In his book The Postmodern Condition: A Report on Knowledge (1993), J.F. Lyotard announces a change in the way in which we manage our meanings in Western Culture societies. He points out that all of our metanarratives have fallen in postmodernity because there is an active and continuous process of incredulity towards them.
Our recent history shows how ideologies (and religions) can lead us to war and destruction.
Our society seems to be more pragmatic and scientific in this regard.
Our narrative skills are developed socially, but we need to depart from certain cultural hypotheses in order to make meaning. These hypotheses are included in the metanarrative that we have inherited from our parents, family or “defining communities” (Charles Taylor, Sources of the Self, 1989).
This inheritance still exists, but:
1.Our “defining communities” tend not to have a strong and sharp narrative to pass on to their offspring.
2.Our society doesn’t share a clear and stable metanarrative from which everyone can judge his own life and experience.
3.It has become desirable culturally speaking (after the hippies, May 68, the Punks, the Spanish Movida, etc.) to rebel against parents, established social values, etc. this has been demonstrated in the book The Conquest of Cool: Business Culture, Counterculture, and the Rise of Hip Consumerism (Thomas Frank, 1997) and La Revolución Divertida (Ramón González Férriz, 2012)
The PPT throws light on these aspects viz, Postmodernism as a theory and as a movement, thematic features, characteristics, issues and problems in a nutshell.
In his book The Postmodern Condition: A Report on Knowledge (1993), J.F. Lyotard announces a change in the way in which we manage our meanings in Western Culture societies. He points out that all of our metanarratives have fallen in postmodernity because there is an active and continuous process of incredulity towards them.
Our recent history shows how ideologies (and religions) can lead us to war and destruction.
Our society seems to be more pragmatic and scientific in this regard.
Our narrative skills are developed socially, but we need to depart from certain cultural hypotheses in order to make meaning. These hypotheses are included in the metanarrative that we have inherited from our parents, family or “defining communities” (Charles Taylor, Sources of the Self, 1989).
This inheritance still exists, but:
1.Our “defining communities” tend not to have a strong and sharp narrative to pass on to their offspring.
2.Our society doesn’t share a clear and stable metanarrative from which everyone can judge his own life and experience.
3.It has become desirable culturally speaking (after the hippies, May 68, the Punks, the Spanish Movida, etc.) to rebel against parents, established social values, etc. this has been demonstrated in the book The Conquest of Cool: Business Culture, Counterculture, and the Rise of Hip Consumerism (Thomas Frank, 1997) and La Revolución Divertida (Ramón González Férriz, 2012)
The PPT throws light on these aspects viz, Postmodernism as a theory and as a movement, thematic features, characteristics, issues and problems in a nutshell.
This presentation covers two articles by Ruth Benedict and Margaret Mead, namely Psychological types in the cultures of the Southwest and Introduction to Sex (1930) and Temperament in Three Primitive Societies (1935).
This presentation covers two articles by Ruth Benedict and Margaret Mead, namely Psychological types in the cultures of the Southwest and Introduction to Sex (1930) and Temperament in Three Primitive Societies (1935).
NATURALIZED DISCOURSE IN ARGUMENTS: A TEXTUAL APPROACH TO THE STUDY OF SOCIAL...John1Lorcan
This paperdiscusses that using a textual approach to study social representations in arguments could help
to better understand the relationships among naturalized discourse and argumentation. To naturalize an
utterance,i.e. to make it commonsensical, is to give an arbitrary utterance the quality of “true” without
questioning the ideological context which frames -and, therefore, gives meaning- to that utterance.
Naturalized discourse is discourse that has become commonsensical even though it has actually been
framed by the values and beliefs of a given social group. This paper argues that using critical discourse
analysis (CDA) to study discourseat the textual level might be useful to find how social representations
could affect the strength of an argument.
A socio-cultural perspective of creativity for the design of educational envi...eLearning Papers
Authors: Françoise Decortis,Laura Lentini.
Creativity has long been a topic of interest and a subject of study for psychologists, who analyse it from several perspectives. From the cognitive perspective, researchers attempt to identity the specific processes and structures which contribute to creative acts, whilst from the socio-cultural perspective they try to demonstrate that artistic innovations emerge from joint thinking and exchanges among people. According to the latter, creativity indeed does not happen only inside our heads: the interaction between people's thoughts and a socio-cultural context is fundamental.
A lecture introducing critical theory, specifically some ideas from political ecology, to MA librarianship students on their Management module at the University of Sheffield.
