This document discusses an auto-ethnographic study of understanding Native American learning styles. It presents an example of a turning point that occurred during the researcher's study of Native American college students on a reservation. Auto-ethnography facilitates perceptual shifts by mapping personal contexts through reflective storytelling to understand culture from an insider perspective. It connects the personal to the social and cultural in a way that critiques power structures and makes the invisible visible.
This document summarizes key concepts from a lecture on media, culture and identity. It discusses definitions of culture and examines theories of cultural essentialism versus social constructionism. It also covers concepts like identity, subjectivity, and theories of sexuality. New media and concepts like public versus private, globalization, and interactivity in new media are also summarized.
The document summarizes and discusses the key points from the essay "Toward a Theory of Minority Discourse" by Abdul R. Janmohamed and David Lloyd. Specifically:
1. The authors investigate how minority discourse develops and is incorporated into dominant discourse, noting that minority discourse is often "damaged" by the dominant culture.
2. They discuss problems with assembling a theory of minority discourse, such as issues of power and pluralism, and propose solutions of articulating alternative practices and collective subjectivity.
3. A focus is placed on including minority works in the dominant discourse and reinterpreting perceived differences or inadequacies in minority works as indications of alternative values opposed to the
This document summarizes key concepts in anthropological representations and ethnography from the 1960s to the present. It discusses early structuralist approaches that viewed cultures as static systems and the later critiques of these approaches for being androcentric, Eurocentric and for not accounting for change. It also summarizes debates around the problem of representation, reflexive ethnography, and issues of power, gender, race and the politics of representation.
The document discusses media representations of collective identity, using Black British collective identity as a case study. It addresses key questions around how media represent various groups, how representations have changed over time, and the social implications of different representations. The document discusses identity as something that is socially constructed through relationships and media portrayals, and how media shapes concepts of identity through the representations it chooses. Specifically, it suggests media often relies on stereotypical portrayals of ethnic minorities that reinforce dominant ideological views and help maintain social hierarchies.
This document provides an overview of Session 21 which focuses on concepts of identity and the 'other'. It includes a short lecture on these topics, a guest speaker on sexual orientation and place, and assigned readings. Key concepts that will be discussed are gender, sexuality, social construction of identities, and how identities shape and are shaped by place. The document outlines how identities are complex and influenced by many factors such as ethnicity, gender, experiences and beliefs. It also discusses how the 'other' is socially constructed and can lead to exclusion and perceived inferiority of groups. Gender and sexuality are explained as social constructs that have been fluid over time and place.
This document outlines the agenda for a session on power, identity and global landscapes that focuses on ethnicity, nationality and identity. It includes finishing a discussion on UNESCO Cultural Heritage Sites, a lecture on ethnicity, nationality and identity, analyzing a Canadian nationalism advertisement, and a reflective group workshop using critical review papers on nationhood and identity in Australia, Canada and Great Britain. The readings are from a cultural geography textbook that discusses the social construction of identity and components of ethnicity, as well as the idea of nations.
Current anthropology volume 40, number 4, august–october 1999AISHA232980
This document explores the concepts of self and identity in anthropological discourse. It argues that anthropology has tended to deny that the people it studies have a self. Instead, anthropology views them as only having an identity, defined as something shared with others rather than individual features. The document presents a case study from northern Pakistan to argue that in order to understand how individuals act with plural, contradictory identities requires recognizing they have a self beyond just cultural attributes. It calls for anthropology to better integrate the concepts of self and identity and recognize the self as a human universal.
This document summarizes key concepts from a lecture on media, culture and identity. It discusses definitions of culture and examines theories of cultural essentialism versus social constructionism. It also covers concepts like identity, subjectivity, and theories of sexuality. New media and concepts like public versus private, globalization, and interactivity in new media are also summarized.
The document summarizes and discusses the key points from the essay "Toward a Theory of Minority Discourse" by Abdul R. Janmohamed and David Lloyd. Specifically:
1. The authors investigate how minority discourse develops and is incorporated into dominant discourse, noting that minority discourse is often "damaged" by the dominant culture.
2. They discuss problems with assembling a theory of minority discourse, such as issues of power and pluralism, and propose solutions of articulating alternative practices and collective subjectivity.
3. A focus is placed on including minority works in the dominant discourse and reinterpreting perceived differences or inadequacies in minority works as indications of alternative values opposed to the
This document summarizes key concepts in anthropological representations and ethnography from the 1960s to the present. It discusses early structuralist approaches that viewed cultures as static systems and the later critiques of these approaches for being androcentric, Eurocentric and for not accounting for change. It also summarizes debates around the problem of representation, reflexive ethnography, and issues of power, gender, race and the politics of representation.
The document discusses media representations of collective identity, using Black British collective identity as a case study. It addresses key questions around how media represent various groups, how representations have changed over time, and the social implications of different representations. The document discusses identity as something that is socially constructed through relationships and media portrayals, and how media shapes concepts of identity through the representations it chooses. Specifically, it suggests media often relies on stereotypical portrayals of ethnic minorities that reinforce dominant ideological views and help maintain social hierarchies.
This document provides an overview of Session 21 which focuses on concepts of identity and the 'other'. It includes a short lecture on these topics, a guest speaker on sexual orientation and place, and assigned readings. Key concepts that will be discussed are gender, sexuality, social construction of identities, and how identities shape and are shaped by place. The document outlines how identities are complex and influenced by many factors such as ethnicity, gender, experiences and beliefs. It also discusses how the 'other' is socially constructed and can lead to exclusion and perceived inferiority of groups. Gender and sexuality are explained as social constructs that have been fluid over time and place.
This document outlines the agenda for a session on power, identity and global landscapes that focuses on ethnicity, nationality and identity. It includes finishing a discussion on UNESCO Cultural Heritage Sites, a lecture on ethnicity, nationality and identity, analyzing a Canadian nationalism advertisement, and a reflective group workshop using critical review papers on nationhood and identity in Australia, Canada and Great Britain. The readings are from a cultural geography textbook that discusses the social construction of identity and components of ethnicity, as well as the idea of nations.
Current anthropology volume 40, number 4, august–october 1999AISHA232980
This document explores the concepts of self and identity in anthropological discourse. It argues that anthropology has tended to deny that the people it studies have a self. Instead, anthropology views them as only having an identity, defined as something shared with others rather than individual features. The document presents a case study from northern Pakistan to argue that in order to understand how individuals act with plural, contradictory identities requires recognizing they have a self beyond just cultural attributes. It calls for anthropology to better integrate the concepts of self and identity and recognize the self as a human universal.
