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
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.
SHEHINA FAZAL
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]
6
Thinking about Diasporas
The concept of diaspora has a fairly long career in social science discourse, re-
flecting the inextricable connection between human geographical mobility and its
various social dimensions, on the one hand, and human societies in their long proc-
ess of evolution, on the other. As such, the concept of diaspora has reflected the
changing nature of processes — and experiences — of displacement, dislocation,
mobility and settlement that have marked human societies.
Over the past couple of decades, the concept has progressively come to centre
stage in attempts to discuss and understand not only human mobility, but also its
relationship to transnational flows of funds, goods, cultural products, ideologies
or, to use Arjun Appadurai’s terminology, the ethnoscapes, financescapes,
mediascapes and ideoscapes that are part and parcel of the broader phenomenon
of globalisation (1993). This repositioning of the concept in social science discourse
has accompanied a shift from debates that focused on human migration in the
strict sense, that is, immigration, emigration and their regulation towards debates
that attempted to integrate the study of human mobility and diasporic experience
into the broader context of debates on citizenship, identity and culture and the
theoretical and conceptual contexts of the theorisation and understanding of mo-
dernity, postmodernity (or late modernity) and processes of globalisation.
Today, ...
Proposing Methodological Triangulation for a Study on a Diaspora within a Nat...inventionjournals
People moving out of their native place and settling elsewhere due to certain compulsions become diaspora. At present, the term diaspora is used for describing any group of dispersed population. A diaspora undergoes cultural and economic challenges in a receiving society until a complete assimilation takes place or the collective memory of the original identity decomposes. This is a review paper on the choice of methodology adopted for studying negotiations by a diaspora of such challenges in the relevant international scholarship. The literature review suggests that methodological triangulation is appropriate for this kind of a study.
(Dis) Placing Culture and Cultural Space Chapter 4.docxAASTHA76
(Dis) Placing Culture and Cultural Space
Chapter 4
+
Chapter Objectives
Describe the relationships among culture, place, cultural space, and identity in the context of globalization.
Explain how people use communicative practices to construct, maintain, negotiate, and hybridize cultural spaces.
Explain how cultures are simultaneously placed and displaced in the global context leading to segregated, contested and hybrid cultural spaces.
Describe the practice of bifocal vision to highlight the linkages between “here” and “there” as well as the connections between present and past.
+
Introduction
Explore the cultural and intercultural communication dimensions of place, space and location. We will examine:
The dynamic process of placing and displacing cultural space in the context of globalization.
How people use communicative practices to construct, maintain, negotiate, and hybridize cultural spaces
How segregated, contested, and hybrid cultural spaces are both shaped by the legacy of colonialism and the context of globalization.
How Hip hop culture illustrates the cultural and intercultural dimensions of place, space, and location in the context of globalization
+
Placing Culture and Cultural Space
Culture, by definition, is rooted in place with a reciprocal relationship between people and place
Culture:
“Place tilled” in Middle English
Colere : “to inhabit, care for, till, worship” in Latin
In the context of globalization, what is the relationship between culture and place?
Culture is both placed and displaced
+
Cultural Space
The communicative practices that construct meanings in, through and about particular places
Cultural space shapes verbal and nonverbal communicative practices
i.e. Classrooms, dance club, library.
Cultural spaces are constructed through the communicative practices developed and lived by people in particular places
Communicative practices include:
The languages, accents, slang, dress, artifacts, architectural design, the behaviors and patterns of interaction, the stories, the discourses and histories
How is the cultural space of your home, neighborhood, city, and state constructed through communicative practices?
+
Place, Cultural Space and Identity
Place, Culture, Identity and Difference
What’s the relationship between place and identity?
Avowed identity:
The way we see, label and make meaning about ourselves and
Ascribed identity:
The way others view, name and describe us and our group
Examples of how avowed and ascribed identities may conflict?
How is place related to standpoint and power?
Locations of enunciation:
Sites or positions from which to speak.
A platform from which to voice a perspective and be heard and/or silenced.
+
Displacing Culture and Cultural Space
(Dis) placed culture and cultural space:
A notion that captures the complex, contradictory and contested nature of cultural space and the relationship between culture and place that has emerged in the context o.
DBJ Culture Line provides customers with opportunities to experience authentic Korean culture first hand and to enjoy your stay in Korea. Our staff has had various overseas and business experiences as flight interpreters, flight crew, and experts in diplomatic protocols and international business. DBJ Culture Line offers well-distinguished programs for our customers to enjoy a memorable and unique experience in Korea. While other companies provide only a one-language service, we provide a professional French interpreting tour guide service as well. We are dedicated to give you the best possible customer-oriented care.
Proposing Methodological Triangulation for a Study on a Diaspora within a Nat...inventionjournals
People moving out of their native place and settling elsewhere due to certain compulsions become diaspora. At present, the term diaspora is used for describing any group of dispersed population. A diaspora undergoes cultural and economic challenges in a receiving society until a complete assimilation takes place or the collective memory of the original identity decomposes. This is a review paper on the choice of methodology adopted for studying negotiations by a diaspora of such challenges in the relevant international scholarship. The literature review suggests that methodological triangulation is appropriate for this kind of a study.
(Dis) Placing Culture and Cultural Space Chapter 4.docxAASTHA76
(Dis) Placing Culture and Cultural Space
Chapter 4
+
Chapter Objectives
Describe the relationships among culture, place, cultural space, and identity in the context of globalization.
Explain how people use communicative practices to construct, maintain, negotiate, and hybridize cultural spaces.
Explain how cultures are simultaneously placed and displaced in the global context leading to segregated, contested and hybrid cultural spaces.
Describe the practice of bifocal vision to highlight the linkages between “here” and “there” as well as the connections between present and past.
+
Introduction
Explore the cultural and intercultural communication dimensions of place, space and location. We will examine:
The dynamic process of placing and displacing cultural space in the context of globalization.
How people use communicative practices to construct, maintain, negotiate, and hybridize cultural spaces
How segregated, contested, and hybrid cultural spaces are both shaped by the legacy of colonialism and the context of globalization.
How Hip hop culture illustrates the cultural and intercultural dimensions of place, space, and location in the context of globalization
+
Placing Culture and Cultural Space
Culture, by definition, is rooted in place with a reciprocal relationship between people and place
Culture:
“Place tilled” in Middle English
Colere : “to inhabit, care for, till, worship” in Latin
In the context of globalization, what is the relationship between culture and place?
Culture is both placed and displaced
+
Cultural Space
The communicative practices that construct meanings in, through and about particular places
Cultural space shapes verbal and nonverbal communicative practices
i.e. Classrooms, dance club, library.
Cultural spaces are constructed through the communicative practices developed and lived by people in particular places
Communicative practices include:
The languages, accents, slang, dress, artifacts, architectural design, the behaviors and patterns of interaction, the stories, the discourses and histories
How is the cultural space of your home, neighborhood, city, and state constructed through communicative practices?
+
Place, Cultural Space and Identity
Place, Culture, Identity and Difference
What’s the relationship between place and identity?
Avowed identity:
The way we see, label and make meaning about ourselves and
Ascribed identity:
The way others view, name and describe us and our group
Examples of how avowed and ascribed identities may conflict?
How is place related to standpoint and power?
Locations of enunciation:
Sites or positions from which to speak.
A platform from which to voice a perspective and be heard and/or silenced.
+
Displacing Culture and Cultural Space
(Dis) placed culture and cultural space:
A notion that captures the complex, contradictory and contested nature of cultural space and the relationship between culture and place that has emerged in the context o.
DBJ Culture Line provides customers with opportunities to experience authentic Korean culture first hand and to enjoy your stay in Korea. Our staff has had various overseas and business experiences as flight interpreters, flight crew, and experts in diplomatic protocols and international business. DBJ Culture Line offers well-distinguished programs for our customers to enjoy a memorable and unique experience in Korea. While other companies provide only a one-language service, we provide a professional French interpreting tour guide service as well. We are dedicated to give you the best possible customer-oriented care.
Cosmology Similar to a culture but emphasizes howwhat count.docxfaithxdunce63732
Cosmology
Similar to a culture but emphasizes how/what counts as science, religion, politics,economics,
morality, ethics, nature, and the ultimate truth of the world or universe are all connected
especially in terms of the categorical understandings of a culture.
SapirWhorf Hypothesis
Talks about the influence of language on thought and perception and categorical thinking.
what is “wrong”, “very wrong”, “bad”
"We dissect nature along lines laid down by our native language. The categories and types that
we isolate from the world of phenomena we do not find there because they stare every observer
in the face; on the contrary, the world is presented in a kaleidoscope flux of impressions which
has to be organized by our minds — and this means largely by the linguistic systems of our
minds. We cut nature up, organize it into concepts, and ascribe significances as we do, largely
because we are parties to an agreement to organize it in this way— an agreement that holds
throughout our speech community and is codified in the patterns of our language […] all
observers are not led by the same physical evidence to the same picture of the universe, unless
their linguistic backgrounds are similar, or can in some way be calibrated.”
Ex. the idea of empty was equated with safe for these people when in fact the empty containers
were more dangerous because they contained more flammable vapors.
Franz Boas
Commitment to empiricism (emphasis on experience and evidence from observation/experiment
as opposed to basing knowledge on tradition or an innate understanding).
Field research and extended residence, learn Language, social relations with Informants
Emphasized the importance of culturally acquired norms as opposed to biological determinism
Rejected a notion of cultural evolution or stages of cultural evolution of the savage, the
barbarian, and the civilized.
Refuted biological conceptions of race
Boas made some innovations to his study:
◦He learned the local language and talked to people
◦He stayed a long time and participated in the everyday life of people
◦He learned their technologies and way of life
◦He defended Inuit way of life as logical,reasonable and deserving respect
Ethnography the study and systematic recording of human cultures and individual customs
Enlightenment philosophy defended rationality and idea of civilization against
tradition/religion/superstition
Ex. Azande and witchcraft—make rational
Kula (Malinowski shows how this practice make sense to those who could have thought it was
irrational)
In Enlightenment ideas the concept of civilization was considered to be the highest form of
human achievement. One goal of the Enlightenment was to break down tradition or religious
understandings as the ultimate source of truth.
“civilization can be defined as that which advances man's knowledge and virtue”, try to reason
everything.
Emic—from the perspective of the subject or th.
<serbian />
Presented by Ting Wang
tammywt6@gmail.com
5th November 2009
Prepared for 2009 Graduate Seminar.
Information Society & Multiculturalism (Prof. Han Woo Park), at Yeungnam Univ. in S. Korea.
Beyond Culture Space, Identity, and the Politics of DiffereChantellPantoja184
Beyond "Culture": Space, Identity, and the Politics of Difference
Akhil Gupta; James Ferguson
Cultural Anthropology, Vol. 7, No. 1, Space, Identity, and the Politics of Difference. (Feb., 1992),
pp. 6-23.
Stable URL:
http://links.jstor.org/sici?sici=0886-7356%28199202%297%3A1%3C6%3AB%22SIAT%3E2.0.CO%3B2-6
Cultural Anthropology is currently published by American Anthropological Association.
Your use of the JSTOR archive indicates your acceptance of JSTOR's Terms and Conditions of Use, available at
http://www.jstor.org/about/terms.html. JSTOR's Terms and Conditions of Use provides, in part, that unless you have obtained
prior permission, you may not download an entire issue of a journal or multiple copies of articles, and you may use content in
the JSTOR archive only for your personal, non-commercial use.
Please contact the publisher regarding any further use of this work. Publisher contact information may be obtained at
http://www.jstor.org/journals/anthro.html.
Each copy of any part of a JSTOR transmission must contain the same copyright notice that appears on the screen or printed
page of such transmission.
The JSTOR Archive is a trusted digital repository providing for long-term preservation and access to leading academic
journals and scholarly literature from around the world. The Archive is supported by libraries, scholarly societies, publishers,
and foundations. It is an initiative of JSTOR, a not-for-profit organization with a mission to help the scholarly community take
advantage of advances in technology. For more information regarding JSTOR, please contact [email protected]
http://www.jstor.org
Wed Oct 10 09:20:55 2007
http://links.jstor.org/sici?sici=0886-7356%28199202%297%3A1%3C6%3AB%22SIAT%3E2.0.CO%3B2-6
http://www.jstor.org/about/terms.html
http://www.jstor.org/journals/anthro.html
Beyond "Culture":
Space, identity, and the Politics of
Difference
Akhil Gupta
Department of Anthropology
Stanford University
James Ferguson
Department of Anthropology
University of California, lrvine
For a subject whose central rite of passage is fieldwork, whose romance has rested
on its exploration of the remote ("the most other of others" [Hannerz 1986:363]),
whose critical function is seen to lie in its juxtaposition of radically different ways
of being (located "elsewhere") with that of the anthropologists' own, usually
Western, culture, there has been surprisingly little self-consciousness about the
issue of space in anthropological theory. (Some notable exceptions are Appadurai
[1986, 19881, Hannerz [1987], and Rosaldo [1988, 19891.) This collection of five
ethnographic articles represents a modest attempt to deal with the issues of space
and place, along with some necessarily related concerns such as those of location,
displacement, community, and identity. In particular, we wish to explore how the
renewed interest in theorizing space in postmodernist and feminist theory (An-
zaldua 1987; Baudrillard 1 ...
