literature, magic realism and science fiction are two subgenres that have worked diligently to contest realism as a Western novelistic tradition. In the South African context, the fantastic initiates a process of psychic liberation from old (white) world-narrative domination and its cognitive codes. It recapitulates problems of historical consciousness in (post)apartheid cultures and interrogates inherited notions of imperial history. This article reads two “fantastic” texts that belong to a similar postcolonial culture―South Africa―and strives to explain the ways in which these texts recapitulate, in both their narrative discourse and their thematic content, the “real” social and historical context in which (post)apartheid South African culture exists and thrives. Zakes Mda’s Ways of Dying and Lauren Beukes’s Zoo City use magic realism and science fiction respectively to re-view and debunk inherited literary modes of colonial discourse and to work towards more authentic yet challenging codes of recognition. By so doing, they offer positive and liberating responses to emerging cultural forms.
Jane Eyre, written by Charlotte Brontë and first published in 1847, has been translated more than five hundred times into over sixty languages. Prismatic Jane Eyre argues that we should see these many re-writings, not as simple replications of the novel, but as a release of its multiple interpretative possibilities: in other words, as a prism.
Prismatic Jane Eyre develops the theoretical ramifications of this idea, and reads Brontë’s novel in the light of them: together, the English text and the many translations form one vast entity, a multilingual world-work, spanning many times and places, from Cuba in 1850 to 21st-century China; from Calcutta to Bologna, Argentina to Iran. Co-written by many scholars, Prismatic Jane Eyre traces the receptions of the novel across cultures, showing why, when and where it has been translated (and no less significantly, not translated – as in Swahili), and exploring its global publishing history with digital maps and carousels of cover images. Above all, the co-authors read the translations and the English text closely, and together, showing in detail how the novel’s feminist power, its political complexities and its romantic appeal play out differently in different contexts and in the varied styles and idioms of individual translators. Tracking key words such as ‘passion’ and ‘plain’ across many languages via interactive visualisations and comparative analysis, Prismatic Jane Eyre opens a wholly new perspective on Brontë’s novel, and provides a model for the collaborative close-reading of world literature.
Prismatic Jane Eyre is a major intervention in translation and reception studies and world and comparative literature. It will also interest scholars of English literature, and readers of the Brontës.
In this article, we explore one phenomenon that was ‘exposed’ by the ongoing multiple apocalypticpandemics of COVID-19, Trumpism, racism, science denialism, and misinformation: QAnon.We examine the limits of the concept and practice of ‘exposure’ by exploring how QAnon adherentsshare many processes and practices with critical theory-oriented academics. We employ themetaphor of the “UpsideDown”—taken from the television show Stranger Things—to analyze howQAnon creates inverse, even perverse, versions of the academic discourses and practices of criticalmedia literacy, critical thinking, feminism, and more. We end by asking “what is to be done”,where we argue that we should look for pedagogies that lie outside of the “critical thinking” mantra,specifically those currently being enacted by artists, activists, and journalists.
In 2018, on the eve of the Trump administration’s trade war against China, the Xi administration inaugurated a ban on most plastic waste imports. Set in a small family-run plastic waste processing factory, Wang Jiuliang’s documentary Plastic China (2016) was rumored to have been an impetus for the ban. Approaching Plastic China as a cinematic portrayal of hinterlands, this chapter considers how ecocritical momentum is produced in the film by juxtaposing an aesthetics of the toxic sublime and a temporality of stagnation with the child as a figure of innocence and potentiality. Such waste and waste-times are not exclusive to China, but point to a reluctantly shared body between post/socialist and late capitalist worlds, as stubborn materials move through the intimate organs of the global digestive system.
The present study aims to understand the relational dialectics between faculty and students during online teaching. Moreover, the study uses a relational dialectic framework- RDT (Baxter & Montgomery, 1996) to analyze the computer-mediated communication- CMC process and relationship building between faculty and students. The study employed a mixed methodology of quantitative and qualitative methods. A total of 158 surveys were shared with university-level students exposed to online learning for at least one year and previously exposed to in-class learning. Principle component factor analysis with a varimax rotation was conducted for each scale. Open-ended questions are analyzed through a thematic analysis. Three main themes derived from the qualitative analysis were accountability vs. unreliability, low anxiety vs. low motivation, and conventional vs. CMC-delivered practical (lab) classes. Findings support the need for a more specific online learning pedagogical discussion on low-level motivation, group project difficulties, and a more interactive lab-oriented class delivery.
Archaeology is a profoundly social and collaborative enterprise. Even if it is a discipline of things, archaeology is also a discipline of discourses of things. The making of new archaeological information and knowledge both leans on and weaves a conversation of the past that is fundamentally as social as it is material. These conversations traverse an immense spectrum of archaeological practices and contexts far beyond archaeology itself. This chapter provides an overview of how discourses are produced in archaeology, their characteristics and contemporary facets, and how studying the social production of archaeological discourse(s) is helpful for understanding archaeology and archaeological knowledge. Discourse refers not only to talking or writing about archaeology but documenting, communicating and conveying archaeology, archaeological information and knowledge in diverse means, and by doing that, influencing archaeological practices and the production of archaeological knowledge. The chapter starts by asking where contemporary archaeological discourse is produced and continue to inquiring into who participates and who are left out, how to analyse and explain archaeological discourses, what characterises them, and finally, why understanding the social production of archaeological discourse can be useful for archaeologists and non-archaeologists.