Three approaches to studying intercultural communicationS.m. Jamaal
Three main approaches to studying intercultural communication are discussed: the social science approach, the interpretive approach, and the rhetorical approach. The social science approach uses methods like surveys and observations to describe and predict behavior. It views reality as external and human behavior as predictable. The interpretive approach assumes reality is subjective and human behavior is creative. It uses methods like field studies to understand how culture is created and maintained through communication. The rhetorical approach examines texts and speeches in their original contexts.
Language mediates our experiences of the world in several ways:
1) All of our experiences are mediated through language, as language provides a way to organize, code, and remember our experiences.
2) Other people also mediate our experiences through language when they describe events or share their perspectives.
3) Written texts like novels, textbooks, and newspapers further mediate our experiences by the way they structure and represent reality.
From the different worldviews between these groups, we discuss positionality and access to data, i.e. the ways characteristics such as socio-economic, education, social status, and gender influence the research. The idea is not to set ‘rights’ and ‘wrongs’, but to ponder on how successful (or not) were our attempts and reflect on unforeseen effects of our own work.
This document provides an overview of key terms and theorists in cultural studies. It discusses cultural materialism, introduced by Raymond Williams, which focuses on historical context, close textual analysis, political commitment, and theoretical methods. Major theorists of cultural materialism mentioned are Williams, Jonathan Dollimore, and Alan Sinfield. Other concepts summarized include bricolage, intertextuality, cyberfeminism, Arjun Appadurai's metatheory of disjuncture and its five flows, Stuart Hall's encoding/decoding, and biopolitics introduced by Michel Foucault.
The document discusses a class on imagined communities based on Benedict Anderson's book of the same name. It includes student comments and questions about how print technology facilitated nation-building, how marginalized groups have used media, and whether other technologies beyond print could encourage community formation. Students also discuss how museums can operate as texts in shaping national identities and histories.
This document summarizes a literature review that examines how intersectionality methodology has been applied in studies of Black women's experiences in higher education over the past 30 years. The review analyzes 680 studies and finds that 23 studies engaged Kimberlé Crenshaw's three-dimensional framework of intersectionality, which includes structural, political, and representational dimensions. While these studies seldom used the term "intersectionality," they employed four strategies that the review coins as "intersectionality methodology." The strategies provide a guide for applying intersectionality as a methodological tool in social science research.
This lecture discusses the "crisis of representation" in anthropology and ethnography. It explores how anthropologists have traditionally represented other cultures and the critiques of these representations as being androcentric, eurocentric, or supportive of colonial ideologies. It examines ongoing debates around who has the power to represent whom and the effects of different representations. The lecture argues anthropology must be practiced more reflexively and considers how representation issues relate to gender, ethnicity, and power dynamics.
This lecture discusses the "crisis of representation" in anthropology and how anthropologists represent the people they study. It led to critiques of ethnography from feminists and post-colonial scholars who argued that representations are shaped by the researcher's standpoint and can promote power imbalances. The lecture explores how early anthropological works reinforced colonial ideologies and critiques call for more reflexive practices that consider the researcher's role and positionality. It questions who has power to represent others and whether some representations do ideological work to support certain systems of power.
1) The document provides an overview of the COMS 110 course on intercultural communication, outlining the course goals, structure, assignments, and approach.
2) It discusses key concepts in intercultural communication theory including cultural dimensions, cultural characteristics, and challenges in intercultural interactions.
3) The document also examines the history and approaches to research in intercultural communication including social scientific, interpretive, and critical approaches.
1. The document summarizes a study by the Bertelsmann Stiftung and Fondazione Cariplo foundations on promoting tolerance, integration, and cultural dialogue in Europe.
2. The study supports the Cultural Detective approach, emphasizing that cultures are dynamic rather than static, and that developing intercultural competence requires an ongoing process orientation.
3. The Cultural Detective approach reinforces the dynamic nature of culture and uses a process of analyzing real situations to develop intercultural skills. It encourages understanding different perspectives rather than making judgments.
The document discusses several key concepts in cultural studies, including:
- Cultural studies examines everyday cultural activities and how they are represented politically and through moral lenses. It also considers relationships between individuals, society, and nature.
- Language and cultural representations play a role in how we make sense of and understand the world. Popular culture represents common experiences and can be categorized by level of education or time spent engaging with different activities.
- Cultural studies is concerned with who owns and controls cultural production and distribution, and how patterns of ownership and control influence representation. It examines the relationship between culture, political economy, and social relationships.
Reception theory focuses on how audiences receive and make meaning from media texts based on contextual factors like their identity, viewing circumstances, and social/historical context rather than just the text itself. It emphasizes that a text has no inherent meaning and that meaning is constructed in the interaction between the audience and text. The Effects Model views audiences as passive and proposes that media exposure can influence behaviors, while Uses and Gratifications sees audiences as active users who gratify their own needs and interests with media rather than being used by producers. Key evidence for the Effects Model includes theories from the Frankfurt School in the 1920s-30s and the controversial Bobo Doll experiment.
Social domain: theory interpreting intercultural communicationiis el-fath
This document discusses social domain theory and its application to interpreting intercultural communication. Social domain theory, introduced by Layder, attempts to capture how social relations become distanced from their original contexts over time and space. It examines four domains: the psychobiographical domain of unique individual experiences; the domain of situated activity involving face-to-face interactions; the domain of social settings that constrain human agency; and the domain of contextual resources like material and cultural capital inherited from one's birthplace. The document provides an example analysis of an Australian exchange student's negative experiences in Germany across these four domains to understand the interaction of individual and social factors.
This document summarizes key concepts from a seminar on whiteness and racialized otherness. It discusses racial fetishism originating from colonial times to refer to non-Western cultures and religions. It explores how fetishism involves projecting alienation and confining colonized groups to a biological existence. It also examines how race is a social construct that stereotypes create binary oppositions between an in-group and out-groups through othering. The document analyzes how power structures are maintained through perpetually reaffirming differences between self and threatening others.
This is a report for my Anthropology 299 class in Field Methods under Dr. Francisco Datar, Medical Anthropologist, as part of my PhD Media Studies at the College of Mass Communication, University of the Philippines Diliman
The document discusses different perspectives on genre theory from various scholars:
1) Conventional definitions of genres are based on shared conventions of content, themes, settings, and form/structure/style among texts belonging to that genre.
2) Each genre positions readers and writers in different ways, constructing an "ideal reader" with certain attitudes based on class, age, gender, and ethnicity.
3) Contemporary genre theory sees genres as dynamic, with forms and functions constantly negotiated and changing rather than fixed, as Buckingham argues.
This document discusses several key theoretical approaches to understanding concepts of race and ethnicity, including primordialism, instrumentalism, plural society theories, and Marxist approaches. It also critiques sociobiological explanations of race and analyzes how racism has been used to divide and exploit the working class. Racism and racial divisions are seen as developing out of and being used strategically under capitalism to prevent worker solidarity and maximize profit through greater exploitation of labor. Race and class are viewed as inextricably linked in structuring social relations and experiences.