ReferencesKorgen, K. O., & Atkinson, M. P. (2019). Sociology.docxlorent8
References
Korgen, K. O., & Atkinson, M. P. (2019). Sociology in action (1st ed.). Thousand Oaks, CA: SAGE Publications, Inc..
Ch 5: Migration, Globalization, and Cult…
Previous section
Next section
5
Migration, Globalization, and Cultural Diversity
age fotostock/Superstock
Learning Objectives
By the end of this chapter, you should be able to:
· Describe the most common issues or theses that arise within a society as a result of increased diversity.
· Distinguish among the characteristics of migrant workers, immigrants, and diasporas.
· Evaluate factors that contribute to ongoing conflict between the Israelis and Palestinians and discuss the impact of thesefactors on diasporas from that region.
· Explain the historical reasons for the creation of the African diaspora and the diverse cultural composition of that diaspora.
· Synthesize the reasons for social stratification throughout the world and the challenges such stratification poses for the globalsocial environment and the global economy.
· Analyze the relationships among globalization, income inequality, and social stratification.
· Compare concepts of diversity over the past 200 years and forecast future avenues for understanding cultural diversity andindividual differences.
· Differentiate between multiculturalism and pluralism in describing the cultures within a society.Ch 5 Introduction
Previous section
Next sectionIntroduction
Diversity has become a dominant issue in the social, political, and legal environments of American life. The United States, however, is not theonly country with an influx of newcomers into its diverse society. Throughout history, people around the world have traveled from theirhomelands to settle in other geographic regions. The arrival of foreign populations into an established culture compels both recent settlersand existing populations to examine long-held beliefs, values, norms, and behaviors.
Although the specific issues raised by new settlers may vary, common themes emerge as a society becomes more diverse. These themes caninclude:
· the need to understand the meaning of human and cultural diversity in society;
· the favoring of some groups and the oppression of or discrimination against others;
· difficulties in fully understanding and appreciating cultures different from one’s own;
· the ability to balance an appreciation for individuals’ differences while retaining a common and unified culture; and
· the ability to accept and blend diverse and sometimes conflicting norms and values within a nation, state, neighborhood, or family.
Social scientists believe that to understand how these issues play out within a specific culture requires first understanding a culture’shistorical and sociocultural context, as well as the historical and sociocultural context of its new arrivals. Chapter 5 focuses on these commonthemes relative to human diversity and culture around the world.5.1 Migration and Global Diversity
The causes of migration are complex and varied,.
Discussing the Holocaust. - GCSE History - Marked by Teachers.com. The Holocaust - GCSE History - Marked by Teachers.com. The holocaust - GCSE History - Marked by Teachers.com. Why did the Holocaust happen? - GCSE History - Marked by Teachers.com. What Can We Learn From The Holocaust? - GCSE History - Marked by .... Persuasive Writing on the Holocaust - GCSE Religious Studies .... Who was responsible for the Holocaust? - GCSE History - Marked by .... Why did the Holocaust Happen? - GCSE History - Marked by Teachers.com. Explain the Holocaust Era In As Much Detail As Possible. - GCSE History .... Explain How the Holocaust Continues to Affect the Lives of Jew Today .... How did the Holocaust happen, and who is responsible? - A-Level History .... Explain why the Holocaust Happened - International Baccalaureate .... Facts about the Holocaust. - GCSE History - Marked by Teachers.com. English Holocaust Review - GCSE English - Marked by Teachers.com. The Holocaust Worksheets | KS3 & KS4 Lesson Plans & Resources. The Jewish Holocaust. - University Historical and Philosophical studies .... Jewish Responses to the Holocaust - GCSE Religious Studies (Philosophy .... Why did the Nazis treatment of the Jews change from 1939-45? - GCSE .... The Holocaust - A Literary Inspiration? - GRIN. The development of Nazi policies towards the Jews - GCSE History .... What Were the Origins of the Holocaust? - The New York Times. Revealing history | ASU Now: Access, Excellence, Impact. How to start a holocaust essay bjarw.us.
Currently, in the Department of Educational Policy Studies, University of Illinois at Urbana-Champaign, US, Fazal Rizvi has worked in a number of countries, including several senior university research and administrative posts in Australia.
Diversity, it has been widely noted, cannot be read against a universal set of criteria, and that the moral claims surrounding diversity are contextually specific. Traditionally these claims have been nationally defined. In this paper, I will argue that this approach to thinking about diversity is no longer sufficient, and that while the national context still remains pertinent, in the era of globalization, it has become transformed by the emerging processes of transnationalism. Using a number of narratives, I will suggest that the multiple ways in which people now experience, interpret, negotiate and work with diversity are affected by factors that are deeply shaped by the emerging patterns of global mobility and interconnectivity. This recognition has major implications for educational research, requiring new conceptual resources that enable us to ‘read’ diversity as a product of complex interactions between national articulations and their re-constitution by transnational processes.
More details: http://www.eera-ecer.eu/ecer/ecer2010/keynote-speakers/fazal-rizvi/
The recording of the keynote is here:
http://www.eera-ecer.eu/ecer/ecer2010/channel-2/
An Introduction to African Centered Sociology: Worldview, Epistemology, and S...Jonathan Dunnemann
This article attempts to provide a basic ‘introduction’ to the possibilities of an African-centered
sociology grounded within the African worldview. By analyzing the worldviews framework as
utilized by African-centered scholars, the first goal of this article is to introduce sociologicallyminded
scholars to discussions of worldview that have taken place within other areas of the social
sciences (primarily psychology, economics, political science, and history).
Limits of enlightenment rationality in the face of cultura.docxsmile790243
Limits of enlightenment rationality in the face of cultural relativism
Biological universals, symbolic particulars and political discourse
This talk will explore the conceptual underpinnings of cultural relativism and universalism. It will present examples of common issues raised in debates on cultural differences and outline a possible direction in which an analyst of universalist and relativist discourse might proceed.
OutlineOrigins and nature of cultural relativismParadoxes of cultural relativismChallenges to cultural relativism: conservative, liberal, rationalistic/scientificCultural relativism as a cultural patternEnlightment, romaticism, secular humanism and limits of cultural relativism as a political view
Qualifications:
- background in cognitive and text linguistics currently doing PhD research on metaphors in educational discourse at EDU
- cross-cultural trainer for the Peace Corps (visited and worked in over 20 countries)
- run a website on Czech culture (http://www.czechupdate.com) and language (http://www.bohemica.com), translate and teach languages for a living
- taught a course on Czech national identity at universities in Prague and Glasgow
Defining cultural relativism
(the Google way)the ability to view the beliefs and customs of other peoples within the context of their culture rather than one's own.
www.china.org.cn/english/features/Archaeology/98851.htmunderstanding the ways of other cultures and not judging these practices according to one's own cultural ways.
oregonstate.edu/instruct/anth370/gloss.htmlCultural values are arbitrary, and therefore the values of one culture should not be used as standards to evaluate the behavior or persons from outside that culture.
www.killgrove.org/ANT220/cultanthdef.htmlthe position that the values, beliefs and customs of cultures differ and deserve recognition.
www.anthro.wayne.edu/ant2100/GlossaryCultAnt.htmCultural relativism is the principle that an individual human's beliefs and activities make sense in terms of his or her own culture. This principle was established as axiomatic in anthropological research in by Franz Boas in the first few decades of the 20th century, and then popularized in the 1940s by Boas's students. ...
en.wikipedia.org/wiki/Cultural_relativism
Defining cultural relativismThe degree to which an individual or a society is willing to suspend the universality of values and value-based actions (particularly those acquired by primary socialization) in the face of conflicting values held and acted upon by individuals or groups recognized as belonging to another in-group defined social unit.
Origins and nature of relativismNatural relativism (Bible, Jesuits, missionaries, ‘different folks different strokes’/‘when in Rome’ [387 A.D.])Enlightenment (pursuit of happiness)Romanticism (noble savage)Anthropology (Boas, Lévy-Strauss)Linguistics (Whorf-Sapir, Lakoff)Philosophy (pragmatism)
Paradoxes of cultural relativismCultural relativism vs. univer ...
Milestones Navigating Late Childhood to AdolescenceFrom the m.docxjessiehampson
Milestones: Navigating Late Childhood to Adolescence
From the movie, Lila, Eight to Thirteen in this week's materials, identify 2–3 developmental milestones Lila reaches, and assess whether or not you think she successfully navigates her way through them as she prepares for adolescence. Support your assertions with evidence from your text and this week's materials.
.
Migration and RefugeesMany immigrants in the region flee persecu.docxjessiehampson
Migration and Refugees
Many immigrants in the region flee persecution and then return after they are liberated. For example, 700,000 Jews were allowed to leave the former Soviet Union and enter Israel in the 1990s. There has also been a migration of Palestinian people. Discuss the following:
Why do you think that Israel is such an important place for the Jews?
What is the importance of the area to the Palestinians?
What do you think the impact would be on you and your families if you participated in such long-distance migration?
No references needed, need response within 3 hours!
.
Min-2 pagesThe goal is to develop a professional document, take .docxjessiehampson
Min-2 pages
The goal is to develop a professional document, take a stake in your company (its a t-shirt and apparel company; see attached) as a business owner, and develop a business plan with the aim of securing financing to expand one’s business for an established firm.
Complete the following: (using the business plan working document)
10.0 Financials Plan
*Annotated plan has additional details if you have questions or need explanation
.
Cosmology Similar to a culture but emphasizes howwhat count.docxfaithxdunce63732
Cosmology
Similar to a culture but emphasizes how/what counts as science, religion, politics,economics,
morality, ethics, nature, and the ultimate truth of the world or universe are all connected
especially in terms of the categorical understandings of a culture.
SapirWhorf Hypothesis
Talks about the influence of language on thought and perception and categorical thinking.
what is “wrong”, “very wrong”, “bad”
"We dissect nature along lines laid down by our native language. The categories and types that
we isolate from the world of phenomena we do not find there because they stare every observer
in the face; on the contrary, the world is presented in a kaleidoscope flux of impressions which
has to be organized by our minds — and this means largely by the linguistic systems of our
minds. We cut nature up, organize it into concepts, and ascribe significances as we do, largely
because we are parties to an agreement to organize it in this way— an agreement that holds
throughout our speech community and is codified in the patterns of our language […] all
observers are not led by the same physical evidence to the same picture of the universe, unless
their linguistic backgrounds are similar, or can in some way be calibrated.”
Ex. the idea of empty was equated with safe for these people when in fact the empty containers
were more dangerous because they contained more flammable vapors.
Franz Boas
Commitment to empiricism (emphasis on experience and evidence from observation/experiment
as opposed to basing knowledge on tradition or an innate understanding).
Field research and extended residence, learn Language, social relations with Informants
Emphasized the importance of culturally acquired norms as opposed to biological determinism
Rejected a notion of cultural evolution or stages of cultural evolution of the savage, the
barbarian, and the civilized.
Refuted biological conceptions of race
Boas made some innovations to his study:
◦He learned the local language and talked to people
◦He stayed a long time and participated in the everyday life of people
◦He learned their technologies and way of life
◦He defended Inuit way of life as logical,reasonable and deserving respect
Ethnography the study and systematic recording of human cultures and individual customs
Enlightenment philosophy defended rationality and idea of civilization against
tradition/religion/superstition
Ex. Azande and witchcraft—make rational
Kula (Malinowski shows how this practice make sense to those who could have thought it was
irrational)
In Enlightenment ideas the concept of civilization was considered to be the highest form of
human achievement. One goal of the Enlightenment was to break down tradition or religious
understandings as the ultimate source of truth.
“civilization can be defined as that which advances man's knowledge and virtue”, try to reason
everything.
Emic—from the perspective of the subject or th.
<serbian />
Presented by Ting Wang
tammywt6@gmail.com
5th November 2009
Prepared for 2009 Graduate Seminar.
Information Society & Multiculturalism (Prof. Han Woo Park), at Yeungnam Univ. in S. Korea.
Beyond Culture Space, Identity, and the Politics of DiffereChantellPantoja184
Beyond "Culture": Space, Identity, and the Politics of Difference
Akhil Gupta; James Ferguson
Cultural Anthropology, Vol. 7, No. 1, Space, Identity, and the Politics of Difference. (Feb., 1992),
pp. 6-23.
Stable URL:
http://links.jstor.org/sici?sici=0886-7356%28199202%297%3A1%3C6%3AB%22SIAT%3E2.0.CO%3B2-6
Cultural Anthropology is currently published by American Anthropological Association.
Your use of the JSTOR archive indicates your acceptance of JSTOR's Terms and Conditions of Use, available at
http://www.jstor.org/about/terms.html. JSTOR's Terms and Conditions of Use provides, in part, that unless you have obtained
prior permission, you may not download an entire issue of a journal or multiple copies of articles, and you may use content in
the JSTOR archive only for your personal, non-commercial use.
Please contact the publisher regarding any further use of this work. Publisher contact information may be obtained at
http://www.jstor.org/journals/anthro.html.
Each copy of any part of a JSTOR transmission must contain the same copyright notice that appears on the screen or printed
page of such transmission.