In this article, I investigate Mandla Langa’s short story “The Dead Men Who Lost Their Bones” by applying Gérard Genette’s narrative discourse along with Mikhail Bakhtin’s dialogic imagination to the text. By highlighting the way in which Langa employs narrational strategies to generate meaning in the story, I aim to correct the critical neglect of this aspect of his work. It is established that two narrational modes of the intradiegetic-homodiegetic and the intradiegetic-metadiegetic are employed by two central characters in the narrative. The first character narrator is Clementine, the daughter of the second narrator, Simeon Ngozi. This produces a heterodiegetic narrative, that is, a multiple narrative strategy. This multi-voiced polyphonic narrative accentuates the plight of the main characters and their struggles under oppressive and exploitative conditions in apartheid South Africa. It also generates sympathy for these events, as well as for Clementine and her father.
The following review serves two purposes: 1) it focuses on a pair of remarkable books on the methodological process of duoethnography; and 2) it provides an example of how this qualitative method expands the boundaries of curriculum studies in dialogic conversation and life writing, bringing forward critical structures of teaching and learning through research method.
This introduction explicates relevant theories of the train as space-time (Michel Foucault, Michel de Certeau, Louis Althusser); space-time as it is lived/experienced (Henri Lefebvre, Edmund Husserl); narrative theories since their “spatial turn”; and theories of space-oriented social sciences (e.g., mobility studies, urban studies, tourism studies) since their “narrative turn.” I establish the present work as unique in the use of three relations between bodies, things, space, and time—affordances, movements, and rhythms—that help illustrate the embodied space-time that the train carriage is as it is experienced by passengers. I then present case studies of passenger experience of the train carriage in three mystery films—Alfred Hitchcock’s The Lady Vanishes (1938), Richard Fleischer’s The Narrow Margin (1952), and Jerzy Kawalerowicz’s Pociąg (Night Train, 1959)—to demonstrate how illuminating this conceptualization of the train can be. I conclude with articulation of the narratological issues to be discussed in each of the following chapters and junctures, and of the connection and cohesion of the entire book.
Educar crianças em fase de apropriação da língua de nascimento por meio de línguas adicionais pode ser enriquecido por relações com repertórios linguísticos, culturais e vivenciais (ZANJOC, 1980). Discutimos a inter-relação entre o estudo das emoções para a Psicologia (DAVIDOFF, 2006) e o livro O monstro das cores (LLENAS, 2012), utilizado em contexto de educação linguística no qual as línguas espanhola e inglesa foram mobilizadas em atividades com crianças de quatro a seis anos. Discorremos sobre as atividades desenvolvidas baseadas em Dolz, Pasquier e Bronckart (1993), Perregaux et al. (2003) e Tonelli (2005) a partir de uma visão heteroglóssica de língua (BAKHTIN, 1981).
Biographical novels for children constitute an interesting case, as authors
employ their creative imagination while combining history and factual
descriptions to invite young readers to become part of a distant reality rich
in social, anthropological and historical significance. This article focuses on
the work of Greek writer Kira Sinou titled Anna and Theophano: Princesses
Abroad (Άννα και Θεοφανώ, πριγκίπισσες στα ξένα, Κέδρος 2004) and her
effort to narrate the life of significant feminine personalities of the Byzantine
period in a “truthful” sense, so as to revive literary past-present dialogues.
This article aspires to highlight the ways in which the author makes use
of the narrative nature of historiography to reveal the Byzantine past to
children and adolescents, attempting not only to underline the importance
of timeless sociopolitical issues, but also to contribute to the shaping of
children’s self-identity and attitudes by using gender stereotypes and critical
literacy practices.
According to James I. Crump, Chinese vernacular fiction is characterized by extensive use of “pastiche,” which includes both verbatim incorporation of other identifiable texts and generic parodies. This penchant finds its supreme manifestation in A Dream of Red Mansions (Honglou meng 紅樓夢). The vast variety of discourses and voices in Dream can be read as a manifestation of heteroglossia, and are intended to function dialogically, in the Bakhtinian senses of these terms. This essay examines the exact circumstances in which the two widely-read full English translations of Dream were produced and compares them in terms of their recognition and treatment of heteroglossia. I argue that although the Yangs’ may be characterized as “literal” in the sense of rendering “word for word,” what Hawkes achieves in his translation should be considered a higher level of literalness in the sense of “text for text.” While Hawkes consistently strives to retain the linguistic hybridity and subtle contrasts in the original, the Yangs often smooth out the checkered texture of the text by adopting a plain “international” English and resorting to copious footnotes.
ResearchGate has not been able to resolve any references for this publication.