This document discusses social identity and socialization. It defines identity as aspects of oneself including gender, race, ethnicity and religion. People acquire identity through socialization, learning expectations from their family and culture. There are primary identities formed in childhood and secondary identities like occupation. Different theories view identity formation, such as role learning theory focusing on learning social roles, symbolic interactionism seeing it as a creative process, and psychoanalytic theory emphasizing unconscious factors. In conclusion, roles become part of social identity and interaction involves self-presentation to others.
Feminism and Citizenship: Multiculturalism and GlobalisationStar Lyngdoh
Feminism and citizenship were once distinct areas, but feminism argues that without basic rights and duties, women cannot truly be considered citizens. Multiculturalism encourages cultural diversity and global integration, while globalization leads to interconnectedness between nations and the spread of ideas, goods, and people. Together, multiculturalism and globalization can create opportunities by embracing diversity, but they also risk weakening morality and centralized decision-making. Modern changes have supported greater gender equality and participation in public life as full citizens.
Three approaches to studying intercultural communicationS.m. Jamaal
Three main approaches to studying intercultural communication are discussed: the social science approach, the interpretive approach, and the rhetorical approach. The social science approach uses methods like surveys and observations to describe and predict behavior. It views reality as external and human behavior as predictable. The interpretive approach assumes reality is subjective and human behavior is creative. It uses methods like field studies to understand how culture is created and maintained through communication. The rhetorical approach examines texts and speeches in their original contexts.
Language mediates our experiences of the world in several ways:
1) All of our experiences are mediated through language, as language provides a way to organize, code, and remember our experiences.
2) Other people also mediate our experiences through language when they describe events or share their perspectives.
3) Written texts like novels, textbooks, and newspapers further mediate our experiences by the way they structure and represent reality.
From the different worldviews between these groups, we discuss positionality and access to data, i.e. the ways characteristics such as socio-economic, education, social status, and gender influence the research. The idea is not to set ‘rights’ and ‘wrongs’, but to ponder on how successful (or not) were our attempts and reflect on unforeseen effects of our own work.
This document provides an overview of key terms and theorists in cultural studies. It discusses cultural materialism, introduced by Raymond Williams, which focuses on historical context, close textual analysis, political commitment, and theoretical methods. Major theorists of cultural materialism mentioned are Williams, Jonathan Dollimore, and Alan Sinfield. Other concepts summarized include bricolage, intertextuality, cyberfeminism, Arjun Appadurai's metatheory of disjuncture and its five flows, Stuart Hall's encoding/decoding, and biopolitics introduced by Michel Foucault.
The document discusses a class on imagined communities based on Benedict Anderson's book of the same name. It includes student comments and questions about how print technology facilitated nation-building, how marginalized groups have used media, and whether other technologies beyond print could encourage community formation. Students also discuss how museums can operate as texts in shaping national identities and histories.
This document summarizes a literature review that examines how intersectionality methodology has been applied in studies of Black women's experiences in higher education over the past 30 years. The review analyzes 680 studies and finds that 23 studies engaged Kimberlé Crenshaw's three-dimensional framework of intersectionality, which includes structural, political, and representational dimensions. While these studies seldom used the term "intersectionality," they employed four strategies that the review coins as "intersectionality methodology." The strategies provide a guide for applying intersectionality as a methodological tool in social science research.
This lecture discusses the "crisis of representation" in anthropology and ethnography. It explores how anthropologists have traditionally represented other cultures and the critiques of these representations as being androcentric, eurocentric, or supportive of colonial ideologies. It examines ongoing debates around who has the power to represent whom and the effects of different representations. The lecture argues anthropology must be practiced more reflexively and considers how representation issues relate to gender, ethnicity, and power dynamics.
This lecture discusses the "crisis of representation" in anthropology and how anthropologists represent the people they study. It led to critiques of ethnography from feminists and post-colonial scholars who argued that representations are shaped by the researcher's standpoint and can promote power imbalances. The lecture explores how early anthropological works reinforced colonial ideologies and critiques call for more reflexive practices that consider the researcher's role and positionality. It questions who has power to represent others and whether some representations do ideological work to support certain systems of power.
1) The document provides an overview of the COMS 110 course on intercultural communication, outlining the course goals, structure, assignments, and approach.
2) It discusses key concepts in intercultural communication theory including cultural dimensions, cultural characteristics, and challenges in intercultural interactions.
3) The document also examines the history and approaches to research in intercultural communication including social scientific, interpretive, and critical approaches.
1. The document summarizes a study by the Bertelsmann Stiftung and Fondazione Cariplo foundations on promoting tolerance, integration, and cultural dialogue in Europe.
2. The study supports the Cultural Detective approach, emphasizing that cultures are dynamic rather than static, and that developing intercultural competence requires an ongoing process orientation.
3. The Cultural Detective approach reinforces the dynamic nature of culture and uses a process of analyzing real situations to develop intercultural skills. It encourages understanding different perspectives rather than making judgments.
The document discusses several key concepts in cultural studies, including:
- Cultural studies examines everyday cultural activities and how they are represented politically and through moral lenses. It also considers relationships between individuals, society, and nature.
- Language and cultural representations play a role in how we make sense of and understand the world. Popular culture represents common experiences and can be categorized by level of education or time spent engaging with different activities.
- Cultural studies is concerned with who owns and controls cultural production and distribution, and how patterns of ownership and control influence representation. It examines the relationship between culture, political economy, and social relationships.
Reception theory focuses on how audiences receive and make meaning from media texts based on contextual factors like their identity, viewing circumstances, and social/historical context rather than just the text itself. It emphasizes that a text has no inherent meaning and that meaning is constructed in the interaction between the audience and text. The Effects Model views audiences as passive and proposes that media exposure can influence behaviors, while Uses and Gratifications sees audiences as active users who gratify their own needs and interests with media rather than being used by producers. Key evidence for the Effects Model includes theories from the Frankfurt School in the 1920s-30s and the controversial Bobo Doll experiment.
Social domain: theory interpreting intercultural communicationiis el-fath
This document discusses social domain theory and its application to interpreting intercultural communication. Social domain theory, introduced by Layder, attempts to capture how social relations become distanced from their original contexts over time and space. It examines four domains: the psychobiographical domain of unique individual experiences; the domain of situated activity involving face-to-face interactions; the domain of social settings that constrain human agency; and the domain of contextual resources like material and cultural capital inherited from one's birthplace. The document provides an example analysis of an Australian exchange student's negative experiences in Germany across these four domains to understand the interaction of individual and social factors.