The JSTOR Archive is a trusted digital repository providing for long-term preservation and access to leading academic
journals and scholarly literature from around the world. The Archive is supported by libraries, scholarly societies, publishers,
and foundations. It is an initiative of JSTOR, a not-for-profit organization with a mission to help the scholarly community take
advantage of advances in technology. For more information regarding JSTOR, please contact [email protected]
http://www.jstor.org
Wed Oct 10 09:20:55 2007
http://links.jstor.org/sici?sici=0886-7356%28199202%297%3A1%3C6%3AB%22SIAT%3E2.0.CO%3B2-6
http://www.jstor.org/about/terms.html
http://www.jstor.org/journals/anthro.html
Beyond "Culture":
Space, identity, and the Politics of
Difference
Akhil Gupta
Department of Anthropology
Stanford University
James Ferguson
Department of Anthropology
University of California, lrvine
For a subject whose central rite of passage is fieldwork, whose romance has rested
on its exploration of the remote ("the most other of others" [Hannerz 1986:363]),
whose critical function is seen to lie in its juxtaposition of radically different ways
of being (located "elsewhere") with that of the anthropologists' own, usually
Western, culture, there has been surprisingly little self-consciousness about the
issue of space in anthropological theory. (Some notable exceptions are Appadurai
[1986, 19881, Hannerz [1987], and Rosaldo [1988, 19891.) This collection of five
ethnographic articles represents a modest attempt to deal with the issues of space
and place, along with some necessarily related concerns such as those of location,
displacement, community, and identity. In particular, we wish to explore how the
renewed interest in theorizing space in postmodernist and feminist theory (An-
zaldua 1987; Baudrillard 1 ...
ReferencesKorgen, K. O., & Atkinson, M. P. (2019). Sociology.docxlorent8
References
Korgen, K. O., & Atkinson, M. P. (2019). Sociology in action (1st ed.). Thousand Oaks, CA: SAGE Publications, Inc..
Ch 5: Migration, Globalization, and Cult…
Previous section
Next section
5
Migration, Globalization, and Cultural Diversity
age fotostock/Superstock
Learning Objectives
By the end of this chapter, you should be able to:
· Describe the most common issues or theses that arise within a society as a result of increased diversity.
· Distinguish among the characteristics of migrant workers, immigrants, and diasporas.
· Evaluate factors that contribute to ongoing conflict between the Israelis and Palestinians and discuss the impact of thesefactors on diasporas from that region.
· Explain the historical reasons for the creation of the African diaspora and the diverse cultural composition of that diaspora.
· Synthesize the reasons for social stratification throughout the world and the challenges such stratification poses for the globalsocial environment and the global economy.
· Analyze the relationships among globalization, income inequality, and social stratification.
· Compare concepts of diversity over the past 200 years and forecast future avenues for understanding cultural diversity andindividual differences.
· Differentiate between multiculturalism and pluralism in describing the cultures within a society.Ch 5 Introduction
Previous section
Next sectionIntroduction
Diversity has become a dominant issue in the social, political, and legal environments of American life. The United States, however, is not theonly country with an influx of newcomers into its diverse society. Throughout history, people around the world have traveled from theirhomelands to settle in other geographic regions. The arrival of foreign populations into an established culture compels both recent settlersand existing populations to examine long-held beliefs, values, norms, and behaviors.
Although the specific issues raised by new settlers may vary, common themes emerge as a society becomes more diverse. These themes caninclude:
· the need to understand the meaning of human and cultural diversity in society;
· the favoring of some groups and the oppression of or discrimination against others;
· difficulties in fully understanding and appreciating cultures different from one’s own;
· the ability to balance an appreciation for individuals’ differences while retaining a common and unified culture; and
· the ability to accept and blend diverse and sometimes conflicting norms and values within a nation, state, neighborhood, or family.
Social scientists believe that to understand how these issues play out within a specific culture requires first understanding a culture’shistorical and sociocultural context, as well as the historical and sociocultural context of its new arrivals. Chapter 5 focuses on these commonthemes relative to human diversity and culture around the world.5.1 Migration and Global Diversity
The causes of migration are complex and varied,.
Discussing the Holocaust. - GCSE History - Marked by Teachers.com. The Holocaust - GCSE History - Marked by Teachers.com. The holocaust - GCSE History - Marked by Teachers.com. Why did the Holocaust happen? - GCSE History - Marked by Teachers.com. What Can We Learn From The Holocaust? - GCSE History - Marked by .... Persuasive Writing on the Holocaust - GCSE Religious Studies .... Who was responsible for the Holocaust? - GCSE History - Marked by .... Why did the Holocaust Happen? - GCSE History - Marked by Teachers.com. Explain the Holocaust Era In As Much Detail As Possible. - GCSE History .... Explain How the Holocaust Continues to Affect the Lives of Jew Today .... How did the Holocaust happen, and who is responsible? - A-Level History .... Explain why the Holocaust Happened - International Baccalaureate .... Facts about the Holocaust. - GCSE History - Marked by Teachers.com. English Holocaust Review - GCSE English - Marked by Teachers.com. The Holocaust Worksheets | KS3 & KS4 Lesson Plans & Resources. The Jewish Holocaust. - University Historical and Philosophical studies .... Jewish Responses to the Holocaust - GCSE Religious Studies (Philosophy .... Why did the Nazis treatment of the Jews change from 1939-45? - GCSE .... The Holocaust - A Literary Inspiration? - GRIN. The development of Nazi policies towards the Jews - GCSE History .... What Were the Origins of the Holocaust? - The New York Times. Revealing history | ASU Now: Access, Excellence, Impact. How to start a holocaust essay bjarw.us.
Currently, in the Department of Educational Policy Studies, University of Illinois at Urbana-Champaign, US, Fazal Rizvi has worked in a number of countries, including several senior university research and administrative posts in Australia.
Diversity, it has been widely noted, cannot be read against a universal set of criteria, and that the moral claims surrounding diversity are contextually specific. Traditionally these claims have been nationally defined. In this paper, I will argue that this approach to thinking about diversity is no longer sufficient, and that while the national context still remains pertinent, in the era of globalization, it has become transformed by the emerging processes of transnationalism. Using a number of narratives, I will suggest that the multiple ways in which people now experience, interpret, negotiate and work with diversity are affected by factors that are deeply shaped by the emerging patterns of global mobility and interconnectivity. This recognition has major implications for educational research, requiring new conceptual resources that enable us to ‘read’ diversity as a product of complex interactions between national articulations and their re-constitution by transnational processes.
More details: http://www.eera-ecer.eu/ecer/ecer2010/keynote-speakers/fazal-rizvi/
The recording of the keynote is here:
http://www.eera-ecer.eu/ecer/ecer2010/channel-2/
An Introduction to African Centered Sociology: Worldview, Epistemology, and S...Jonathan Dunnemann
This article attempts to provide a basic ‘introduction’ to the possibilities of an African-centered
sociology grounded within the African worldview. By analyzing the worldviews framework as
utilized by African-centered scholars, the first goal of this article is to introduce sociologicallyminded
scholars to discussions of worldview that have taken place within other areas of the social
sciences (primarily psychology, economics, political science, and history).
Limits of enlightenment rationality in the face of cultura.docxsmile790243
Limits of enlightenment rationality in the face of cultural relativism
Biological universals, symbolic particulars and political discourse
This talk will explore the conceptual underpinnings of cultural relativism and universalism. It will present examples of common issues raised in debates on cultural differences and outline a possible direction in which an analyst of universalist and relativist discourse might proceed.
OutlineOrigins and nature of cultural relativismParadoxes of cultural relativismChallenges to cultural relativism: conservative, liberal, rationalistic/scientificCultural relativism as a cultural patternEnlightment, romaticism, secular humanism and limits of cultural relativism as a political view
Qualifications:
- background in cognitive and text linguistics currently doing PhD research on metaphors in educational discourse at EDU
- cross-cultural trainer for the Peace Corps (visited and worked in over 20 countries)
- run a website on Czech culture (http://www.czechupdate.com) and language (http://www.bohemica.com), translate and teach languages for a living
- taught a course on Czech national identity at universities in Prague and Glasgow
Defining cultural relativism
(the Google way)the ability to view the beliefs and customs of other peoples within the context of their culture rather than one's own.
www.china.org.cn/english/features/Archaeology/98851.htmunderstanding the ways of other cultures and not judging these practices according to one's own cultural ways.
oregonstate.edu/instruct/anth370/gloss.htmlCultural values are arbitrary, and therefore the values of one culture should not be used as standards to evaluate the behavior or persons from outside that culture.
www.killgrove.org/ANT220/cultanthdef.htmlthe position that the values, beliefs and customs of cultures differ and deserve recognition.
www.anthro.wayne.edu/ant2100/GlossaryCultAnt.htmCultural relativism is the principle that an individual human's beliefs and activities make sense in terms of his or her own culture. This principle was established as axiomatic in anthropological research in by Franz Boas in the first few decades of the 20th century, and then popularized in the 1940s by Boas's students. ...
en.wikipedia.org/wiki/Cultural_relativism
Defining cultural relativismThe degree to which an individual or a society is willing to suspend the universality of values and value-based actions (particularly those acquired by primary socialization) in the face of conflicting values held and acted upon by individuals or groups recognized as belonging to another in-group defined social unit.
Origins and nature of relativismNatural relativism (Bible, Jesuits, missionaries, ‘different folks different strokes’/‘when in Rome’ [387 A.D.])Enlightenment (pursuit of happiness)Romanticism (noble savage)Anthropology (Boas, Lévy-Strauss)Linguistics (Whorf-Sapir, Lakoff)Philosophy (pragmatism)
Paradoxes of cultural relativismCultural relativism vs. univer ...
Milestones Navigating Late Childhood to AdolescenceFrom the m.docxjessiehampson
Milestones: Navigating Late Childhood to Adolescence
From the movie, Lila, Eight to Thirteen in this week's materials, identify 2–3 developmental milestones Lila reaches, and assess whether or not you think she successfully navigates her way through them as she prepares for adolescence. Support your assertions with evidence from your text and this week's materials.
.
Migration and RefugeesMany immigrants in the region flee persecu.docxjessiehampson
Migration and Refugees
Many immigrants in the region flee persecution and then return after they are liberated. For example, 700,000 Jews were allowed to leave the former Soviet Union and enter Israel in the 1990s. There has also been a migration of Palestinian people. Discuss the following:
Why do you think that Israel is such an important place for the Jews?
What is the importance of the area to the Palestinians?
What do you think the impact would be on you and your families if you participated in such long-distance migration?
No references needed, need response within 3 hours!
.
Min-2 pagesThe goal is to develop a professional document, take .docxjessiehampson
Min-2 pages
The goal is to develop a professional document, take a stake in your company (its a t-shirt and apparel company; see attached) as a business owner, and develop a business plan with the aim of securing financing to expand one’s business for an established firm.
Complete the following: (using the business plan working document)
10.0 Financials Plan
*Annotated plan has additional details if you have questions or need explanation
.
Mingzhi Hu
First Paper
3/5/2020
POLS 203
Application of Realism Theory on Civil war in Syria and International Relations
International relation can be best understood through the various schools of thought or
rather theories. They are significant in giving a comprehensive detail of the constructs that make
international relations. Realism theory still remains one of the most influential tools in
understanding events related to international relations. This is because it provides a pragmatic
approach in examining current events in the sphere of international relations (Maghroori, pg. 17).
Realism is divided into three subdivisions, seeking to explain causes of state conflict. This
include classical realism that argues that the conflict comes from the nature of man, neorealist
which associates conflict the elements of the state, and neoclassical realism which associates it to
both human nature and elements of the state. This school of thought is grounded on some
fundamental principles that make the core of its arguments.
The first assumption in realism is the idea that a country, usually referred to as a state,
serves as the main actor in international relations. It acknowledges the fact that there are other
actors like individuals and organizations, which have limited influence (Maghroori 11).
Secondly, the state is considered a unitary player, which is expected to work harmoniously, with
regard to matters of national interest. In addition, realists believe that the people who make
decisions are rational players, since this rationality is required in pursuing the interest of the
nation. In essence, the leaders are believed to understand these assumptions regardless of their
Laci Hubbard-Mattix
90000004849605
But selfish
Laci Hubbard-Mattix
90000004849605
Laci Hubbard-Mattix
90000004849605
What do you mean by "work harmoniously"
Laci Hubbard-Mattix
90000004849605
It is not clear what this sentence means.
political position, so ensure their sustainability and continuity. Consequently, it is assumed that
states exist in an anarchy context, where there is no single international leader. In this
theorization, the role of nature in influencing human action is not ignored. It asserts that nature
influence people to continue acting in repetitive tendencies. In this assumption, it comes out that
people desire power because of the egoistic nature. The innate selfishness of human beings,
mistrust and their thirst for power explains the unpredicted consequences that can result from
their actions (Maghroori 20). Such human tendencies can explain the unending wars among
nations. Bearing the fact that nations are governed by human beings, their nature contributes
largely to their behavioral tendencies, which in turn influence its security.
Realist therefore assume that leaders have the responsibility to promote the security of
their country in all fronts. This can be realized through consta.
Miller, 1 Sarah Miller Professor Kristen Johnson C.docxjessiehampson
Miller, 1
Sarah Miller
Professor Kristen Johnson
CHID 230
2 April 2019
The Myth of Disability as Isolating in Tim Burton’s Edward Scissorhands
Jay Timothy Dolmage discusses the common disability myths that condition our
understanding of disability in his work Disability Rhetoric. He argues that these myths create the
perception that disabled people are “others”, through the portrayal of them as lesser, surplus, or
improper (Dolmage, 31). One of the myths that Dolmage examines is disability as isolating or
individualizing, which is perpetrated through narratives of disabled people living in isolation,
rarely having romantic relationships or friendships, and often being left alone at the end
(Dolmage, 43). This myth can be seen in the film Edward Scissorhands, directed by Tim Burton.