N.B. All images (except Marx and Illich pics) are by Clifford Harper (http://www.agraphia.co.uk/home.html) and are used entirely without permission.
Learning from cognitive development to identity developmentJenna Condie
Webinar for third year undergraduates studying educational psychology. The aims are to make connections between many of the concepts and contemporary contexts we have discussed, recognise that theory is open to reinterpretation and have a go a developing theory, complexities of learning and teaching. Move from cognitive understanding of learning to a social constructivist understanding of learning. Feedback much appreciated:)
Correction on slide 14 - epistemology "how can we know", ontology "what can we know"
How to think of ‘social
reality’?
SOSC 1000
Lecture 4
Jan Krouzil PhD
May 20, 2021
Agenda
Announcements
Part I What is meant by 'social reality’?
Part II Hermeneutic phenomenology
Keywords
Readings & supplementary sources
Part I
What is meant by 'social reality’? (1)
Conceptions of ‘social reality’
‘social realities’ are all around us
think of cocktail parties, football games, bar mitzvahs, political rallies, even nations
all made up of ‘social entities’
‘social entity’ can be defined in reference to ‘the separate existence of an organization that is perceived to exist by its members and the public at large as a given, i.e. something that exists before and outside of them.’
‘social realities’ are creations of not individual human minds, but
collectives of human minds
by their very nature, they are mostly founded on agreement (or contract)
What is meant by 'social reality’? (2)
humans are immersed both physically (somatically) and virtually in
a universe of ever changing ‘social realities’
they play a major role both in determining how humans live and how well they live
the social realm affects not only how humans relate to one another
but also how they interact with the rest of the biological and
physical realms
science, for example, is a complex social undertaking by which humans collectively seek to understand the physical, biological, and even the social realm itself
What is meant by 'social reality’? (3)
The constitution of the ‘social reality’
virtually all social entities are 'plastic’ - their properties change significantly over time, as a result of the purposive and unintentional behavior of the socially constructed individuals who make up a society
organizations, labor unions, universities, churches, and social identities all show a substantial degree of flexibility and fluidity over time, and this fact leads to a substantial degree of heterogeneity among groups of similar social organizations and institutions
the properties of a social entity or practice can change over time
they are not rigid, fixed, timeless; they are not bound into consistent and unchanging categories of entities
such as 'bureaucratic state', 'Islamic society', or 'leftist labor organization’
‘molecules of water preserve their physical characteristics no matter what. But in contrast to natural substances such as gold or water, social things can change their properties indefinitely.' (Little 2007)
What is meant by 'social reality’? (4)
the objects studied by social science include ‘social structure’
e.g., kinship structure, historical events, artistic and political movements, types of government, socio-economic classes, historical eras, technology, and the functioning of a market economy
if there is something like ‘social reality’ then all social
phenomena and thus all objects of social inquiry will be aspects
or parts of it
an account of social reality possible as a comprehensive account of the constitution of all objects o ...
International education - Global currency or global citizenshipSherrie Lee
New Zealand hosts more than 100,000 international students each year. The value of international education, however, is often about global currency rather than global citizenship. Can we move beyond the economic discourse, and encourage meaningful intercultural relationships between international students and their host community? We can, and we must.
Sherrie Lee
TheDiasporicAcademic.com
Seeking academic help: A case study of peer brokering interactionsSherrie Lee
Lee, S. (2017, December). Seeking academic help: A case study of peer brokering interactions. Refereed paper presented at the combined 2017 ISANA/ANZSSA Conference, Gold Coast, Australia. Abstract available from http://www.isana-anzssa.com/2046
A Chinese researching other Chinese: Problematizing the bilingual researcherSherrie Lee
Lee, S. (2017, November). A Chinese researching other Chinese: Problematizing the bilingual researcher. Paper presented at the New Zealand Asian Studies Society (NZASIA) International Conference, Dunedin, New Zealand.
The promise of diasporic academics: Potential partnerships between the local ...Sherrie Lee
Lee, S. (2017, November). The promise of diasporic academics: Potential partnerships between the local and global. Paper presented at the New Zealand Association for Research in Education Conference (NZARE) Annual Conference, Hamilton, New Zealand.
Abstract
This presentation considers the promise of diasporic academics from the viewpoint of one who identifies herself as a diasporic academic. Drawing from Wendy Larner’s (2015) paper, the presentation is a biographical reflection on the benefits and implications of diasporic academics, in particular, international doctoral students, in higher education.