This document summarizes key concepts from a seminar on whiteness and racialized otherness. It discusses racial fetishism originating from colonial times to refer to non-Western cultures and religions. It explores how fetishism involves projecting alienation and confining colonized groups to a biological existence. It also examines how race is a social construct that stereotypes create binary oppositions between an in-group and out-groups through othering. The document analyzes how power structures are maintained through perpetually reaffirming differences between self and threatening others.
This is a report for my Anthropology 299 class in Field Methods under Dr. Francisco Datar, Medical Anthropologist, as part of my PhD Media Studies at the College of Mass Communication, University of the Philippines Diliman
The document discusses different perspectives on genre theory from various scholars:
1) Conventional definitions of genres are based on shared conventions of content, themes, settings, and form/structure/style among texts belonging to that genre.
2) Each genre positions readers and writers in different ways, constructing an "ideal reader" with certain attitudes based on class, age, gender, and ethnicity.
3) Contemporary genre theory sees genres as dynamic, with forms and functions constantly negotiated and changing rather than fixed, as Buckingham argues.
This document discusses several key theoretical approaches to understanding concepts of race and ethnicity, including primordialism, instrumentalism, plural society theories, and Marxist approaches. It also critiques sociobiological explanations of race and analyzes how racism has been used to divide and exploit the working class. Racism and racial divisions are seen as developing out of and being used strategically under capitalism to prevent worker solidarity and maximize profit through greater exploitation of labor. Race and class are viewed as inextricably linked in structuring social relations and experiences.
This document discusses social identity and socialization. It defines identity as aspects of oneself including gender, race, ethnicity and religion. People acquire identity through socialization, learning expectations from their family and culture. There are primary identities formed in childhood and secondary identities like occupation. Different theories view identity formation, such as role learning theory focusing on learning social roles, symbolic interactionism seeing it as a creative process, and psychoanalytic theory emphasizing unconscious factors. In conclusion, roles become part of social identity and interaction involves self-presentation to others.
Feminism and Citizenship: Multiculturalism and GlobalisationStar Lyngdoh
Feminism and citizenship were once distinct areas, but feminism argues that without basic rights and duties, women cannot truly be considered citizens. Multiculturalism encourages cultural diversity and global integration, while globalization leads to interconnectedness between nations and the spread of ideas, goods, and people. Together, multiculturalism and globalization can create opportunities by embracing diversity, but they also risk weakening morality and centralized decision-making. Modern changes have supported greater gender equality and participation in public life as full citizens.
This document discusses best practices for media handling during a crisis. It notes that crises generate media interest because stories sell papers. It also stresses that the impact of media is now global, as any story can spread everywhere, and media controls the news agenda. The document provides guidance on effective crisis communication, including taking initiative, using information to maneuver, preparing a team and messages in advance through scenarios, and maintaining control of the situation despite its uncertainty and fast pace. The overall objective is to continue operations with as few constraints as possible despite the disruptive events of a crisis.
The document discusses four approaches to cross-media creation: 1) all mediums are equal, 2) film is dominant over other mediums, 3) film is dominant and other mediums have subordinate roles, 4) mediums have no relation to each other. It also discusses various techniques for managing coherence across different media platforms, such as using recaps, exploring different points of view, and employing a call-to-action cycle of primer, referral, and reward.
Writing for crisis management comes with its own set of rules. Learn core ideals, key tenets, and even strategy for social media crisis communications.
What will you do when your company's reputation depends on your reaction? In 2012, companies need to have crisis communications plans in hand for many different types of situations. More crucial than ever before is the need to understand the impact social media has on crisis communications. Cara Posey will help you understand the key tips you need to know to be prepared, as well as how to avoid common mistakes that happen when a crisis happens to your company.
This document discusses improving business culture at a dropzone. It begins by noting that problems scale with business growth. The goal is to challenge attendees to think differently about running their business. The presenter discusses his own experience growing a business 30% annually but being unhappy due to employee unhappiness. Several questions are posed about passion fading and dealing with politics and infighting. Successful companies like Costco, Zappos and others are discussed that emphasize putting culture first. The presenter asks questions to evaluate attendees' motivation and whether they have clear expectations and the root causes of any internal conflict or drama at their businesses. Contact information is provided at the end.
Jean Reynolds is a longtime English instructor, editor, consultant, and professional writer. She offers a new approach to building your writing skills and confidence quickly and efficiently. She is the author of "What Your English Teacher Didn't Tell You," a guide to excellent writing for tasks in school, college, the workplace, the community, and personal enrichment.
The document provides guidance on developing a crisis communication plan for a university. It recommends the plan spell out the role of the communications office in a crisis to complement the emergency response plan. The plan should include introductory information, roles and responsibilities, procedures for notifying stakeholders, and extensive appendices with contact lists updated annually. It advises having one designated spokesperson and outlines best practices for communicating during a crisis.
Social Media, PR and Crisis Management in a changing Landscape - Lars VoedischLars Voedisch
What corporate communicators need to know about social media and what it means for your organization
Linking PR efforts to business objectives
Managing strategic media relations in times of continuous change and crisis
Identifying and understanding the new influencers
Leveraging upcoming trends and opportunities
COURSEWARE: Social Media and PR Crisis CommunicationLaurel Papworth
A practical workbook to introduce you to a range of Social Media Tools to help manage crisis communications in Public Relations. With extensive case studies and exercises the tools covered include blogs, Twitter, Facebook, widgets, virtual worlds, social bookmarking and tagging.
Organic juice company Odwalla experienced an E. coli outbreak in 1996 that killed one child and sickened over 60 people. In response, Odwalla immediately issued a full recall of its apple juice and expanded the recall to include carrot juice. They hired a PR firm and created two websites within four days to communicate with customers. Odwalla accepted blame, reimbursed customers, and investigated improving their pasteurization process. They developed a new flash pasteurization method and organized a crisis management plan. Despite costs of $1.5 million in fines and a 90% drop in sales, Odwalla recovered within a year, retaining 80% of customers and becoming the nation's top fresh fruit
Crisis Communications 101: A Crash CourseMissionMode
12 major principles that will help you take charge of the next corporate crisis. Effective communications during a crisis can make the difference between quickly resolving the situation and it becoming a nightmare. This presentation covers the bases from crisis leadership and planning to social media and the press.
This document discusses feminist pedagogies and critiques of education from a feminist perspective. It covers the history of feminism in waves from the late 1800s to present day. It also discusses how knowledge and reality are socially constructed, emphasizing standpoint theory and intersectionality. The document proposes cooperative learning practices that incorporate student voice and care. It contrasts Western and indigenous views of the Earth and different ways of knowing.