Edward is a human being created by an inventor, yet the inventor’s death before his completion
leaves him with scissor blades for hands. Edward lives in a gothic mansion atop a hill,
completely in isolation until local Avon saleswoman Peg Boggs visits. She is initially frightened
by his appearance, yet decides to take him home with her upon the realization that he is
harmless. Edward’s disability causes his transition into society to be largely unsuccessful, as he
is objectified and used by other people for their benefit, and at the end of the film he is forced to
return to living in isolation after their perception of him turns to one of fear and scorn.
Edward’s isolation from society is symbolically portrayed through many film design
techniques. The mansion in which he lives at the beginning and the end of the film starkly
contrasts the community in which the able-bodied society lives. The mansion is gothic, dark, and
partially in ruins, whereas the rest of the houses are brightly colored in pinks, yellows, and
Miller, 2
greens, all with perfectly manicured green lawns. His appearance also separates him from the
rest of society, as he has very pale skin, dark under-eyes, black untamed hair, and wears gothic
industrial clothes. The able-bodied individuals often wear colorful or light clothes and appear
quite “ordinary”. The contrast created between Edward and society through set, clothing,
makeup, and hair design work to portray Edward and his disability as unusual, creepy, and
“other”. Peg even attempts to “normalize” his appearance by giving him different clothes to wear
and attempting to cover his scars with makeup, in the hopes that it will ease his transition into the
community. This film phenomenon is discussed by Martin F. Norden in his book The Cinema of
Isolation: A History of Physical Disabilities in the Movies. He argues that filmmakers will
separate disabled characters from their able-bodied peers not only through the storyline, but also
through a number of design elements. He also states that this technique allows filmmakers to
reflect an able-bodied point of view and reduce d.
Migrating to the Cloud Please respond to the following1. .docxjessiehampson
"Migrating to the Cloud" Please respond to the following:
1. Imagine that you are a CIO and you have been tasked to examine the process of moving from one host server or storage location to another. Predict two foreseen challenges of migrating an application to the cloud in a live migration and high- availability setting. Propose a preventative measure or a solution for each of these challenges.
2. Imagine that you are the CIO for a midsized organization in this industry. Determine, in 10 or less steps, the timeline for a live migration to the cloud in your organization. Determine the three greatest risks in this deployment.
.
Mike, Ana, Tiffany, Josh and Annie are heading to the store to get.docxjessiehampson
Mike, Ana, Tiffany, Josh and Annie are heading to the store to get some snacks. Mike has $1, Ana has $2, Tiffany has $3, Josh has $4, and Annie has $5.
What's the average (mean) amount of cash the five kids have? What's the median? A few days later, Annie's family won the lottery, and the kids go together to the store to get some snacks again. This time Mike has $1, Ana has $2, Tiffany has $3, Josh has $4, and Annie has wad of cash totaling $5,000.
What's the average (mean) amount of cash the five kids have this time? What's the median?
From part a, how have the mean and the median changed?
Which one - the mean or the median - is a better reflection of how much money they have together? Take you time before answering.
.
Michelle Wrote; There are several different reasons why an inter.docxjessiehampson
Michelle Wrote;
There are several different reasons why an intervention fails, such as the wrong intervention being selected or trying to solve the wrong problem. It is important that when performing and intervention that every thing have been severely observed and taken into consideration. I worked with an organization that was a travel agency, and they operated off of the commission that was collected from the booking that are processed, but they also provided a discount to the members that was taken out of the commission total. The issue was that when they initially opened the department there was no budget plan done and no guidelines were given, the agents were told to use discretion, and all though the department was a huge success in booking reservations they were still failing, because they were not withholding enough commission for the organization to operate under. Where the intervention process failed is that they never had formal training, which would have been a focus group to define the exact percentage to give to customer and the amount the organization needed to cover their overhead. During the meeting process there should have been definite guidelines to lead employees and managers from the accounting department so that the employees did not need to play the guessing game. Although they had the meeting nothing changed, because the problem was not solved with the employees and managers and was not addressed by the accounting department. The business is now in danger of folding because of the poor communication practices.
William Wrote:
Although what I am going to talk about is not my workplace but the place that I volunteer my time to sit on the board of directors for a non profit agency. As a board member we oversee the agency as a whole but we also break down into small committee groups to address needs as they arise. One of the committees that I am on is the planning committee. A change that was implemented by administration, program staff, and the board was all departments would start entering all their own data. At the time the agency had two data entry personal that was entering all agency data. So the change we made was that instead of hiring another data entry person we would require all programs to enter their own data into the collection software. This ended up being a failure that could have been huge had we not pulled reports the first two quarters of the year. What we found was some programs were right on target with getting their information entered with the first quarter. The Executive Director addressed this with staff. When the second quarter reports were pulled the data did not get any better. As an agency this failed due to program staff just did not have the appropriate time to take on more data entry. The agency ended up where we should have to start off, hiring another data entry staff member. I will say with this failure it actually turned into a very positive experience over all.
.
Midterm Lad Report 7
Midterm Lab Report
Introduction
Cellular respiration refers to all the metabolic processes and chemical reactions that take place in living organisms, particularly at the cellular level. These processes focus on the extraction of energy from nutrients. It is also responsible for converting the biochemical energy into 'adenosine triphosphate' (ATP) by the breakdown of sugars in the cells (Bennet 58). Cellular respiration is also responsible for the process by which cells release chemical energy required for conducting cellular activities. The reactions and processes facilitate the release of waste products from the cells. This experiment seeks to conduct a study of the processes and reactions involved during cellular respiration. The experiment will include several activities, such as having a study on the amount of Carbon dioxide produced during the experiment.
The number of levels of the growth of a yeast medium as a dependent variable will also be monitored during the experiment. There are other several independent variables associated with the experiment. These independent variables include sugar and temperature, among others, and their role in the experiment were also monitored. The experiment design involved the use of airtight balloons capped over reaction chambers that were used to collect the Carbon dioxide produced during the experiment. The reaction chambers contained sugars and yeast medium, which facilitated the reactions. Thermometers and pH scale were used to monitor the changes in temperature and acidity levels during the experiment. The paper involves a lab design that institute steps such as arranging the bottles used on the experiment. Notably, a proper arrangement to make sure that all the carbon dioxide released during the respiration process is well tapped in the bottles for correct lab results
Methodology
The actual procedure for experimenting involved taking measurements and recording of all observations made during the experiment. For accurate results, measures were taken three times, and a mean measurement was calculated and recorded. Winzler asserts that the mean obtained from the measurements should be used to calculate the standard deviation, which in turn facilitated the calculation of uncertainty (276). Below are the steps for conducting the experiment. It is essential to read the instructions carefully safety and accuracy during the experiment. Notably, all the lab and experiment results were well observed and thus making sure that there are limited errors in the whole process.
Consequently, all the steps required in the lab report were also clearly followed to help in getting the correct data and even not to affect the whole experiment process. The experiment involved setting the apparatus as per the set standard and the requirement. As per this concept, all the apparatus were set in a proper way to avoid vague results. Notably, to get the correct measurement and results, it is import.
MicroEssay Identify a behavioral tendency that you believe.docxjessiehampson
MicroEssay
Identify a behavioral tendency that you believe you have inherited (one that is determined, at least in part, by your genetic make-up). Explain the ways you think this trait has been affected by your environment by applying the different types of gene x environment correlations to your example (passive, evocative, and active)? What does this suggest about the nature-nurture debate?
.
MILNETVisionMILNETs vision is to leverage the diverse mili.docxjessiehampson
MILNET
Vision
MILNETs vision is to leverage the diverse military experience of Crawford employees to create awareness opportunities that help forester an appreciation, understand, and respect for the military culture and members we serve
Benefits
· Know our Members
· Support recruiting and retention
· Facilitate transition from military to Crawford
· Centralized source to connect with peer veterans
· Provide Member Experience, Marketing, and other Crawford initiatives and expert knowledge base.
MILNET Leadership Team (Volunteer position)
· Event & Volunteer Lead- Plan and execute mandatory enterprise events
· Technology Lead- Maintain MILNET budget throughout the year and reports overview or expenses monthly
· MILNET Spouse Lead- Ensures connect of sites are up to date/accurate, to include Veteran/Military Spouse Registration
· Secretary-Manages relationships by identifying opportunism for partnership
· Communications/Marketing Lead- Communicates to the MILNET community regularly via multiple channels (Email, Internal Social) regarding upcoming events, announcement, and other communications.
Background
Grandfather Air force
Parents- Army
Myself- Army
Spouse Army
Skills
Knowledgeable
Passionate
Qualified
Education
-Associates Accounting
-Bachelor’s in business and HR
-MRA w/ HR concentration
1 – Paragraph for each question (Professional answers)
Question 1- What is your visions of MILNET?
Question 2-How would your selection impact the Leadership Team?
.
midtermAnswer all question with proper number atleast 1 and half.docxjessiehampson
midterm
Answer all question with proper number atleast 1 and half page
APA FORMAT SIZE 12
1. Why is culture important to political scientists?
2. How is political science an interdisciplinary major?
3. How can politics be treated as a science?
4. Describe how modern liberalism differs from classical liberalism and explain how modern conservatism related to classical liberalism?
5. Explain how nationalism can be dangerous to a nation. Use both theoretical ideas and concrete examples to support your claims
6.
Evaluate the "end of ideology" argument by considering the facts that fit and contradict this view on today's world
7. What are the means by which power is institutionalized? What makes for good institutions? Provide examples from the United States and one other country
8. Identify the purposes of constitutions and explain why they are necessary
9. Describe how the principle of separation of powers is manifested in the U.S. Constitution and explain how this principle has evolved over time in the United States.
10. Bonus Question: What are the 10 Bill of Rights
.
Midterm QuestionIs the movement towards human security a true .docxjessiehampson
Midterm Question
Is the movement towards human security a true paradigm shift? In answering this question make sure to consider which of the authors whom you have read in Weeks one to four of the course support your view and which do not. *The sole use of attached readings is required for the midterm*
Midterm Assignment – Instructions (Read Carefully)
In university courses, assignments (or assessments) are meant to give students the opportunity to demonstrate what they have been learning in the course – and give instructors evidence that such learning is occurring within the classroom. Because of these objectives, it is imperative to incorporate the specifics of what you’ve been studying in the course into your writing assignments. You accomplish this by answering the Midterm question in the assessment via the course objectives and readings from the course. The midterm will cover the following objectives:
1. Describe the role of rapid globalization in changing perceptions of security
2. Identify key threats to human security (food security, personal security, environmental security)
3. Apply the concepts of human security
4. Compare and contrast traditional international relations approaches to security with the doctrine of human security.
Additional Instructions
To answer the Midterm question you will write an analytical essay. The analytical essay is a practical approach to solving a problem. So think of this essay question as you would an assignment from your boss: “I need you to take a look at this problem and solve it for me using things from your IR toolkit (what you have learned, or know). Present a well-written, concise answer to me in four pages. I need it by tomorrow morning.” This is how it happens in the real world, and this is what we want to prepare you to do. To achieve this structure of the essay please keep the following tips in mind:
1. Remember that the analytical essay is highly-structured. Each paragraph should look like the others in terms of style and substance. Writing to the limit of four pages is an art and something you need to learn to do. So, don’t write fewer than four pages and don’t write more. You may need to write over just a little and then edit away the extra parts of the essay to reach the concise four pages.
2. Review your submission and make sure that you have covered the requirements of the assignment using only material from the lessons and readings.
Format for the Essay:
1. Do not use a cover page. Instead, create a header with your name, assignment name, and date. To do this in Word, go to “insert” and then “header.” Do the same thing to insert a ‘footer’ and include page numbers. If you need help, use the ‘help’ function to learn more within Word.
2. Your submission should be four pages (no more, no less) and look like this:
a. Introduction: Introduce your topic & include a thesis. To help you set up your analytical essay include three reasons why you agree or disagree with the midterm quest.
MGT/526 v1
Wk 2 – Apply: Organizational Analysis
MGT/526 v1
Page 2 of 2
Wk 2 – Apply: Organizational AnalysisInstructions
Complete the worksheet based on your chosen organization. Use Business Source Complete and your selected company’s website, annual report, and other available sources. Part 1: Organization Information
Organization
Define your chosen company and its industry.
Mission and Vision
Identify the mission and vision of the organization.
Mission
Vision
Organizational Initiatives
Outline 1-2 major initiative for this organization. What are they currently doing to support these initiatives?
Organizational Plans
Describe the plans employed by the organization. Determine which types of managers create each type of plan.
Type of Plan
Description
Type of Manager
SWOT Analysis
There are various factors within the external environment of an organization that impacts its strategy.
Analyze the organization’s SWOT analysis. Identify the internal and external factors. Include a link to the SWOT analysis in the Reference section of this worksheet.
Internal Factors
External Factors
Part 2: Evaluation
Evaluate if the mission, vision, planning process, and SWOT analysis meets the current needs of the organization. Include the following in your evaluation:
· Describe the unmet need, (not limited to product or service, can be new demographic, new mode of delivery, etc.).
· Analyze your competitive advantages.
· Based upon the SWOT analysis, is there another business that is doing something similar that can be referred to? Provide examples.
· If there is not another business, describe how what you’re doing is a unique product or service offering.
· Propose a competitive business initiative to address the unmet need.
· Create a high-level timeline and operational steps necessary to implement your solution. References
Include a link to theSWOT analysis.