Firstly, I will discuss the definition and examples of a diasporic academic, as well as highlight how diasporic academics are positioned as transnational knowledge brokers in advancing universities' internationalisation strategies and policies. I then focus on a particular group of diasporic academics, international doctoral students. I argue that while they are pivotal in advancing internationalisation plans, the ways in which universities engage (or disengage) with them serve to undermine those internationalisation goals.
Then I provide a brief outline of my personal background to set the context of my reflections. I will speak from my experiences as a former leader in my university’s Postgraduate Students’ Association, share about international student engagement in my own faculty, and highlight the tensions arising from university-wide restructuring and significant staff movements. I then offer suggestions how relationships with international doctoral students as diasporic academics can be nurtured in mutually beneficial ways.
I conclude that leadership in higher education needs to be cognizant of the potential and challenges of engaging with emerging diasporic academics. After all, diasporic academics are potential partners in growing international networks in an age of academic mobility.
Reference
Larner, W. (2015). Globalising knowledge networks: Universities, diaspora strategies, and academic intermediaries. Geoforum, 59, 197–205. http://doi.org/10.1016/j.geoforum.2014.10.006
Keywords: Diasporic academic, internationalisation, partnership
Crossing Cultures in Research on International StudentsSherrie Lee
Presentation at Toi-Ohomai Institute of Technology (Rotorua, New Zealand) on 9 June 2017. I discuss the implications of cross-cultural research such as translating non-English data and using a reflexive approach to consider how a researcher’s cultural background influences the research.
Using focused ethnography to understand brokering practices among internation...Sherrie Lee
Brokering practices are help-seeking interactions that bridge gaps in the seekers' knowledge and understanding of new cultural practices thus enabling them to access resources they would find difficult to do so on their own. For EAL (English as an Additional Language) students, these help-seeking interactions may involve getting others to translate, interpret or explain particular aspects of the host academic environment. In this research, focused ethnography (Knoblauch 2005) is used to investigate the nature of brokering practices among ten international EAL tertiary students during their initial academic semester of fifteen weeks. Focused ethnography specifically addresses constraints in the research context (e.g. time and access to informants), as well as capitalizes on technological tools such as digital recording devices. In seeking to understand brokering interactions and relationships students have with their brokers, conventional ethnographic methods were adapted, for example, digital ethnographic methods (Pink et al. 2015) were used instead of participant observation. Digital ethnographic methods allows a large amount of data to be recorded and reviewed, a feature of focused ethnography known as data intensity. While this form of intensity has been argued to compensate for a short period of research activity, this research suggests that another form of intensity – relational intensity – is just as important in addressing research constraints. Relational intensity refers to the researcher's ongoing responsiveness to the needs of research participants. The paper concludes that future focused ethnographic research should consider both data-related and relational forms of intensity in addressing research constraints.
Using focused ethnography to understand brokering practices among international students. Available from: https://www.researchgate.net/publication/312024097_Using_focused_ethnography_to_understand_brokering_practices_among_international_students
Uncertainty lurks in all areas of the PhD journey such as interacting with supervisors, establishing yourself as a researcher, and, most importantly, finishing the PhD. I will share how I have navigated obstacles in my PhD journey and reflect on the current challenges that I face in my 3rd year of studies.
Brokering practices among EAL international studentsSherrie Lee
Academic challenges of international students, particularly those with English as an additional language (EAL), have been mostly researched in the classroom context, with little attention paid to students’ informal learning practices. My research looks specifically at the brokering practices of EAL tertiary students in their understanding of academic literacy. Brokering refers to how students seek help from their peers about understanding academic knowledge and skills. I conducted semi-structured interviews and observations to find out who students approached for help, aspects of academic literacy they needed help with, and their perceptions of the experience. The research findings suggest that educators need to pay attention to how students seek peer support in academic learning in order to develop more effective ways of supporting students’ academic literacy needs.
This paper was presented at CLESOL 2016 on Saturday 16 July 2016.
CLESOL 2016 (Website: http://www.clesol.org.nz)
Learners in Context: Bridging the Gaps
Ākonga Reo: Aronga Āputa
Thursday 14 – Sunday 17 July 2016
The University of Waikato, Hamilton, New Zealand
The 15th National Conference for Community Languages and ESOL, brought to you by TESOLANZ (Teachers of English to Speakers of Other Languages Aotearoa New Zealand) and CLANZ (Community Languages Association New Zealand).
Brokering: A sensitising concept for understanding learningSherrie Lee
Brokering occurs when an intermediary, the broker, assists in the transfer or exchange of goods, services, information, opportunities and/or knowledge, where the recipients of such assistance would have had difficulty deriving the benefits of this exchange otherwise. In the context of EAL (English as an additional language) international students at a university, brokering can be understood as receiving informal assistance with understanding unfamiliar texts, interactions, artefacts, and social and cultural practices encountered in the context of the host academic community.