Current Anthropology Volume 40, Number 4, August–October 1999OllieShoresna
Current Anthropology Volume 40, Number 4, August–October 1999
1999 by The Wenner-Gren Foundation for Anthropological Research. All rights reserved 0011-3204/99/4004-0001$2.50
Debating Self,
Identity, and Culture
in Anthropology1
by Martin Sökefeld
This paper explores relations between ‘‘identity’’ and ‘‘self’’—con-
cepts that tend to be approached separately in anthropological
discourse. In the conceptualization of the self, the ‘‘Western’’
self, characterized as autonomous and egocentric, is generally
taken as a point of departure. Non-Western (concepts of) selves—
the selves of the people anthropology traditionally studies—are
defined by the negation of these qualities. Similar to anthropolog-
ical conceptualizations of identity, this understanding of non-
Western selves points exclusively to elements shared with others
and not to individual features. Consequently, anthropological dis-
course diverts attention from actual individuals and selves. A dif-
ferent approach is exemplified by a case from northern Pakistan
in a social setting characterized by a plurality of contradictory
identities. It is argued that an analysis of how a particular indi-
vidual acts in situations involving contradictory identities re-
quires a concept of a self as it emerges from the actions of indi-
viduals that is capable managing the respectively shared
identities. Besides any culture-specific attributes, this self is en-
dowed with reflexivity and agency. This concept of self is a nec-
essary supplement to the concept of culture in anthropology and
should be regarded as a human universal.
martin sökefeld teaches at the Institute of Social Anthropol-
ogy of the University of Hamburg (his address: Kamerstücken 28,
22589 Hamburg, Germany [[email protected]]). Born in
1964, he received his M.A. from the University of Cologne in
1990 and his Ph.D. from the University of Tübingen in 1997. He
has done fieldwork in Gilgit, Pakistan (1991–92, 1992–93), and
has published Ein Labyrinth von Identitäten in Nordpakistan:
Zwischen Landbesitz, Religion und Kaschmir-Konflikt (Köln:
Köppe, 1997), ‘‘ ‘The People Who Really Belong to Gilgit’: Theo-
retical and Ethnographic Perspectives on Identity and Conflict,’’
in Transformation of Social and Economic Relationships in
Northern Pakistan, edited by Irmtraud Stellrecht and Hans-Georg
Bohle (Köln: Köppe, 1998), and ‘‘On the Concept ‘Ethnic
Group,’ ’’ in Karakorum-Hindukush-Himalaya: Dynamics of
Change, edited by Irmtraud Stellrecht (Köln: Köppe, in press).
The present paper was submitted 12 vii 98 and accepted 14 x 98;
the final version reached the Editor’s office 23 x 98.
1. I would like to thank Katrin Gratz, Beatrix Hauser, and Georg
Stöber as well as the anonymous referees for critically reading an
earlier version of the paper. The paper was much improved by their
suggestions. For many discussions of the topic I am grateful to
Beate Reinhold. The text is an outcome of reflection about field
research in Norther ...
The document discusses the proposed humanities curriculum for grades 6-8 at Shanghai American School, Pudong. It provides an overview of each grade's curriculum, which is organized into themes and incorporates literature studies, films, and other texts. The curriculum is designed to be interdisciplinary and encourage connections between subjects. It aims to develop students' skills and prepare them for an evolving global workforce through authentic learning experiences.
The document discusses the proposed humanities curriculum for grades 6-8 at Shanghai American School, Pudong. It provides an overview of each grade's curriculum, which is organized into themes and includes literature studies, films, and other texts. The curriculum aims to develop students' understanding of history, culture, and social issues through an interdisciplinary approach that makes connections across subjects and promotes reflection. It also discusses how the integrated humanities program encourages authentic learning and helps prepare students for an evolving global society.
Saoni banerjee joint experience in crisis~a self discoverySaoni Banerjee
This autoethnography examines the author's experience of a bus bomb explosion in a nearby city while studying abroad as a cultural outsider. The author uses two personal data sources: 1) A reflective drawing of shared human expressions of those affected and 2) An email describing the event in which the use of pronouns shifts from "I/they" to "us/we", showing a repositioning of belonging. Phenomenological and selective coding were used to analyze the sources. The crisis experience overshadowed the author's outsider identity and fostered a collective feeling of belonging within the cultural group. Personal works are less governed by power dynamics than written texts and thus more directly expressive of feelings.
This document contains the agenda and notes for an English class discussing identity and culture. It includes reminders about assignments, an overview of concepts from last week's readings, and a discussion of key terms and concepts from the readings for this week, including Holliday et al.'s views on essentialist vs non-essentialist perspectives of culture, and Pavlenko's work on identity narratives. The class will analyze identity narratives in small groups and discuss how language and narratives relate to notions of identity.
This document proposes a generalized and universal approach to collective and individual identity formation that could work across diverse cultural contexts. It discusses key concepts related to identity such as society, culture, social groups, and processes of enculturation. The approach is grounded in the idea of the "psychic unity of mankind" and aims to facilitate identity modulation, dilution where possible, and reduce polarization. It links this framework to other relevant theories and recommends ethnographic fieldwork and pedagogical reforms to modulate identity for better ethnic and communal harmony.
This document discusses the concept of "knowledge weaving" as a transdisciplinary method for connecting different fields of study. It involves stretching imagination to build new ways of knowing and creating communities of shared understanding. Under pressures of global academic restructuring, knowledge production must address multiple audiences with limited control. The digital environment further complicates knowledge by morphing and funding information in new ways. Transdisciplinary work requires engaging a diversity of perspectives without abandoning commitments or objects of study. It also means attentiveness to varying levels of detail across disciplines.
Performance ethnography is a method of qualitative inquiry that uses performance in theatre to bridge scholarly activity and teaching/learning. It transforms theatre into a place for participatory action research extending beyond performances. Through reenacting socially imposed roles on stage, it enables transformative critique of values, attitudes, and practices, with emancipatory possibilities for marginalized groups.
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This document discusses various aspects of intercultural communication and understanding. It defines culture, explores the concepts of cross-cultural awareness and understanding, and identifies factors that contribute to effective intercultural interactions. Some key points include defining formal and informal culture, the importance of respect, participation, and empathy in cross-cultural awareness, and how achieving deep cultural understanding involves living within a culture from an insider's perspective.
TESOL 2010 Luminary Session
Ulla Connor, PhD
Indiana Center for Intercultural Communication
Indiana University-Purdue University Indianapolis
Bill Eggington, PhD
Professor and Chair, Linguistics and English Language Department,
Brigham Young University, Provo, Utah
Sujay Identity and identity change FINAL FINAL FINAL FINAL FINAL.pdfSujay Rao Mandavilli
This document proposes a generalized approach to collective and individual identity formation that could apply across cultures. It discusses the importance of identity modulation, dilution, and neutralization while introducing concepts like the "psychic unity of mankind" and dangers of identity polarization. The approach is linked to theories in anthropology, sociology, psychology, and human development. It advocates for ethnographic fieldwork in diverse contexts and pedagogical reform to shape identity and promote ethnic harmony in a globalized world.
