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Students are expected to identify the geographic, linguistic, and ethnic dimensions of a literary piece. The geographic dimension refers to the places where the story happened. The linguistic dimension means the language or languages used. The ethnic dimension refers to the cultures, traditions or social identity of an ethnic group portrayed in the story.
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This document provides an introduction to an undergraduate thesis presented to the faculty of Surigao del Sur State University. It discusses the oral literature of the Manuvos tribe in San Miguel, Surigao del Sur. The introduction outlines the purpose of studying and documenting the Manuvos' oral traditions, which are at risk of being lost. It discusses the theoretical framework of mimesis that will be used to analyze the oral literature and understand how it reflects the Manuvos language and culture. The document presents the problems, objectives, research questions, and theoretical lens that will guide the study.
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Vol.9 (2002),15, 5 - 18DIAS.docx
Vo
l.9
(2
00
2)
,1
5
,
5
- 1
8
DIASPORIC
COMMUNICATION:
TRANSNATIONAL
CULTURAL PRACTICES AND
COMMUNICATIVE SPACES
Abstract
This article follows the process of development of
academic debate and interest in the concept of
diaspora and attempts to situate it within current
analyses of postmodernity and globalisation as well as
within developments in cultural studies and social
anthropology. Drawing upon the theoretical conceptuali-
sations of diasporas within these fields, the article is
suggesting that diasporic cultural practices constitute
ways of “imagination,” of “institution” of “spaces” that
often extend beyond the boundaries of place, of
articulation of “imagined” and “encountered” com-
munity and of senses of belonging that straddle the
“local versus global” and divide and, in the process,
redefine locality and “the global.” Crucial in such
processes is the development of the “diasporic media
spaces” that are increasingly in evidence in trans-
national and local settings. The article suggests that
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asingly becoming sites where conflicting claims of
belonging as well as common frameworks of identity
and solidarity coexist and become articulated.
SHEHINA FAZAL
ROZA
TSAGAROUSIANOU
Shehina Fazal is a Principal
Lecturer at the University
of North London, e-mail:
[email protected]
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University of Westminster,
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Vol.9 (2002),15, 5 - 18DIAS.docx
Vo
l.9
(2
00
2)
,1
5
,
5
- 1
8
DIASPORIC
COMMUNICATION:
TRANSNATIONAL
CULTURAL PRACTICES AND
COMMUNICATIVE SPACES
Abstract
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academic debate and interest in the concept of
diaspora and attempts to situate it within current
analyses of postmodernity and globalisation as well as
within developments in cultural studies and social
anthropology. Drawing upon the theoretical conceptuali-
sations of diasporas within these fields, the article is
suggesting that diasporic cultural practices constitute
ways of “imagination,” of “institution” of “spaces” that
often extend beyond the boundaries of place, of
articulation of “imagined” and “encountered” com-
munity and of senses of belonging that straddle the
“local versus global” and divide and, in the process,
redefine locality and “the global.” Crucial in such
processes is the development of the “diasporic media
spaces” that are increasingly in evidence in trans-
national and local settings. The article suggests that
such spaces of negotiation and exchange are incre-
asingly becoming sites where conflicting claims of
belonging as well as common frameworks of identity
and solidarity coexist and become articulated.
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ROZA
TSAGAROUSIANOU
Shehina Fazal is a Principal
Lecturer at the University
of North London, e-mail:
[email protected]
Roza Tsagarousianou is a
Senior Lecturer at the
Centre for Communication
and Information Studies,
University of Westminster,
e-mail:
[email protected]
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changing nature of processes — and experiences — of displacement, dislocation,
mobility and settlement that have marked human societies.
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or, to use Arjun Appadurai’s terminology, the ethnoscapes, financescapes,
mediascapes and ideoscapes that are part and parcel of the broader phenomenon
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strict sense, that is, immigration, emigration and their regulation towards debates
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Cultural literacy refers to understanding the signs, symbols, languages, values, customs, and traditions that are assumed and learned from being part of a given culture rather than through formal means. Multicultural literacy builds on this by promoting the knowledge and skills to communicate respectfully across different cultures by celebrating differences and avoiding treating any culture as inferior. The document discusses cultural literacy, provides examples, and poses questions about interacting with other cultures and teaching multicultural literacy in the classroom.
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This document provides an introduction to cultural studies. It defines culture as the shared characteristics and knowledge of a group, including language, religion, and arts. Culture is learned and transmitted between generations. It manifests in symbols, heroes, rituals, and core values. There are different layers of culture at the national, regional, gender, generation, class, and corporate levels. Cultural differences can be measured using indices like power distance, uncertainty avoidance, individualism, and masculinity.
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This document discusses various sociocultural factors related to second language acquisition, including culture, stereotypes, attitudes, social distance, intercultural competence, language policy, and the relationship between language and thought. It addresses concepts like second culture acquisition, cultural categories, linguistic imperialism, and implications for teaching English as a second or foreign language. The role of students' native cultures and addressing stereotypes in the language classroom are emphasized.
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Lesson 01.pptx
- 3. Identify the geographic, linguistic, and ethnic dimension of a literary piece. At the end of lesson, students are expected to:
- 4. Dimensions of Philippine Literary History
- 5. the study of places and the relationships between people and their environments GEOGRAPHY
- 6. a system of conventional spoken, manual (signed), or written symbols by which individuals express themselves LANGUAGE
- 7. a notion that refers to social entities sharing real or putative ascriptive features like a common origin or cultural-linguistic legacy which assumedly command special collective commitment, as well as their retention and transmission ETHNICITY
- 8. GEOGRAPHIC DIMENSION ETHNIC DIMENSION LINGUISTIC DIMENSION WHERE DID THE STORY HAPPEN? WHAT ARE THE TERMS IN THE PASSAGE THAT REPRESENT THE COMMUNITY? WHAT ARE THE CULTURES AND TRADITIONS OF AN ETHNIC GROUP THAT WERE BEING PORTRAYED IN THE STORY?
- 9. SEE YOU NEXT TIME