I explore the concept of brokering as facilitating learning, drawing on the various ways brokering has been used in both educational and non-educational contexts, that is, understanding brokering as a social phenomenon in communities, as knowledge transfer, and as mediating the translation of linguistic and/or cultural aspects of a new culture. These different applications of brokering contribute to an understanding of brokering as a sensitizing concept. Approaching brokering as a sensitizing concept allows alternative ways of viewing academic learning interactions among students, instead of viewing the phenomenon as having fixed features.
Presentation at the 2015 Te Kura Toi Tangata Faculty of Education Doctoral Symposium (Hamilton, New Zealand) on 24 November 2015.
DOI: 10.13140/RG.2.1.1236.6324
Using Images from the Web by Sherrie LeeSherrie Lee
A short presentation on how to find images legitimately for free. Learn about the differences between public domain images, stock photography and creative commons images. Originally available as a Google Presentation: https://docs.google.com/presentation/d/1CbZ79D0bKmCRpnWgGmNelvMYUxFp7rQfA2pbjkQ12AI/edit?usp=sharing
Me and those English-speaking Elites: Uncovering the Identity of One ELL in S...Sherrie Lee
A presentation at the 2013 Joint SELF Biennial International Conference and Educational Research Association of Singapore (ERAS) Conference on 10 September 2013.
Me and those English-speaking elites: Uncovering the identity of one minority ELL in Singapore
The minority English language learner (ELL) in Singapore is one who does not have English as a home language nor considers English as one’s first language even though Singapore’s education system and virtually every aspect of civic life uses and promotes English as a first and official language. Using the narrative inquiry method, I explore one minority ELL’s (“Rachel”) past and present schooling experiences in learning English.
Through the lens of primary and secondary Discourses (Gee, 2012), I examine how social relationships and investment (Norton Peirce, 1995; Norton, 2000) have contributed to Rachel’s identity as an ELL. In her foundational school years, Rachel’s English language learning experiences were marked by judgment and humiliation. While her secondary school experience saw more positive experiences through safe houses such as the school band, the fear of using English among English-proficient users remained. At the post-secondary level, Rachel was motivated to improve her English through cumulative successes and a desire for school success. Coming from a working-class background, Rachel’s investment in learning English increased as she saw herself as a future financial provider for her family. Nonetheless, Rachel’s identity as an ELL and the process of gaining cultural capital continue to be at odds with her primary Discourse as a predominantly Mandarin-speaker.
The implications of this research include encouraging similar ELLs to tap on positive identities for language learning, as well as helping them come to terms with tensions between their primary Discourse and the secondary Discourse of school.
References
Gee, J. P. (2012). Social linguistics and literacies: Ideology in discourse (4th ed.). Oxford: Routledge.
Norton Peirce, B. (1995). Social identity, investment, and language learning. TESOL Quarterly, 29(1), 9–31.
Norton, B. (2000). Fact and fiction in language learning. Identity and language learning: Gender, ethnicity and educational change (pp. 1–19). London: Longman/Pearson Education.
A lesson plan for an 80 minute lesson on report writing, particularly on writing the introduction of a report. This lesson plan includes the worksheet and suggested answers, as well as a summary of the presentation slides.
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
Normal Labour/ Stages of Labour/ Mechanism of LabourWasim Ak
Normal labor is also termed spontaneous labor, defined as the natural physiological process through which the fetus, placenta, and membranes are expelled from the uterus through the birth canal at term (37 to 42 weeks
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
Safalta Digital marketing institute in Noida, provide complete applications that encompass a huge range of virtual advertising and marketing additives, which includes search engine optimization, virtual communication advertising, pay-per-click on marketing, content material advertising, internet analytics, and greater. These university courses are designed for students who possess a comprehensive understanding of virtual marketing strategies and attributes.Safalta Digital Marketing Institute in Noida is a first choice for young individuals or students who are looking to start their careers in the field of digital advertising. The institute gives specialized courses designed and certification.
for beginners, providing thorough training in areas such as SEO, digital communication marketing, and PPC training in Noida. After finishing the program, students receive the certifications recognised by top different universitie, setting a strong foundation for a successful career in digital marketing.
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
2. The same?
Textbook definition:
“Constructionism (also referred to as constructivism) is an
ontological position that asserts that social phenomenon and
their meanings are continually being accomplished by social
actors. It implies that social phenomena and categories are
not only produced through social interaction but they are in a
constant state of revision.” (Bryman, 2012)
How do we understand Constructivism and Constructionism?