Copyright 2020 by University of Phoenix. All rights reserved.
Copyright 2020 by University of Phoenix. All rights reserved.
COUN 6785: Social Change in Action:
Prevention, Consultation, and Advocacy
Social Change Portfolio
M. Negrón
Contents
Introduction
Scope and Consequences
Social-ecological Model
Theories of Prevention
Diversity and Ethical Considerations
Advocacy
INTRODUCTIONAdressing Teen Pregnancy in Pittsburg, California
In more recent years, there has been an effort in my community to address teen pregnancy due to its growing rates. Over the years teen pregnancy rates have continued to rise in Contra Costa County as well as surrounding counties. Unfortanately, the town I come from is a small town within Contra Costa County so resources are limited. In order to address teen pregnancy there needs to be easier access to resources to prevent teen pregnancy from occurring. Teen pregnancy can lead to a number of different problems such as low socioeconomic status, greater chance of contracting a sexually transmitted infec.
Microsoft Word Editing Version 1.0Software Requirement Speci.docxjessiehampson
Microsoft Word Editing
Version: 1.0
Software Requirement Specification
Date: 7/3/2020
YLLC-001
Yohammed LLCSoftware Requirements SpecificationFor Microsoft WORD
Version 2016
Revision History
Date
Version
Description
Author
7/3/2020
1.0
Initial document
Mohammed Allibalogun
10/3/2020
1.0.1
Revise documentation of Initial document
Mohammed Allibalogun
Table of Contents
Contents
1. Introduction 5
1.1 Purpose 5
1.2 Scope 5
1.3 Definitions, Acronyms, Abbreviations 5
1.4 References 5
1.5 Overview 6
2. Overall Description 6
2.1 Use-Case Model Survey 6
2.1.1 Sign in 6
2.1.2 Open 6
2.1.3 New 7
2.1.4 Save 7
2.1.5 Save As 7
2.1.6 Export 7
2.1.7 Print 7
2.1.8 Change Font 7
2.1.9 Use case Diagram: 7
2.2 Assumptions and Dependencies 7
3. Specific Requirements 7
3.1 Use-Case Reports 8
3.1.1 Sign in 8
3.1.2 Open: 9
3.1.3 New: 10
3.1.4 Save: 11
3.1.5 Save As: 12
3.1.6 Export: 13
3.1.7 Print: 14
3.1.8 Change Font: 15
3.2 Supplementary Requirements 16
3.2.1 Performance: 16
3.2.2 Usability: 16
3.2.3 Supportability: 16
3.2.4 Configurability: 16
3.2.5 Recoverability: 16
Software Requirements SpecificationIntroduction
Microsoft Word is a word processor created by Microsoft. It was first discharged on October 25, 1983, under the name Multi-Tool Word for Xenix frameworks. Microsoft Word 2016 was released in the year 2016. The Microsoft Word application location was made to facilitate its users in ways where they could document things, save them on their hard drives or online, and even print them. With a wide range of scopes, any type of document such as assignments, reports, proposals, brochures, memorandums, etc. can be made on created through MS Word. When the file is saved, a .docx extension file is made and saved on the system. Even though MS Word is a very helpful application location, it still has its drawbacks. One of them is due to the presence of too many options. A novice user may feel overwhelmed with the number of features that can be executed through this software.Purpose
The purpose of the Microsoft Word application location is to document i.e. write any type of document such as assignments, quizzes, reports, etc. This does not mean that you can only write something on the word. You can also use tools to make your document look better such as using different layouts, different shapes, adding pictures and tables, etc. Thus, word lets you make a document and edit it. There are no critical bugs and the defect rate of MS Word is zero. The learning time for an average user is 30 to 60 minutes. Scope
The project aims to efficiently document your need for both, your professional or personal life. The focus of this application location is to provide help for the user to inscribe a document in a multitude of formats. This will provide more options and facilitate the user with different modules so the document can always look professional. Definitions, Acronyms, Abbreviations
Following are the abbreviations in t.
Microsoft Windows implements access controls by allowing organiz.docxjessiehampson
Microsoft Windows implements access controls by allowing organizations to define users, groups, and object DACLs that support their environment. Organizations define the rules, and Windows enables those rules to be enforced.
Answer the following question(s):
Do you think access controls are implemented differently in a government agency versus a typical information technology company? Why or why not?
2. Do you think access controls differ among private industries, such as retail, banking, and manufacturing? Why or why not?
.
MGT520
Critical Thinking Writing Rubric - Module 10
Exceeds
Expectation
Meets Expectation Below Expectation Limited Evidence
Content, Research, and Analysis
21-25 Points 16-20 Points 11-15 Points 6-10 Points
Requirements Exceeds
Expectation -
Includes all of the
required
components as
specified in the
assignment.
Meets Expectation-
Includes most of
the required
components as
specified in the
assignment.
Below Expectation-
Includes some of
the required
components as
specified in the
assignment.
Limited Evidence -
Includes few of the
required
components as
specified in the
assignment.
21-25 Points 16-20 Points 11-15 Points 6-10 Points
Content Exceeds
Expectation -
Demonstrates
substantial and
extensive
knowledge of the
materials, with no
errors or major
omissions.
Meets Expectation-
Demonstrates
adequate
knowledge of the
materials; may
include some
minor errors or
omissions.
Below Expectation-
Demonstrates fair
knowledge of the
materials and/or
includes some
major errors or
omissions.
Limited Evidence -
Fails to
demonstrate
knowledge of the
materials and/or
includes many
major errors or
omissions.
25-30 Points 19-24 Points 13-18 Points 7-12 Points
Analysis Exceeds
Expectation -
Provides strong
thought, insight,
and analysis of
performance
management
system, concepts
and applications.
Meets Expectation-
Provides adequate
thought, insight,
and analysis of
performance
management
system, concepts
and applications.
Below Expectation-
Provides poor
thought, insight,
and analysis of
performance
management
system, concepts
and applications.
Limited Evidence -
Provides little or no
thought, insight,
and analysis of
performance
management
system, concepts
and applications.
13-15 Points 10-12 Points 7-9 Points 4-6 Points
Sources Exceeds
Expectation -
Sources go above
and beyond
required criteria,
and are well
chosen to provide
effective
substance and
perspectives on
the issue under
examination.
Meets Expectation-
Sources meet
required criteria
and are adequately
chosen to provide
substance and
perspectives on the
issue under
examination.
Below Expectation-
Sources meet
required criteria,
but are poorly
chosen to provide
substance and
perspectives on the
issue under
examination.
Limited Evidence -
Source selection
and integration of
knowledge from
the course is
clearly deficient.
Mechanics and Writing
5 Points 4 Points 3 Points 1-2 Points
Demonstrates Exceeds Meets Expectation- Below Expectation- Limited Evidence -
MGT520
Critical Thinking Writing Rubric - Module 10
college-level
proficiency in
organization,
grammar and
style.
Expectation -
Project is clearly
organized, well
written, and in
proper format as
outlined in the
assignment. Strong
sentence and
paragraph
structure; contains
no errors in
grammar, spelling,
APA style, or APA
citations and
references..
Midterm PaperThe Midterm Paper is worth 100 points. It will .docxjessiehampson
Midterm Paper
The Midterm Paper is worth 100 points. It will consist of a 500 word written description and analysis of a work of art using terminology from Chapters 2-5.
For this assignment, you are to discuss the form, content, and subject matter of a work of art chosen from the list provided. This is an exercise in recognizing visual elements and principles of design in works of art and demonstrating an understanding of how they relate to each other to create meaning. This paper is about looking and seeing. This is not a research paper; you will not need to do additional research. Please follow the outline provided below.
First: Select a work of art
Select one of the following listed works of art:
Circle of Diego Quispe Tito.
The Virgin of Carmel Saving Souls in Purgatory
. Late 17th century. Fig. 1.22, pg. 17.
Henri Matisse.
Large Reclining Nude
. 1935. Fig. 4.24, pg. 85.
Faith Ringgold.
Tar Beach
. 1988. Fig. 13.18, pg. 219.
Henry Ossawa Tanner.
The Banjo Lesson
. 1893. Fig. 21.15, pg. 373
Andy Warhol.
Marilyn Diptych
. 1962. Fig. 24.23, pg. 447.
Format
Describe the use of each visual element and principle of design in the order they are listed in the outline. You can simply list each term and address how it is used in the painting. If you write in paragraph form be sure to identify each term clearly. Any term not addressed will receive 0 points. Provide specific examples. For example, don’t just say “there are lines,” give specific examples of how line is used in the piece you’ve selected.
Papers should be 500 words minimum (not including images), double-spaced, 10 or 12 point, with 1" margins. The preferred format is Microsoft Word (.doc or .docx). If these formats are not available, other acceptable formats are ASCII (.txt), rich text format (.rtf), Open Office (.odt), and PDF. Make sure you proofread your papers for incorrect grammar, spelling, punctuation, and other errors.
The Midterm Paper is due at 11:59 pm CT Sunday of Week 4.
Midterm Paper Outline
Introduction (First Paragraph)
In the first paragraph, called the introduction, you will include:
An identification of the work of art you selected: The name of the artist, title (which is underlined or italicized every time you use the title in your paper), date, and medium.
Your initial interpretation of the subject based on your initial observations.
Description
Describe how each of the following is used in the piece you selected.
Visual Elements
:
Line: what types of lines do you see in the piece? Provide examples.
Shape: what types of shapes do you see? Provide examples.
Mass: How is mass implied?
Space: How is the illusion of space created in the piece?
Time and Motion: Are time and motion evident in tis piece? How so?
Light: How is light used here?
Color: How does the artist use color?
Texture: How does the artist create the illusion of texture, or incorporate actual texture
Principles of Design
Unity and Variety: In what way is this pi.
Miami Florida is considered ground zero for climate change, in parti.docxjessiehampson
Miami Florida is considered ground zero for climate change, in particular rising seas will not only drown coastal sections of the city but will disrupt our local supply of drinking water.
Based on what you have learned so far from this class, discuss the following:
Explain where the drinking water from South Florida primarily comes from and why would rising sea levels disrupt this supply?
What efforts can be made and are being made to mitigate the effects of rising seas on our drinking water?
If you were a local politician, what advice would you give to state and federal officials on the best way to ensure residents in South Florida had a steady supply of drinking water for many years to come?
.
MGT230 v6Nordstrom Case Study AnalysisMGT230 v6Page 2 of 2.docxjessiehampson
MGT/230 v6
Nordstrom Case Study Analysis
MGT/230 v6
Page 2 of 2
Nordstrom Case Study Analysis
Nordstrom—“High Touch” with “High Tech”
How does Nordstrom stay profitable despite dips in consumer spending, changing fashion trends, and intense competition among retailers? One answer: Acute attention to detail and well-laid plans.
All in the Family
The fourth generation of family members that runs Nordstrom has brought the store’s time-honored and successful retail practices into a new era. “Nordstrom, it seems, is that rarity in American business: an enterprise run by a founding family that hasn’t wrecked it,” says one business writer. The company provides a quality customer experience via personalized service, a compelling merchandise offering, a pleasant shopping environment, and increasingly better management of its inventory.
Secret of Success
The secret of this company’s success lies in its strategic planning efforts and the ability of its management team to set broad, comprehensive, and longer-term action directions, all of which are focused on the customer experience. The current generation of Nordstrom family members was quick to spearhead an ultramodern multimillion-dollar, Web-based inventory management system. This upgrade helped the company meet two key goals: (1) correlate purchasing with demand to keep inventory as lean as possible, and (2) give customers and sales associates a comprehensive view of Nordstrom’s entire inventory, including every store and warehouse.
Demand Planning
Instead of relying on one-day sales, coupon blitzes, or marking down entire lines of product, Nordstrom discounts only certain items. “Markdown optimization” software assists in planning more profitable sale prices. According to retail analyst, Patricia Edwards, this helps Nordstrom calculate what will sell better at different discounts and forecast which single items should be marked down. If a style is no longer in demand, the company can ship it off to its Nordstrom Rack outlet stores. It’s all part of Nordstrom’s long-term investment in efficiency. “If we can identify what is not performing and move it out to bring in fresh merchandise,” says Pete Nordstrom, “that’s a decision we want to make.”
Inventory Planning
Although inventory naturally fluctuates, Nordstrom associates can easily locate any item in another store or verify when it will return to stock. Customers on their smart phones and associates behind sales counters see the same thing—the entire inventory of Nordstrom’s stores is presented as one selection, which the company refers to as perpetual inventory. “Customer service is not just a friendly, helpful, knowledgeable salesperson helping you buy something,” says Robert Spector, retail expert and author of The Nordstrom Way. “Part of customer service is having the right item at the right size at the right price at the right time. And that’s something perpetual inventory will help with.”
The upgraded inventory management system was an .
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
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
How to Add Chatter in the odoo 17 ERP ModuleCeline George
In Odoo, the chatter is like a chat tool that helps you work together on records. You can leave notes and track things, making it easier to talk with your team and partners. Inside chatter, all communication history, activity, and changes will be displayed.
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
Executive Directors Chat Leveraging AI for Diversity, Equity, and InclusionTechSoup
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
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.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
The simplified electron and muon model, Oscillating Spacetime: The Foundation...RitikBhardwaj56
Discover the Simplified Electron and Muon Model: A New Wave-Based Approach to Understanding Particles delves into a groundbreaking theory that presents electrons and muons as rotating soliton waves within oscillating spacetime. Geared towards students, researchers, and science buffs, this book breaks down complex ideas into simple explanations. It covers topics such as electron waves, temporal dynamics, and the implications of this model on particle physics. With clear illustrations and easy-to-follow explanations, readers will gain a new outlook on the universe's fundamental nature.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...