Sujay Identity and identity change FINAL FINAL FINAL FINAL FINAL.pdfSujay Rao Mandavilli
This document proposes a generalized approach to collective and individual identity formation that could apply across cultures. It discusses the importance of identity modulation, dilution, and neutralization while introducing concepts like the "psychic unity of mankind" and dangers of identity polarization. The approach is linked to theories in anthropology, sociology, psychology, and human development. It advocates for ethnographic fieldwork in diverse contexts and pedagogical reform to shape identity and promote ethnic harmony in a globalized world.
Narrative as vocation discernment presentationAnna Trester
This document discusses using narrative analysis and ethnography to discern vocations. It provides examples of analyzing narratives from different organizations, including the Peace Corps, Organization for Autism Research, and the State Department. Analyzing narratives can provide insight into an organization's values and identity by examining linguistic choices like positioning, deixis, referring expressions, and negation. The document argues that narrative is an important way for institutions and individuals to construct identities and represent themselves.
The document discusses various aspects of culture including how cultures are learned through enculturation, how they are symbolic and patterned, and how important it is to avoid ethnocentrism when examining other cultures. It also explores related topics such as cultural imperialism, representation and power, and how artists can act as ethnographers or anthropologists to study culture.
1L E C T U R E S L I D E S A R E N O T N O T E SLeAnastaciaShadelb
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L E C T U R E S L I D E S A R E N O T N O T E S
Lecture slides are designed to be visual aids for the live presentation.
Reading them cannot substitute for attending the lecture or listening to
recordings. Sometimes concepts and ideas presented are then critiqued
and challenged during lectures.
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D I V E R S I T Y
A N D
I N C L U S I O N
Dr Helena Liu
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Week 3 — Re-Radicalising Diversity and Inclusion
Photograph of the Civil Rights March on Washington, 28th August, 1963 courtesy of the
National Archives.
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For whom do we do diversity and for what
purpose? Decolonising diversity requires
interrogating how power operates in and
through diversity management. The
systems of power that can be reinforced
through diversity practices include
patriarchy, heteronormativity and white
supremacy.
REVIEW
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MULTIPLE CHOICE
QUIZ REVIEW
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AGENDA
Week 5
• Queering organisations with Helen Taylor
• Anti-racist feminist futures
• Final Reflexive Practice Journal task
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G U E S T S E M I N A R
W I T H H E L E N T AY L O R
S E C T I O N
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1 0 M I N S B R E A K
S E C T I O N
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A N T I - R A C I S T
F E M I N I S T F U T U R E S
S E C T I O N
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Feminism — or really, feminisms — is both a
theoretical field and a political practice
aimed at ending the subordination of
women.
FEMINISM
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FEMINISMS
Feminism is far from a unitary
movement. Rather, it is often
distinguished through its political
positions including:
1. Liberal feminisms;
2. Marxist feminisms;
3. Poststructuralist and
postmodernist feminisms;
4. Anti-racist and decolonial
feminisms; and
5. Queer theory.
WARNING: There are inherent
limitations in the use of
classifications. Namely, they
suggest a temporal and special
fixedness in each classification. It’s
therefore important to remember
that feminism is also a process,
with each category identified
being revised and reshaped.
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Anti-racism is a theoretical field and a
political practice aimed at ending the
subordination of people of colour. Like
feminist movements, it comprises diverse
groups of people struggling to ameliorate
conditions for their community.
ANTI-RACISM
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Justice is what love looks like
in public
— Cornel West“
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ANTI-RACISM
Anti-racism challenges white supremacy through
scholarship and activism that encourages love for
people of colour; especially, for people of colour to
learn to love ourselves.
This resistance affects organisations because unless
we love people of colour, we are not going to think of
them as capable, reliable, intelligent, creative, etc.
(Bambara, 1989; Yancy, 2018)
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ALLYSHIP
PRIVILEGE AND BLAME
One of the privileges of whiteness is not having to acknowledge race
and thus believe that organisations and societies are meritocratic.
Under neoliberalism, we often insist that individuals wholly
responsible for their ...
This document outlines the syllabus for an English course on cross-cultural issues in teaching English as a second language. The course will examine cross-cultural practices and perspectives in TESOL and help students develop a culturally sensitive approach to language teaching. Topics will include language ideologies, multilingualism, and addressing issues of culture, power, and representation in the classroom.
This document compares Indigenous education policies in Bolivia and Wyoming. It discusses the struggles Indigenous students face in culturally irrelevant classrooms in both locations. The methodology section describes preliminary visits to schools in Bolivia and Wyoming to understand language and cultural barriers Indigenous students experience. The document provides a brief history of Bolivia and Wyoming and outlines the education systems and hierarchies in each place. It also describes traditions, customs, and policies around language and culture for Indigenous groups. Recent education reforms in Bolivia aiming to decolonize the system are mentioned.
The document discusses the University of Wyoming Archives' efforts to document social justice issues and controversies on campus from the 1960s to the present. It notes that records from students, faculty, and departments on topics like the Black 14 incident and William Ayers controversy have been acquired and managed differently over time. It raises the question of how the archives can best document everyday injustices and current social justice issues occurring at the university.
Bad Jokes, Hurt Feelings: A Graphic Novel Project Teaches Empathy for Divers...SSSJ
The document discusses a graphic novel project at The Steward School in Richmond, VA that aims to teach empathy for diverse populations. It does so by having students create graphic novels exploring bad jokes, hurt feelings, and the values and experiences of people from different backgrounds. The goal is for students to gain perspective on what it means to stand by or next to others who may be different from themselves.
This document summarizes a presentation about integrating social justice and activism into the college classroom at Northland College. It discusses how Northland incorporates social responsibility into its curriculum through classes and co-curricular activities that involve community service projects. Examples are given of projects students have completed in classes on water quality, social responsibility, and gender studies that addressed local issues. Student groups also carry out extracurricular projects inspired by academics. The benefits and challenges of classroom activism are reviewed, and recommendations are provided for implementing similar initiatives at other schools.
This document discusses decolonizing language arts education through experiential narratives of Native students and non-Native educators. It argues that narratives hold different meanings for different cultural backgrounds and that understanding requires recognizing these differences. Currently, many classrooms privilege dominant Western narratives and approaches to interpretation, which can colonize Native experiences. The document calls for centering Native experiences, honoring Native history and knowledge systems, confronting tensions between traditions and expectations, and providing opportunities for Native voices. This includes collaborative work with Native communities to define goals and critically explore storytelling from decolonizing perspectives.