3. Versions of constructivist philosophy (Schwandt, 1994, 2007)
Constructivists believe that “knowledge and truth are created, not discovered by
mind. They emphasize the pluralistic and plastic character of reality—pluralistic in
the sense that reality is expressible in a variety of symbol and language systems;
plastic in the sense that reality is stretched and shaped to fit purposeful acts of
intentional human agents” (Schwandt, 1994, p. 236)
Radical constructivism (von Glaserfeld, 1989, 1991): “knowledge is not a particular
kind of product (i.e., a representation) that exists independent of the knower, but
an activity or process” (Schwandt, 1994, p. 239)
Social constructionism: “the terms by which the world is understood are social
artifacts, products of historically situated interchanges among people”(Gergen,
1985, p. 267, cited in Schwandt, 1994, p. 240)
How do we understand Constructivism and Constructionism?
4. Individual versus social (Crotty, 1998; Young & Collins, 2004)
“Constructivism proposes each individual mentally constructs the world of
experience through cognitive processes.” / Radical, moderate, social
constructivists (Young & Collin, 2004, p. 375)
“Generally put, social constructionism contends that knowledge is
sustained by social processes and that knowledge and social action go
together. It is less interested, or not at all interested, in the cognitive
processes that accompany knowledge.” (Young & Collin, 2004, p. 376)
How do we understand Constructivism and Constructionism?
5. How do we understand Constructivism and Constructionism?
Constructivism: epistemology focused exclusively on ‘the meaning-making
activity of the individual mind’
Constructionism: focus includes ‘the collective generation [and transmission]
of meaning’
“Constructivism … points up the unique experience of each of us. It suggests
that each one’s way of making sense of the world is as valid and worthy of
respect as any others, thereby tending to scotch any hint of a critical spirit.
On the other hand, social constructionism emphasises the hold our culture
has on us; it shapes the way in which we see things (event the way in which
we feel things!) and gives us a quite definite view of the world”
(Crotty, 1998, p. 58)
6. Constructivism
Radical constructivists (von Glaserfeld, 1995) interpret that it
is the individual mind that constructs reality.
Moderate constructivists (Kelly, 1955; Piaget, 1969)
acknowledge that individual constructions take place within a
systematic relationship to the external world.
Social constructivists (Bruner, 1990; Vygotsky, 1978)
recognize that influences on individual construction are
derived from and preceded by social relationships.
(Young & Collin, 2004, p. 375-376)
7. Constructionism
Constructionism is the view that “all knowledge, and therefore
all meaningful reality as such, is contingent upon human
practices, being constructed in and out of interaction between
human beings and their world, and developed and transmitted
within an essentially social context” (Crotty, 1998, p. 42)
8. Constructionism
Weak social constructionism
• not everything is a social construct
• focuses on how our experience of some particular object or idea is
socially constructed
• does not deny reality in the ordinary commonplace sense of that term
• E.g. writing a social history of the notion of mental illness reveals how it
is culturally produced, uncovers its ideology, and still maintains that it is
real
(Schwandt, 2007, p. 40)
9. Constructionism
Strong social constructionism
• denies any ontology of the real whatsoever
• everything in the world and about the world is nothing but a
sociolinguistic product of historically situated interactions (“linguistic or
semantic idealism”)
• radical perspectivalism: “our experience, thought, and speech about
reality and/or reality itself are a function of the particular conceptual
scheme or framework (e.g., culture, form of life, language game,
paradigm) in which we live and that different conceptual schemes yield
incommensurable understandings of experience and reality”
(Schwandt, 2007, p. 40)
10. References
Bryman, A. (2012). Social research methods (4th ed.). New York, NY: Oxford
University Press.
Crotty, M. (1998). The foundations of social research. London, United Kingdom:
Sage.
Schwandt, T. A. (1994). Constructivist, interpretivist approaches to human inquiry.
In N. K. Denzin & Y. S. Lincoln (Eds.), The landscape of qualitative research:
Theories and issues (pp. 221–259). Thousand Oaks, CA: Sage.
Schwandt, T. A. (2007). The Sage dictionary of qualitative inquiry (3rd ed.).
Thousand Oaks, CA: Sage Publications.
Young, R. A., & Collin, A. (2004). Introduction: Constructivism and social
constructionism in the career field. Journal of Vocational Behavior, 64(3), 373–
388. http://doi.org/10.1016/j.jvb.2003.12.005