Vol.9 (2002),15, 5 - 18DIAS.docx
1. 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
2. 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.
SHEHINA FAZAL
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
3. and Information Studies,
University of Westminster,
e-mail:
[email protected]
6
Thinking about Diasporas
The concept of diaspora has a fairly long career in social
science discourse, re-
flecting the inextricable connection between human
geographical mobility and its
various social dimensions, on the one hand, and human societies
in their long proc-
ess of evolution, on the other. As such, the concept of diaspora
has reflected the
changing nature of processes — and experiences — of
displacement, dislocation,
mobility and settlement that have marked human societies.
Over the past couple of decades, the concept has progressively
come to centre
stage in attempts to discuss and understand not only human
mobility, but also its
relationship to transnational flows of funds, goods, cultural
products, ideologies
or, to use Arjun Appadurai’s terminology, the ethnoscapes,
financescapes,
mediascapes and ideoscapes that are part and parcel of the
broader phenomenon
of globalisation (1993). This repositioning of the concept in
social science discourse
has accompanied a shift from debates that focused on human
4. migration in the
strict sense, that is, immigration, emigration and their
regulation towards debates
that attempted to integrate the study of human mobility and
diasporic experience
into the broader context of debates on citizenship, identity and
culture and the
theoretical and conceptual contexts of the theorisation and
understanding of mo-
dernity, postmodernity (or late modernity) and processes of
globalisation.
Today, the concept of the diaspora is inseparable from the
process of maintain-
ing and negotiating and in some cases reinventing cultural
identities. Drawing
upon Benedict Anderson’s seminal analysis of national identity
(1983), diasporic
identities are “imagined” and diasporas constitute “imagined
communities” where
the sense of belonging is socially constructed on the basis of an
equally “imagined”
common origin, mythic past, diasporic condition or some other
raw material upon
which identities can be imagined. What is more, Anderson’s
perspective has given
added impetus to ways of thinking about identity that move
away from
“primordialist” notions and focus on various aspects of their
social construction.
This new development has provided the much-needed link
between the study of
migration and its context and perspectives on identity within
anthropology and
cultural studies
5. The historical meanings of diaspora are connected with those
communities that
share some or all of the following characteristics proposed by
Safran (1991). There
are five characteristics:
• the original community has been spread from the homeland to
two or more
countries; they are bound from their disparate geographical
locations by a
common vision, memory or myth about their homelands;
• they have a belief that they will never be accepted by their
host societies and
therefore develop their autonomous cultural and social needs;
• they or their descendants will return to the homeland should
the conditions
prove favourable;
• they should continue to maintain support for homeland and
therefore the
communal consciousness and solidarity enables them to
continue these activities
(Safran 1991, 83-4).
The above list, although a useful one has many features that
concern the rela-
tionship of the diasporic group with its homeland. Cohen (1997)
proposes that
7
perhaps these features need to be adjusted and that four other
6. features should be
added to the list proposed by Safran. The adjustment concerns
the first feature,
which is mainly to do with diasporic communities in exile.
There is sufficient dis-
course describing the details of the characteristics and
definition of diaspora else-
where and therefore not necessary to duplicate it here. Suffice
to say that Cohen
has proposed four additional features to Safran’s five
definitional desiderata. These
are:
• those groups that scatter for voluntary or aggressive reasons
should be included
in the category diaspora;
• there should be a sufficient time period before any community
can be described
as a diaspora. There should be indications of strong links to the
past or thwart
the attempts to assimilate in the present as well as the future;
• more positive aspects of diasporic communities should be
recognised. For
instance, the tensions between ethnic, national and transnational
identities can
lead to creative formulations. The Islamic world and the early
modern Spain
where there were many advances made in the fields of medicine,
theology, art,
literature, science, commerce and industry is a case in point;
• that diasporic communities not only form a collective identity
in the place of
settlement or with their homeland, but also share a common
7. identity with
members of the same ethnic communities in other countries.
What is more,
although Cohen does not explicitly recognise this, it is
increasingly realised that
this sense of common identity is complemented by the
establishment of diasporic
communicative and cultural networks and spaces.
The original meaning of the word diaspora originated from
Greek language
concerning migration and colonisation. However, within the
context of the Jews,
Africans, Palestinian and the Armenians, the concept of
diaspora attained an evil
and violent meaning. Within this frame, diaspora achieved the
connotation of dis-
placement from a homeland, and therefore of a collective
traumatic experience.
This earlier definition of diaspora has provided a divergent view
of the diasporic
communities. As Cohen states:
The sense of unease or difference that members of the diaspora
feel in their
countries of settlement often results in a need for protective
cover in the bosom
of the community or a tendency to identify closely with the
imagined homeland
and with co-ethnic communities in other countries. Bonds of
language,
religion, culture and a sense of common history and perhaps a
common fate
impregnate such a transnational relationship and give it an
affective, intimate
quality that formal citizenship or even long settlement
8. frequently lack. Thence
arises the Catch-22 of many Jewish communities. Their fear
breeds an in-
group mentality. This is sensed by the peoples among whom
they live, which
in turn breeds distance, suspicion, hostility and ultimately anti-
semitism.
The system is complete when manifestations of prejudice
engender new sources
of apprehension and further inclinations to clannishness and
endogamy
(Cohen 1997, 20).
However, there are many communities throughout the world that
have
maintained fairly strong collective identities and links with
their homeland, or place
of origin and some of these have not been agents of colonisation
or passive victims
of persecution. The idea of diaspora varies greatly and although
attempts have
8
been made to provide a typology (Cohen 1997) the categories of
victim (Jews, Afri-
can and Armenians), labour (the Indian indentured labourers),
trade (the Chinese
and the Lebanese), imperial (the British) and cultural (the
Caribbean abroad) are
helpful.
Cohen’s typology does not really take on board the late modern
mobility among
people of the world. His typology provides an indication of the
9. types of diaspora
that fit into the categories of victims, labourers, and traders,
imperial and cultural.
Additionally, it seems that the concept of diaspora applies to
significant numbers
of the population and not quite to the movement among smaller
groups. Likewise,
it makes a cursory reference to the movement of people through
slavery, particu-
larly the Africans to the Caribbean and Americas.
Cohen’s work proposes a comprehensive range in the changing
conceptions of
diasporas, and he provides examples in each of the typologies
described above. At
the same time, his work leaves room for political and cultural
resistance within a
strongly global deterministic account.
Mapping the Diaspora: Anthropological and
Postmodern Views
Anthropologists like Geertz (1986) have been theorising the
changes arising
from migration and that the subjects of their studies were no
longer “there.” As
Cohen (1997) states that some of the great anthropologists like
Malinowski and
Levi-Strauss had a very different approach in methods and
theories,
what they shared was the idea that the “alien” and the “other”
were in “a
world elsewhere.” This world embodied different ways of
thinking, reasoning,
judging and behaving that were discontinuous with “our own”
10. and acted as
alternative “to us” (Cohen 1997, 134).
The migration and creation of diasporas has brought the
periphery to the cen-
tre and to a certain extent the centre to the periphery. The
marginal groups or the
“other” are now living nearby, co-existing and present. As
Geetz warns, we have
to be cautious that the reduction in physical space does not
necessarily mean that
the gaps in understanding cultures have been conquered. It
could also mean that
group identity is stronger as a response to the shrinking
physical space between
people. Likewise, that space has to be explored if we are to
understand the simi-
larities and how we cannot continue to ignore each other and
also how our differ-
ences continue to be deep and in some cases insurmountable.
James Clifford (1992) has been the innovative scholar who has
attempted to
understand the character of spaces between people and has
challenged the an-
thropologists tradition that non-Western people should be
“nativised and local-
ised.” Clifford prefers to describe ways in which cultures
“travel.” This is the pre-
ferred word to “displacement,” “nomadism,” “pilgrimage” and
“migration” as it
conveys a two-way process loaded with cultural and suggestive
of interactivity. As
Clifford states:
To press the point: why not focus on any culture’s furthest
11. range of travel,
while also looking at its centres, its villages its intensive field
sites? How do
groups negotiate themselves in external relationship, and how is
a culture
also a site of travel for others? How are spaces traversed from
outside? How is
9
one group’s core another’s periphery? Looked at this way, there
would be no
question of relegating to the margins a long list: missionaries,
converts, literate
or educated informants, explorers, prospectors, tourists,
travellers,
ethnographers, migrant labourers, recent immigrants, etc.
(Clifford 1992,
101).
However, Clifford has omitted a major group of people or
possibly these come
under the category of recent immigrants: the asylum seekers and
refugees. The
treatment of these people by the media in Western European
countries is on the
margins of violation of the International Human Rights. This
negative media cov-
erage in turn impacts upon politicians who swiftly change their
perspectives in
relation to public opinion, housing and education policies as
well as attitudes among
the population at large. These asylum seekers and refugees do
not fit into the no-
12. tions of travel as proposed by Clifford as they have been forced
to move or have
been uprooted for various political reasons.
Postmodern Views
For postmodernists, the approaches of politics and sociology
were inadequate
in denoting the fluidity (and travelling cultures as proposed by
Clifford above) so
prominent within the contemporary world. Writers like Homi
Bhabha (1994) ar-
gue that in addition to the removal of national languages and
national states in the
global environment, we should also discard the singularities of
class and gender as
“primary conceptual and organisational categories.” Bhabha
states that we should
take on board “multiple subject positions” like race, gender,
generation institu-
tional location, geopolitical locale and sexual orientation. These
are components of
the building blocks of identity in the postmodern world and
these may be main-
tained simultaneously, successively or separately with varying
degrees of vigour,
passion and enthusiasm. Even the sociologists now recognise
that social identity
cannot be condensed to class identity. Factors such as gender,
age, disability, race,
religion, ethnicity, nationality, civil status, musical styles and
dress codes are pow-
erful connections that provide identification and organisation.
Many sociologists and psychologists still assume that identities
are solid struc-
13. tures, built in a more complex way, from a variety of “building
blocks” (Cohen,
1997). However, writers such as Bhabha (1994) challenge this
assumption and state
that the articulation of the difference between “spaces” is where
we need to focus
our attention. He states:
The move away from the singularities of “class” or “gender” as
primary
conceptual and organisational categories, has resulted in the
awareness of
subject positions — of race, gender, generation, institutional,
location,
geopolitical locale, sexual orientation that inhabit any claim to
identity in the
modern world. What is theoretically innovative and politically
crucial, is the
need to think beyond the narratives of originary and initial
subjectivities and
to focus on those moments or processes that are produced in the
articulation
of cultural differences. These “in-between” spaces provide the
terrain for
elaborating strategies of selfhood — singular or communal —
that initiate
new signs of identity, and innovative sites of collaboration and
contestation,
in the act of defining the idea of society itself (Bhabha 1994, 1-
2).
10
Within the post-modern frame we are asked to explore and
14. celebrate the over-
laps, the ambiguities, the displacements of difference, the
mixing of cultures, reli-
gions, languages and ethnicities, all the factors that global
capitalism facilitates.
Also within the postmodern frame, the terms “hybridity” and
“syncrety” or “syn-
cretism” have been used by several writers to represent the
advancement of new,
dynamic, mixed cultures.
Hall (1992, 310-14) makes a significant link between the
development of hybridity
and the changing nature of diasporas. For Hall, the postmodern
world is mani-
fested by two contradictory tendencies: firstly the move towards
globalisation with
the emphasis on assimilation and homogenisation. Second, the
reassertion of eth-
nic, nationalistic and religious identities, that is, the bringing to
the fore of local-
ism. Although there is no consensus as to whether such
phenomena constitute a
reaction to globalisation or part and parcel of the very process
of transnationalisation
of human interaction (Giddens 1990) or “the globalisation of
primordia” (Appadurai
1993), there is, more or less general agreement as to the close
link between proc-
esses of globalisation and localisation and the cultural and
identity processes that
these entail. Within this context, Hall argues that the cultural
identities emerging
are “in transition.” They are drawing upon the variety of
traditions and that there
is the harmonisation of the old and the new without losing the
15. past or assimilating
into the new. Hall calls this process the development the
“cultures of hybridity”
and closely allies this growth with the “new diasporas” created
by the colonial
experience and the resultant postcolonial migrations.
Hall (1993) distances the cultures of hybridity from the
internationalist narra-
tive and the older interpretations of pluralism where boundaries
do not intersect
and the postmodernist “nomadic voyaging” or the rather
simplistic overviews of
global homogenisation. The hybrids that Hall refers to are
closely linked with one
of the characteristics of diaspora as posed by Safran, and
referred to at the begin-
ning of the chapter. The hybrid communities maintain strong
links and identifica-
tions with the traditions of the “homeland.” However, Hall
differs with Safran in
that the hybrid communities will not return to the past or if they
do then these
places will have transformed beyond recognition on the grounds
of modernisa-
tion. In that sense, there is no going “home” again. There is
detour and no return.
But it is not only “back home” that has been caught up in the
process of moderni-
sation — diasporas themselves are deeply affected by their
position at the centre
of contemporary globalisation flows. Diasporas and diasporic
experiences, even
their apparently more traditionalist variants, should not be
dismissed simplisti-
cally as backward — looking, as they are almost invariably
16. constituting new
transnational spaces of experience that are complexly
interfacing with the experi-
ential frameworks that both countries of settlement and
purported countries of
origin represent.