Let’s Go, Let’s Show, Let’s Rodeo: African American Involvement in RodeoSSSJ
We examine the complicated and multi-‐dimensional roles that African American cowboys played in rodeo from its conception in the late nineteenth century. From rodeo’s beginnings, the visual representation of what rodeo was and is portrays a white sport; however, upon further inspection there are many unsung rodeo stars and heroes that have been left out of the narrative, specifically African American cowboys. (Paper presentation)
Beyond Diversity: Creating Communities Where Everyone Feels WelcomedSSSJ
Workshop.
An interactive discussion of what each of us can do to build communities where people from all cultural backgrounds feel welcomed and included.
Culturally Responsive Online Teaching: Reaching all Student Cultures OnlineSSSJ
Workshop
Participants will engage in creating culturally responsive online teaching practice by reconciling best practices in online teaching and culturally responsive teaching. Participants will understand the potential for online education to reach students who have previously been under served. (Workshop)
Workshop
Pamela Oiler -‐ National Coalition for Cancer Survivorship, National Association of Social Workers, and Oncology Nursing Society Social Work, University of Wyoming Family Residency Program ABSTRACT: This is an introduction to the Cancer Survivor Toolbox which teaches professionals to care for cancer survivors in a geographically, culturally, and socio-‐economically sensitive manner. Upon completion of this course, participants will be aware of the entire scope of the cancer experience and have comprehensive resource information both for themselves and
Wind River UNITY Photovoice for Healthy Relationships: Sharing our Stories to...SSSJ
Photovoice is a medium of storytelling for social justice. We highlight how Native American youth draw on cultural heritage to enjoy and promote healthy relationships. Various counter narratives to commonly held stereotypes have emerged from this project. These narratives highlight the wisdom, strength, and power of Native American culture that guide young people in their spiritual, mental, physical and social development.
This paper would present the use of theatre as an inspirational and educational tool in promoting diversity and social justice. Web-‐based courses reach across geographical lines and allow various cultures to come together to discuss, explore and create works that produce change in their community as well as the world. The paper will focus on the creation, process and outcome of two specific courses: Theatre for Social Justice and Theatre of Diversity. The paper will show how theatre reflects social justice and diverse issues and then goes a step further in inspiring students to have a voice.
1. Writing about Crisis: Creating Turning Points as an Educator of Native American Students Shepard Symposium on Social Justice 2011 Mary D. Wehunt
2. This study demonstrates how auto-ethnography facilitates perceptual shifts that open creative pathways to fully understanding Native American learning styles. This presentation is an auto-ethnographic performance of one such turning point that took place while conducting research of Native American college students on the Wind River Reservation. Witness* Embodied Listening* Sensual Tune-up*Relive Events* Internal Dialog* Critical Pedagogy*Mental Clarity by Willingness to be Confused andChallenged to Resolve Feelings of Incongruity*
3. What do we mean by Crisis? Defined as Juncture = a particular or critical moment in the development of events; crisisWebster’s New World Dictionary
4. Narratives are shaped by history and institutional forces Hegemonic structures become naturalized and unresponsive Makes the invisible visible Selfhood feels under attack Being in the present Becoming Mismatches in Ideology
5. Ethnography is writing about people andrefers to methods of observation and data collection that maps the contexts of culture.
6. If ethnography is fundamentally a theory of contexts then what is auto-ethnography? And does it have a legitimate role in social action? Auto ethnography maps personal contexts through storytelling that is partial and perspectival.
7. Follow IRB Rules Be Reflexive “Autoethnography is . . . research, writing and method that connect the autobiographical and personal to the cultural and social. This form usually features concrete action, emotion, embodiment, self-consciousness, and introspection.”(Ellis 2004, xix)
8. “Autoethnography is . . . a self narrative that critiques the situated-nessof self and others in social context.” (Spry 2001, p. 710)
9. “Auto-ethnographic texts . . .democratize the representational sphereof culture by locating the particular experiences of individuals in tension with dominant expressions of discursive power.” (Neumann 1996, 189) < A Critical Pedagogy > “Auto-ethnography is bothdial and instrument.”(Denzin & Giardino, 240)
10. By exploring our inner selves through words and stories, we come to understand the "real" us that lives inside the body. Thick description goes beyond what is visible to understand the things that people do: notice gestures, tone of voice, inconsistencies in arguments.
15. References (1) Denzin, N.K. (2007). The politics and ethics of performance pedagogy. In N.K. Denzin & M.D. Giardina (Eds.), Contesting empire, globalizing dissent: Cultural studies after 9/11. Boulder, CO: Paradigm Publishers. Denzin, N.K. (2006). Analytic autoethnography, or déjà vu all over again. Journal of Contemporary Ethnography. 35(4) 419-428. 10.1177/0891241606286985 Ellis, C. (2004). The ethnographic i: A methodological novel about teaching and doing autoethnography. Walnut Creek, CA: AltaMira. Gilliland, H. (1999). Growth through Native American learning styles. Teaching the Native American (4th ed.). IO: Kendall/Hunt Publishing Co.
16. References (2) Goodall, Jr., H.L. (2008). Writing qualitative inquiry:Self, stories, and academic life. Walnut Creek, CA: Left Coast Press Inc. Google.com/images Jones, S. H. (2005). Autoethnography: Making the personal political. The Sage Handbook of Qualitative Research (3rded). Thousand Oaks, CA: Sage Publications. Neumann, M. (1996). Collecting ourselves at the end of the century. In C. Ellis & A. Bochner(Eds). Composing ethnography: Alternative forms of qualitative writing, 172-98. Walnut Creek, CA: AltaMiraPress. Spry, T. (2001). Performing autoethnography: An embodied methodological praxis. Qualitative Inquiry 7,706-32.
Editor's Notes
A crisis is a turning point in a moment when conflict must be dealt with even if we cannot resolve it. It is a tension that opens the space of in determination, threatens to destabilize social structures, and enables a creative uncertainty (Reinelt, 1998, page 284). Page 766.
4 Auto-ethnography is a tool for social actionA crisis is a turning point in a moment when conflict must be dealt with even if we cannot resolve it. It is a tension that opens the space of in determining see, threatens to destabilize social structures, and enables a creative uncertainty (Reinelt, 1998, page 284). Page 766. Page 767. How emotions are important to understanding at theorizing the relationship among self, power, and culture. Auto ethnographic texts focus on creating a palpable emotional experience as it connects to, and separate from, other ways of knowing, being, and acting in/on the world. Page 770. Answering these questions and others, I thought about how performance ethnography is an inventory of both self and other, an act of interpretation and performance of that assessment, and a journey through imitation in creation movement. Page 770. Jones (2002) wrote that performance ethnography is "most simply, how culture is done in the body" (page 7).