The diasporic communities have learnt to come to terms with
formulating their
cultural identities by taking on board several histories and
cultures that belong to
several “homes.” These women and men are the product of a
“diasporic conscious-
ness” where identity “is always an open, complex, unfinished —
always under
construction” (Hall 1993, 362).
There are problems with the debates and issues discussed in
postmodernity.
One does not dispute that “postmodernity” is a global
phenomenon. Yet discus-
11
sions in postmodernity rarely foreground the oppositional
movements that have
been globally initiated as part of the intellectual history that
critiques and
deconstructs the “totalising” tendencies of “the West” (Brah
1986, 224). The “crises
of the West’ issues were rarely addressed as matters of
colonialism or racism and it
seems to be looking inwards in terms of the “west” becoming
the primary focus of
17. attention as both subject and object in these debates. The
conceptualisation of the
diaspora within the postmodern context has to deconstruct the
historical back-
ground of the movement of people following World War II. The
communities that
have settled in the Western European countries form a
substantial part of the
diasporic community map and also the main concern in this
research.
Diaspora in this issue is being used not in the traditional sense
of the scattering
of tribes whose identity is secured through homeland to which
they must return,
whatever, the cost. The creation of Israel at the expense of
Palestinians (with com-
plicity of some nations) is a case in point. The usage of
diaspora within the context
of this research is not through purity, but as a recognition of the
importance of
heterogeneity and diversity, and as a conception of identity that
celebrates and
lives with difference and has some links with homelands.
The notions of home are also questionable. The issue of home
within the con-
temporary diaspora becomes somewhat irrelevant. As Avtar
Brah writes:
What is home? On the one hand, “home” is a mythic place of
desire in the
diasporic imagination. In this sense it is a place of return, even
if it is possible
to visit the geographical territory that is seen as the place of
“origin.” On the
18. other hand, home is also a lived experience of a locality. Its
sounds and smells,
its heat and dust, balmy summer evenings, sombre grey skies in
the middle of
the day…all this, as mediated by the historically specific of
everyday social
relations. In other words, the varying experiences of pains and
pleasures, the
terrors and contentments, or the highs and humdrum of everyday
lived culture
that marks how, for example, a cold winter night might be
differently
experienced sitting by a crackling fireside in a mansion
compared with standing
huddled around a makeshift fire on the streets of nineteenth
century England
(Brah 1996, 192).
Brah argues the images conjured by the above text could easily
be those of white
English men and women. However, this experience of huddling
around a make-
shift fire in the nineteenth century, could easily consist of men
and women brought
over from Africa and Asia as servants; the descendants of
Africans taken as slaves
to the Americas; and it could have consisted the Irish, Jews and
other immigrants.
As Avtar Brah goes on to say “What range of subjectivities and
subject positions
would have been produced in this crucible?” Therefore, the
notion of home “is
intrinsically linked with the way in which the processes of
inclusion or exclusion
operate and are subjectively experienced under given
circumstances. It is centrally
19. about our political and personal struggles over the social
regulation of
‘belonging’”(Brah 1996, 194).
The issues at the heart of the diasporas are multiplicity of
locations through
geographical and cultural boundaries. Within the frame of
contemporary diasporas,
the notions of “home” and when a location becomes home are
therefore linked
with the issues related to inclusion or exclusion which tend to
be subjectively ex-
perienced depending upon the circumstances. When does a
location become a
12
home? How can one distinguish between feeling at home and
staking a claim to a
place as one’s own? The first generation migrants still have
attachments with home
in terms of memories of what they have left behind. On the
other hand, the expe-
riences through the hardship of disruption and displacement as
one tries to famil-
iarise with the new social networks and learns to engage with
the new political,
economic and cultural realities have a major influence on
staking a claim on home.
Among the second generation of migrants in Britain, the
memories of home-
land are known through the earlier generation or through visual
or other forms of
20. (oral) culture. Also within this second generation, there is a
reconfiguration of so-
cial relations that are influenced by gender and to a certain
extent class relations.
And, more generally, as James Clifford has aptly pointed out,
diasporic identities
are not merely the products of travel or displacement but of the
active engage-
ment in “politics” or, in other words, cultural and political
action that articulates
different elements from different cultures and different frames
of action and expe-
rience in one, more or less coherent whole (Clifford 1997).
Additionally, the diasporas proliferating at the beginning of the
twenty-first
century are in some ways quite different to the earlier diasporic
identities. The
difference being the new technologies and faster
communications experienced by
the groups in the new century, compared to the months it took
to travel and com-
municate among the earlier diaspora groups. The development
of the electronic
media and faster modes of travel has meant that the notions of
the global village
have become attached with new meanings. For instance, there is
now greater shar-
ing of events as they occur, through satellite transmission.
However, the interpre-
tation of these events varies upon cultural, national and ethnic
contexts. Cheap,
long-distance travel and the resultant greater mobility also mean
that families are
able to visit homelands and families and friends in other parts
of the world. Like-
21. wise, there are people from the homelands who are visiting the
diasporic commu-
nities settled in various parts of the world. The developments on
the Internet and
the World Wide Web means that a variety of communities have
been constructed
through commonality of interests. This does not necessarily
result in one-way proc-
ess of cultural homogenisation. The consumption of visual or
other forms of cul-
ture is mediated in complex ways at a global level.
Therefore, contemporary diasporas in this special issue will be
seen as “exem-
plary communities” of the forms of migration that occurred in
the mid- to late
twentieth century. These diasporas echo with meanings of
immigrants, migrants,
refugees and asylum seekers. This does not necessarily imply
that the concept of
diaspora can be used to describe the varying conditions
underlying the popula-
tion movements. Rather, the concept of diaspora signals the
understanding of his-
torical and contemporary elements.
Diaspora and Hybrid Identities
The concept of ethnicity has been used in recent discourses to
map the cultural
boundaries between social groups and this chapter has expanded
on the concept
of national identity and “imagined communities.” The aim of
this section is to con-
sider the related questions of cultural hybridity that have
emerged from the para-
22. digm shift of modernist to the postmodernist, and to evaluate
the usefulness of
such a concept within the diasporic context. In the postmodern
frame, hybridity
13
has invaded sociological discourse and conflicts with the long-
established classes
and categories. Hybridity has become celebratory with the
“migrant” as an exem-
plary embodiment of this consciousness.
There is tremendous fascination with the concept of cultural
hybridity in that it
is celebrated as powerfully interruptive and yet theorised as
commonplace and
pervasive. However, this dichotomy posed over the
transgressive power of and
the routineness of hybridity does pose some problems with the
postmodern theory.
As Werbner and Modood (1997, 1) state, “it makes sense that
hybrids are perceived
to be endowed with unique powers, good or evil, and that hybrid
moments, spaces
or objects are hedged in elaborate rituals, carefully guarded and
separated from
mundane reality. Hybridity is here a theoretical
metaconstruction of social order.”
There is also the additional question of identity as not being
fixed and stable
and continuously changing, then what is the meaning of cultural
identity? And
23. why do questions of borders, boundaries and “pure” identities
remain so impor-
tant and are difficult to transcend? Too much hybridity leaves
all the old problems
of class exploitation and racial oppression unresolved. In the
postmodern world,
the celebration of difference is through a consumer market that
offers an endless
choice of “unique” identities, subcultures and styles-adapts
these within the
postmodern context as part of the ever changing world.
The usage of the terms hybridity and syncretic identities has a
problem in that
there is segmentation and fissure of distinct membership to
particular communi-
ties. How do people decide which communities they belong to
in the “homeland”
or do they float from one community to another? The identity of
a diaspora com-
munity is clearly not rigid or pre-determined. Further, identity
is a composite of
the ingredients of everyday life. The stories that we tell
ourselves individually and
collectively constitute the identities within the crucible of life.
How are these cultural identities constructed within the
diaspora? The rela-
tionship between cultural identity and diaspora is when cultural
practices and forms
of representation have put the diaspora community at the centre.
This practice has
questioned the issues around cultural identity, manifested in the
practices of rep-
resentation- the context within which we speak and write or the
“positions of enun-
24. ciation” (Hall 1990). Stuart Hall further states:
What recent theories of enunciation suggest is that, though we
speak, so to
say “in our own name,” of ourselves and from our own
experience, nevertheless
who speaks, and the subject who is spoken of, are never
identical, never exactly
in the same place. Identity is not as transparent or
unproblematic as we think.
Perhaps, instead of thinking of identity as an already
accomplished fact, which
the new cultural practices then represent, we should think of,
instead, of
identity as a “production,” which is never complete, always in
process, and
always constituted within, not outside, representation (Hall
1990, 222).
Another well known writer, Edward Said has argued that the
experience of
diaspora and exile allows us to understand the relationship
between cultures in
different ways and that the crossing of boundaries between
cultures enables a more
multifaceted vision and a sense of permeability between
cultures. He says it allows
us “to see others not as ontologically given but as historically
constituted” and
therefore can “erode the exclusivist biases we so often ascribe
to cultures, our own,
not least” (Said 1989, 225).
14
25. Some of the highly contested themes of the present moment —
difference, plu-
ralism, hybridity, heterogeneity are also underpinned by a
notion of “multiplic-
ity.”
Development of Diasporic Media Space
The conceptual framework of diaspora that we have attempted
to provide above
has been used in a variety of ways to understand the movement
of people in vari-
ous parts of the globe in the 19th and the 20th centuries. This
movement of
populations also meant that there are complex processed
involved in the mainte-
nance and negotiations of cultural and social identities of these
“travelling” indi-
viduals and communities.
During the late nineteenth century and most of the twentieth
century, there
were mass migrations of people, predominantly from the so-
called developing
world to the developed world. Examples of these include the
Eastern Europeans
in the United States, Latin Americans in the USA, South Asians
and Caribbeans in
Britain, Turkish and the North African communities in mainland
Europe. In addi-
tion, there has been the movement of refugees from Vietnam,
Iran, Cambodia and
more recently from the central and eastern European countries.
These movements
and resettlement of people involves the circulation of money,
26. goods, information,
lifestyle, etc. Further, the flow of media and communication
services as well as
content is understood within the framework of globalisation and
beyond. Along
with the flow of patterns of media and people or as Arjun
Appadurai (1993) refers
to them as “mediascapes” and “ethnoscapes” there are the flows
of capital, tech-
nologies and ideas. Appaduarai says that these are occurring
together and are not
systematically related and describes them as “disjunctive,”
where “for people of
Irian Jaya, Indonesianisation may be more worrisome than
Americanisation, as
Japanisation may be for Koreans, Indianisation for Sri Lankans,
Vietnamisation for
Cambodians, Russianisation for the people of Soviet Armenia
and the Baltic Re-
publics” (Appadurai 1993, 328).
This uneven development of globalisation argues Appadurai,
involves the
movement of people, technology, capital flows and ideas that
does not occur via a
pre-determined plan, but rather the pace, scope and the impact
of these move-
ments are somewhat disjointed and cracked. How these affect
the socio-cultural
identities of the “travelling” individuals and the subsequent
generations is the main
premise of this research.
Schlesinger (1991) discusses the idea of the “audio-visual
space” within the con-
text of the European identity. He argues that the “audio-visual
27. space” and the socio-
cultural identity should not be seen as oppositional or even in
substitutable terms,
but rather they should be used in conjunction when analysing
the conceptions of
these terms.
The “audio-visual space” proposed above is somewhat different
to what Morley
and Robins (1995) put forward as the “new electronic cultural
space.” They say
that within the context of globalisation and global culture, this
electronic cultural
space is being created that is “a ‘placeless’ geography of image
and simulation” (p.
112). They associate this space with the postmodernist thinking
particularly by
writers like Baudrillard and Virilio. The actors who are
responsible for creating this
universal cultural space are the global cultural corporations that
are in power due
15
to their sheer size that enables them to acquire, merge and form
strategic alliances
within the cultural industries. Both the “audio-visual space” as
proposed by
Schlesinger and the “universal cultural space” as proposed by
Morley and Robins
are those that are constructed are located firmly in modernism
and political
economy. The focus of this research is the construction of
“media spaces” at the
28. micro-level and is somewhat located in postmodernism and
cultural studies. This
issue attempts to discuss the development of the “diasporic
media space” that
should be used in combination with the development of
diasporic communica-
tions.
The “diasporic media space” as proposed above, is closer to the
diasporic space
put forward by Brah (1996). She describes diasporic identities
as being at once local
and global and they include “imagined” and “encountered”
communities within
the configuration of transnational identities. She states:
My argument is that diaspora space as a conceptual category is
“inhabited,”
not only by those who have migrated and the descendents, but
equally by
those who are constructed and represented as indigenous. In
other words, the
concept of diaspora space … includes the entanglement, the
intertwining of
the genealogies of dispersion with those of “staying put.” The
diaspora space
is the site where the native is as much a diasporian as the
diasporian is the
native (Brah 1996, 209).
Therefore, within the context of diasporic space of “England,”
there are various
identities (African-Caribbean, Irish, Jewish, Scottish, Welsh,
South Asian and other
diasporas) intersect with the component constructed as
“Englishness.” This entity
29. is constructed within the imperial history both internally as well
as with rivalries
and conquests abroad. But the encounters by diasporas of
Englishness results in
the appropriation by both sides: the diaspora communities
appropriate English-
ness and the dominant cultural formations appropriate from
diasporic cultures.
And there are various journeys that not only take place
vertically from dominant
to dominated but also horizontally and crosscutting the
dominant culture.
The notions of hybridity, within the accounts of diasporic
identity seem to im-
ply continuation of the traditional cultural studies paradigm for
issues of repre-
sentation within the mainstream media and therefore they tend
to be connected
within the hegemonic discourse. In the context of globalisation,
there are no pri-
mary or secondary filters, as the audience can access a variety
of content through
the through the plethora of available media forms.
Another argument supporting the paradigm shift is that people
can and con-
tinue to make collective as well as individual responses to their
negotiations from
home to host culture and vice versa. This negotiation requires to
a certain extent a
wide-ranging and broad knowledge base of both cultures.
Within this context, it is
fairly difficult to see the applicability of cultural hybridity as a
phenomenon. In the
diasporic context there is a continuous reconfiguration of
30. cultures from the home
to the host countries. In some cases, aspects of culture and
social practices from
home countries may be sifted by parents or families. This would
mean that the
subsequent generations may not be exposed to the negative
aspects of culture.
Further, cultural and social practices are passed on orally to
children and therefore
have a greater opportunity to be misinterpreted and subject to
embellishment by
individuals.
16
This process of negotiation and maintenance, through the
weaving of the wide-
ranging threads of cultures and the stretching of the values
within these has re-
sulted in the regeneration of a new culture. A metaphor for
urban regeneration
may be applicable here in that the discourse in the area focuses
on the revitalisa-
tion or the recreation of improved public spaces, better living
conditions, better
working conditions and so on. This is the metaphor that we
would like to extend
into the development of new identities or the reconstruction of
identities within
diaspora communities through the creation of diasporic media
spaces, possibly
through revitalisation of cultural forms and representations.
The proposition of “floating lives” by Cunningham and Sinclair
31. (2000) may be
more appropriate. However, this interpretation need not be
restricted to diasporic
communities, it can extend both into the home and host
communities as well, par-
ticularly if the articulation is framed within the context of
globalisation.
Cunningham and Sinclair also propose that the media space of a
diaspora is one
where the flow of media not only occurs from the centre to the
periphery, but also
from the periphery to the centre through centres such as Hong
Kong, Mumbai,
Mexico City, Cairo which are defining new world regions. They
state that “The
media space of a diaspora tends to be of this kind, to the extent
that it is spread
throughout several of the national markets which have been the
territorial unit for
international media distribution in the past” (p. 3).
Perspectives on Diasporic Media Spaces
Within the context of the discussion that has preceded, it is
clear that diasporic
cultural practices constitute ways of “imagination,” of
“institution” of spaces that
often extend beyond the boundaries of place, and of senses of
belonging that strad-
dle the local v global divide and, in the process, redefine
locality and “the global.”
In this volume, Rajinder Kumar Dudrah focuses on one type of
such practices,
Bollywood cinema-going in Birmingham and explores the ways
in which this prac-
tice “embodies notions of diasporic belonging and a remaking
32. of post-war urban
British landscapes that sustain and develop Black British public
spheres.” In a similar
vein, Nabil Echchaibi examines ways in which forms of
“belonging” are articu-
lated by different diasporic media in France and Germany.
Looking closer at me-
dia discourses and practices, Echchaibi explores the meaning of
the concept of
“hybridity,” not only in abstract, conceptual terms, but also in
terms of how it is
experienced within diasporic cultural practices.
With the spread of new technologies, diasporic communities
have often devel-
oped virtual connections and a host of Information and
Communication Technol-
ogy-premised resources. The existing theoretical debate on the
uses of new tech-
nologies by minority communities to make connections,
transforming identities
and challenging traditional notions of community is thus central
in our under-
standing the nature of the diasporic spaces that are being set up
and their impact
on the communities concerned. In this volume, Elisabeth Poole
examines the rel-
evant debate with particular reference to Muslim communities
and attempts to
steer a course that takes her away from uncritical dystopic as
well as utopic visions.
Poole’s treatment of Muslim communities from different ethnic
backgrounds as
adiasporic community also raises important points pertaining to
the limitations
that some definitions of diaspora pose to the researcher. Her
33. choice to focus on
17
them by using the concept of diaspora and the relevant
analytical framework im-
plies that “diasporas” should not necessarily be defined on the
basis of ethnic ori-
gin but on the process of imagination of common frameworks of
reference and
experiential horizons and the generation of the appropriate
narratives and
genealogies.
Finally, moving to the relationship between diasporas (and
diasporic commu-
nications) on the one hand, and territory on the other, Shih-
Hung Lo looks at the
particular case of Taiwan where the exilic identity and yearning
of an elite origi-
nating in mainland China for its lost homeland has striven to
become dominant
even amongst the “indigenous” Taiwanese population through
its extensive sup-
port in media and political discourse. Lo, demonstrates the
power of this diasporic
imagination in shaping an entire society for the best part of the
last fifty years but
also points out the fissures of this enterprise and the emergence
of loci of resist-
ance to the territorialisation of diasporic desire. The theme of
the diaspora and
territory nexus is also examined by Jolle Demmers in her
exploration of :the politi-
34. cal mobilisation of diasporic communities and their role intra-
state violent conflict.
In an attempt to understand more about the dialectics between
locality and con-
flict, the production of (long-distance) nationalism, and the
relationship between
virtual and spatial communities. She asks how and why are
diaspora communities
involved in intra-state conflicts in their erstwhile homelands
and explores the strat-
egies they develop vis a vis conflict. This perspective on the
deterritorialisation of
conflict through the increasing diasporic communicative and
cultural activity of
the end of the twentieth century throws fresh light to the
relationship between
diasporas and “home.”
Although this volume by no means offers an exhaustive
examination of the
different forms diasporic communicative spaces take and their
impact in processes
of globalisation, localisation and identity formation, it seeks to
constitute a modest
contribution towards a better understanding of the complexity
of a rapidly emerg-
ing phenomenon in the era of globalisation and to glimpse into
the relevant re-
search.
References:
Anderson, Benedict. 1983. Imagined Communities: Reflections
on the Origins and Spread of
Nationalism. London: Verso.
Appadurai, Arjun. 1993. Disjuncture and Difference in the
35. Global Cultural Economy. In L.
Crishman and P. Williams (eds.), Colonial Discourse and Post-
Colonial Theory. London:
Harvester: Wheatsheaf.
Bhabha, Homi. 1994. The Location of Culture. London:
Routledge.
Brah, Avtar. 1996. Cartographies of Diaspora: Contesting
Identities. London: Routledge.
Clifford, James. 1992. Travelling Cultures. In L. Grossberg, G.
Nelson, P. Treichler et al (eds.),
Cultural Studies, 96-116. New York: Routledge.
Clifford, James. 1997. Routes: Travel and Translation in the
Late Twentieth Century. Cambridge,
MA: Harvard University Press.
Cunningham, Stuart and John Sinclair, eds. 2000. Floating
Lives: The Media and Asian Diasporas.
St Lucia, Australia: University of Queensland Press.
Giddens, Anthony. 1990. The Consequences of Modernity.
Cambridge: Polity Press.
Hall, Stuart. 1990. Cultural Identity and Diaspora. In J.
Rutherford (ed.), Identity: Community
Culture and Difference, 222-237. London: Lawrence and
Wishart.
Hall, Stuart. 1992. The Question of Cultural Identity. In S. Hall,
D. Held and A. McGrew (eds.),
18
Modernity and Its Futures, 273-316. Cambridge: Polity Press.
36. Hall, Stuart. 1993. Culture, Community, Nation. Cultural
Studies 7, 3, 349-363.
Morley, David and Kevin Robins. 1995. Spaces of Identity:
Global Media, Electronic Landscapes
and Cultural Boundaries. London: Routledge.
Safran, William. 1991. Diasporas in Modern Societies: Myths of
Homeland and Return. Diaspora
1, 1, 83-99.
Said, Edward. 1989. Representing the Colonised:
Anthropology’s Interlocutors. Critical Inquiry
15, 2, 205-225.
Schlesinger, Peter. 1991. Media, State and Nation: Political
Violence and Collective Identities.
London: Sage.
Werbner, Pnina and Tariq Modood, eds. 1997. Debating
Cultural Hybridity. London: Zed.
Global Communication CMST 440Discussion post: Diaspora
and communication
Read or view all the articles/videos linked below for use in the
discussion assignment. Select the item(s) you find most
interesting and respond to the question(s).
You must use this template for your posts: (please check on the
bottom)
Post is based upon/is a response to:
Two Concepts Used: [listboth]
Text of Post:
First paragraph
Second paragraph
37. ESSENTIAL READINGS
Govil, N.
Bollywood and the Frictions of Global Mobility
Rego, C. and A. La Pastina
Brazil and the Globalization of Telenovelas
Georgiou, M. and R. Silverstone
Diasporas and Contra-Flows Beyond Nation-Centrism
Karim H. Karim
Reviewing the National and International Communication:
Through the Lens of the Diaspora
ADDITIONAL READINGS
Diasporic Communication: Transnational Cultural Practices and
Communicative Spaces. Diasporic Communication, Vol. 9 -
2002, No. 1. (file uploaded)
MATERIALS FOR DISCUSSION
1). Prof. Rima Berns-McGown Rima Berns-McGown discusses
the dynamics of diasporic communities.
http://www.cdts.utoronto.ca/publications.html (Links to an
external site.)
2). Diaspora media initiative.
http://cmpimedia.org/index.php/diaspora-media-initiative/
Can you think of other possible initiatives, similar to Diaspora
Media Initiative that could contribute to more successful global
communication involving diasporas?
3). Digital diaspora in conflict and disaster.
http://communicationcrisis.net/2012/05/31/digital-diaspora-in-
conflict-and-disaster/
38. Can you think of other situations when diasporic communication
becomes especially important, besides crisis and disaster?
4). Diaspora Matters.
https://thenetworkinginstitute.com/diaspora-engagement/ (Links
to an external site.)
Would you like to work for Diaspora Matters? If yes, what
would you contribute to its success?
TEMPLATE FOR YOUR DISCUSSION POST:
Based on the materials for this week, I will touch up on the
following concepts:
Propaganda and its role.
What is it, what it means to us and how is it connected to
globalization are the questions I was asking myself while
reading the article on the interview with Edward Herman and
Noam Chonsky about the propaganda model after 20 years.
Propaganda is described to be the spreading of ideas,
information or rumors. It always has a purpose, politically,
economically, in a military sphere or other spheres. Propaganda
to the author of this article is connected to power, it is useful
for understanding the issues and forecasting. I believe that
information is power, and information communicated to the
world is limitless. I started thinking of commercial (TV, radio,
internet) structure, especially when the article mentioned
ownership, advertising and sourcing. These are three out of
five filters that I found most relevant to my interests.
Ownership is mostly dealing with markets, cross-border
integration and definitely communication more and more
nowadays that play by specific rules and market share limits.
Advertising is becoming a bigger force and developing more
rapidly because of the increased competition domestically and
internationally, especially with the increase of the internet and
media use. Sourcing. What is considered by that? Public
relations offerings press release and dependence on wire
sources are ways propaganda gets spread around the world. It
39. gathers data and analyzes the demographics, weaknesses and the
particular interests of a certain areas, time or situation that
requires the most attention. While reading this article I was
trying to understand for myself if propaganda is ever directed
towards establishing the truth. It seems like it is usually used
to push some kind of agenda and is disciplined in its processes.
The article mentioned that propaganda model clearly does not
rest on any conspiracy assumption, and media is the main
mechanism that enables it to work.
Globalization and media.
I found the video provided for this week very powerful. It was
on the globalization of trade. Information delivery and
dissemination process according to it is one sided and
misrepresented. Media. Do we ever think of what it is? I sure
don’t. It’s a part of our everyday routine, something that is
always around; we are so used to it, that we don’t even notice it
as a separate entity. When I thought of media, in my eyes it
appeared cool, entertaining, pretty great even … until I watched
this video. I looked at media from a completely different
perspective. I think that was the purpose of the video, to bring
awareness to us, to remind us to always question and look at
things from different directions. It talked about news reporting,
companies doing it being commercially funded. Media is
descried to make a world a smaller place. Is that even
possible? What does it mean exactly? Well, making world a
smaller place by narrowing the range of discourse. We see on
TV, we hear on the news only what is being allowed for us to
see. We only see it from the side being supported by the
powerful layer. In order for us to get the full picture, we
absolutely have to question things we see, there is always
another side to everything. Did I ever question things I saw on
TV (news, for instance)? No, absolutely not. We watch the
news, we turn to a different television program and keep going
with our lives. Do we ever question if what we saw was true?
Do we ever seek the truth? Do we even care? The video was
powerful to me, I realized that the real power lays in
40. questioning the product delivered. Demonstrations and street
rally bring up the real issues and concerns of the community.
We only see them if they were recorded by the members of
those movements and shared via internet to reach a wider
audience. If covered by the mass media, it is usually very
compressed and made seem of no value. The issues and
concerns are not being covered, analyzed, discussed and dealt
with. Instead, we see more of something that is important in
politics circles, or in the economy. We struggle to make a
difference, globalization makes so many things possible, but
what about media? Good or bad agent? Positive or negative
influence? Media sides with powerful and against the
powerless. And this is the first time I saw it that way after
watching a simple 20-minute video for this class, which made a
huge difference in the way I saw and see it now.