Ethnography is writing about people and refers to methods of observation and data collection that maps the contexts of culture and answers questions such as what, why and how rather than when and how many. (Denzin) Ethnography is not an innocent practice. Our research practices are performative, pedagogical, and political. Through our writing and art talk, we enacted the world's we study. These performances are messy and pedagogical. We are instructing our readers about this world and how we see it. Teaching Pedagogy is still political; by enacting a way of seeing and being it challenges, contests, or endorses the official, hegemonic ways of seeing and representing the other.
We tell stories to understand ourselves a bit betterStorytelling is powerful way to create one's identity and through storytelling identity emergesStories are always "partial and perspectival" but they convey a great deal about the person doing the narratingStorytelling is powerful way to create one's identity and through storytelling identity emerges(Denzin) Auto ethnography re-creates for readers thoughts feelings methods and ideas being forged, search for, and found, as a researcher him/herself tries to answer a particular question, or to analyze a specific set of relations, or to merely make sense of random observations." In telling the story about Native Americans, we are simultaneously telling a story about ourselves in which we examine individuals, classes, or groups in relation to their experience of over arching structures, auto ethnography, when the match was self reflexivity, systematically problem the terrorizes the position of the researcher in relation to his or her subject. Reflexivity (third order signed) relocates accountability in terms of the subjects experiences and perspectives
How a person chooses to tell a story -- what is selected or omitted, the inflection on verbs, the tone of one's voice, the repetition of certain words -- creates an emerging self-portrait an entertaining, gripping, depressing, or harrowing presentation of self and the world one inhabits.Goodall, Page 148 Perry's publication of his views invited a response from Lisa Tillman. She writes: "as the graphic dialogue must proceed from a reflexive stance of mutuality, empathy, and understanding (which perhaps I did not sufficiently communicate in this polemic). At times the dialogue will include the expression of hurt, betrayal, and anger about the cross are dominant and marginalized identities. Our responsibility as auto ethnographers and performers includes making space for the range of responses our expression evokes – and to respond with a heightened and better informed commitment to equality and justice."We cannot narrate our lives without coloring the events of our life choices with moral overtones (see Charles Taylor)Page 148 Perry's publication of his views invited a response from Lisa Tillman. She writes: "as the graphic dialogue must proceed from a reflexive stance of mutuality, empathy, and understanding (which perhaps I did not sufficiently communicate in this polemic). At times the dialogue will include the expression of hurt, betrayal, and anger about the cross are dominant and marginalized identities. Our responsibility as auto ethnographers and performers includes making space for the range of responses our expression evokes – and to respond with a heightened and better informed commitment to equality and justice."
Read Piece 1Critical pedagogy, folded into and through performance (auto) ethnography attempts to disrupt and deconstruct these cultural and methodological practices performatively in the name of a "more just, democratic, and ego libertarian society" (Kincheloe and McLaren 2000, 285). I want a new qualitative research tradition focused on the themes that come from this commitment. It is time to close the door on the Chicago school and all its variations. (Denson, page 42)The radical performance (auto) ethnographer functions as a cultural critic, a version of the modern antihero (reflecting an extreme external situation through his (her) own extremity. His (her)… (Auto ethnography) becomes diagnosis, not just of him self, but of a phase of history" (Spender 1984, ix). As a reflexive landlord/flaneuse or bricoleur or the critical auto ethnographic or is conduct is justified because it is no longer just one individual's case history or life story. Within the context of history the auto ethnography becomes the "dial of the instrument that records the effects of a particular stage of civilization upon a civilized individual" (Spender 1984, Ix). The auto ethnography is both dial an instrument. The auto ethnographer functions as a universal singular, single instance of more universal social experiences. This subject is "summed up in for this reason universalized by his (her) a book, he (she) resumes it by reproducing him or herself in it as a singularity" (Sartre 1981, ix) the auto ethnographer inscribes experiences of a historical moment, universalizing these experiences in their singular effects on a particular life. Using a critical imagination, the auto ethnographer is theoretically informed impose structural and postmodern ways. There is a commitment to connect critical ethnography to issues surrounding cultural policy, cultural politics, and procedural policy work (Willis and Trenton and 2000, 10 – 11) (Denzin, page 240 – 241)
Piece 2"teachers who have huge cultural differences as strengths have been able to create the type of atmosphere which motivates learning." – – Karen Swisher (page 59) Every student has his or her own unique learning style, the way in which he or she learns most easily. Some are auditory learners, others visual, some fine kinesthetic experience most effective. It is our responsibility to learn as much as possible about the learning styles of each student in our classrooms and to adapt our instruction to those learning styles. Most researchers agree that a greater number of Indians then non-Indians have strengths in the visual modality and prefer the global, creative, reflective, and concrete styles of learning. What is most important is that teachers be alert to the individual learning styles of the student and use very means of instruction so that students with all learning styles can be successful.Jones, Page 764. Auto ethnography is . . . A balancing act. Auto ethnography and writing about auto ethnography, that is. Auto ethnography works to hold self and culture together, albeit not in equilibrium or stasis. Auto ethnography writes a world in a state of flux and movement – between story in context, writer and reader, crisis and denouement. It creates charged moments of clarity, connection, and change. Jones, Page 765 auto ethnography is . . . "Research, writing, and method that connect the autobiographical and personal to the cultural and social. This form usually features concrete action, emotion, embodiment, self consciousness, and introspection . . . [And] claims the conventions of literary writing." (Ellis, 2004, page X I X) "Texts [that] democratize the representational sphere of culture by locating the particular experiences of individuals in a tension with dominant expressions of discursive power." (Neuman, 1996, page 189)
Piece 3
Most researchers agree that a greater number of Indians then non-Indians have strengths in the visual modality and prefer the global, creative, reflective, and concrete styles of learning. What is most important is that teachers be alert to the individual learning styles of the student and use very means of instruction so that students with all learning styles can be successful.Verbal, linguistic: related to words and language; dominates most of our classrooms. Logical, mathematical: related to recognizing patterns, working with abstract symbols and patterns, seeing relationships, "scientific thinking." Visual, spatial: careful observation, visual memory, create mental images of object or activity. Developed by creative art, daydreaming, visualizing historic events, designing three-dimensional constructions, conveying information through posters. Body, kinesthetic: understanding and expressing ideas, through bodily movement. Typing without looking at the keyboard, swimming, folk dancing, and learning new words or letters by tracing them all involve kinesthetic learning. Musical, rhythmic: sensitivity to tonal patterns, beats, rhythms of ways in wins, expressing joy through song and dance, using music to ease tensions. Interpersonal: person-to-person relationships, communication, and understanding. Practice through cooperative learning, creating situations in which reliance on other people is required for success, focused listening, guessing what someone else is thinking, using nonverbal communication. Intrapersonal, self reflection: intense awareness of thoughts, feelings, physical movements, interstate of being, spiritual realities, recognizing thinking strategies and patterns, problem solving. (Gilleland, Page 61 – 62)