scholarly journals Institutional Discourse and Practice. A Case Study of the Social Construction of Technological Competence in the Primary Classroom

1993 ◽  
Vol 14 (1) ◽  
pp. 39-58 ◽  
Author(s):  
Parlo Singh
Keyword(s):  
Social Construction ◽  
Institutional Discourse ◽  
Primary Classroom ◽  
Technological Competence ◽  
The Social

scholarly journals Frontline police employees’ social construction of client service

2007 ◽  
Vol 5 (3) ◽  
pp. 38-47
Author(s):  
Karel Stanz ◽  
G. J. Schwart ◽  
W. J. Schurink
Keyword(s):  
Social Construction ◽  
South African ◽  
Qualitative Methodology ◽  
Organisational Change ◽  
Frontline Employees ◽  
South African Police Service ◽  
The Social ◽  
South African Police ◽  
Satisfaction Model

The social construction of frontline employees’ client service plays a major role in organisational success. This study illuminated why frontline personnel are reluctant to accept organisational change which is in line with new policing philosophies. Applying modernist qualitative methodology, and particularly grounded theory within a case study design a ‘process satisfaction model’ was developed with the aim to improve employee satisfaction with internal processes and ultimately service delivery. This model may be used for change in the South African Police Service SAPS) and other government departments.

“Grandma, What Big Teeth You Have!”

2001 ◽  
Vol 22 (5) ◽  
pp. 652-676 ◽  
Author(s):  
ROMA STOVALL HANKS
Keyword(s):  
Social Construction ◽  
Focus Groups ◽  
Baby Boom ◽  
Academic Research ◽  
Baby Boom Generation ◽  
Grandparent Caregivers ◽  
The Social ◽  
Business Interest ◽  
Primary Caregiving

Business interest in grandparenting is growing as the baby boom generation becomes eligible for grandparenthood. Although only about 10% of grandparents have primary caregiving responsibilities for their grandchildren, academic research today focuses disproportionately on problems and policies of grandparent caregivers. This article examines the social construction of grandparenting by business and academe. Evidence for the construction of grandparent roles is provided from two sources: a case study of strategic business philanthropy targeting grandparents and a review of academic research on grandparenting. Data from three focus groups and a survey of 180 grandparents are provided. Four types of business involvement are discussed.

scholarly journals Language learner cognition: Exploring adult migrants’ L2 activity beyond the classroom

2021 ◽  
Author(s):  
◽  
Diego Navarro
Keyword(s):  
Social Construction ◽  
Language Learning ◽  
Language Learners ◽  
Dynamic Process ◽  
Language Learner ◽  
Learning Behaviour ◽  
Related Activity ◽  
The Social ◽  
Over Time

<p>For years, understanding the relationship between behaviour and cognition has been a central concern of research conducted in the social sciences. In fields as diverse as anthropology, business, medicine, and education it is widely accepted that the development of practice (as a type of behaviour), depends on a precise understanding of how thought gets carried into action. However, studies investigating the complex interplay between a learner’s cognition (i.e. thoughts, knowledge, beliefs, and feelings about L2 learning) and their behaviour (i.e. language-related activity) are only recently garnering attention. In addition, only few studies have looked at this dynamic process with adult participants beyond the language learning classroom. Framed within the context of naturalistic language learning, this investigation explores the social construction of adult (over 30 years of age) L2 learners’ cognition in an ESOL setting. Specifically it aimed to answer the following research questions:  RQ 1. What are the prior language learning experiences of a group of adult migrant learners living in New Zealand?  RQ 2. How have these prior language learning experiences influenced the construction and development of their beliefs, assumptions, knowledge (BAK) about language learning?  RQ 3. What is their perceived need for English in their current socio-cultural context?  RQ 4. How do adult migrant language learners engage in language related activities beyond the classroom?  RQ 5. How can this language learning behaviour be reflected in a model of language learner cognition?  The study combined a longitudinal, ethnographic approach, with elements of narrative and case study inquiry. Six ‘recently arrived’ (Dunstan, Roz, & Shorland, 2004a) Colombian migrants (five refugees; one immigrant) were asked to talk about and discuss both prior and current experiences learning and using an L2. Through these lengthy in-depth, conversation-like interviews conducted in Spanish (the participants’ L1), told over time, a nuanced picture of the participants’ L2-related cognition emerged. As a result, I was able to more clearly observe the dynamic process in which a language learner’s mental life both impacts and is impacted on by language-related activity throughout their day-to day interactions. The participants are seen engaging in the L2 across a range of settings including at home, the doctor’s office, supermarkets and work. Moreover, in their accounts of this engagement we see change and revision (i.e. development) in their thinking about L2 learning and themselves as language learners, as well as their feelings toward the L2, other L2s and L2 users. A single participant was selected as an exemplary case to examine in detail, and facilitate understanding of this development. A case study approach allowed for a more intricate exploration of how the interplay between thought, emotion, and context impacted on the learner’s approaches to language-related activities. Issues regarding readiness to interact in the L2, intelligibility, language variety, and aversion to the ‘sound of English’ were seen as playing significant roles in the learner’s language development. This analysis resulted in the construction of a framework depicting language learner cognition in action. In terms of implications, this research supports the case for more qualitative research in SLA which centres learners’ perspectives of their L2 related experiences, particularly when so much of what seems to be affecting learning is the learners understanding of themselves and their actions. It also argues that studies in L2 cognition should focus their investigations on the developmental processes involved in the social construction of the mental factors which impact language learning and use. Finally, while belief studies in SLA are expanding the scope of their investigations – by looking to include more emotion and other affective factors, as well as by branching out into self-related constructs such as self-concept and self-efficacy in the foreign language domain – these studies remain limited in their almost microscopic view of learners’ mental lives. The picture of cognition I offer provides a more holistic understanding of this phenomenon which helps account at a macro-level for L2 behaviour. The study also highlights the potential and power of data gathering methods which foreground the participants’ voices and ideas (i.e. in-depth, unstructured interviews told over time) – reminding us that it is important when looking for what drives language learning behaviour to consider what the learners feel and think.</p>

scholarly journals Social Construction of Extremism: Case Study of South Punjab

2021 ◽  
Vol 9 (3) ◽  
pp. 291-305
Author(s):  
Sidra Jamil ◽  
Naeem Ahmed ◽  
Sibghat U. Bajwa ◽  
Nazar Hussain
Keyword(s):  
Social Interaction ◽  
Social Construction ◽  
Qualitative Methods ◽  
Social Institutions ◽  
Sample Population ◽  
Structured Interviews ◽  
Social Composition ◽  
The Social ◽  
Ethnographic Observation

South Punjab, the land of Sufi saints, and epitome of peace and love has transformed into the fulcra of militancy in last two decades. The current study draws the connection between society (social-organisation) and social interaction with the construction of individual’s perceptions and behaviours. The study also underscores the flaws lie in the social composition of society of South Punjab that contributes to the construction of violent perceptions and behaviours, and trigger individuals to join militant wings. The research was conducted in Multan- a district of South Punjab.  The qualitative methods: ethnographic observation and semi-structured interviews are used in this research. Purpose sampling is used to select sample population encompassing people from diverse social backgrounds. The findings of the research unfold those prime social institutions including religion, education, economic and government are mal-functioning, due to which region became heartland of militancy.

Becoming a Super-Masculine “Cool Guy”

2020 ◽  
Vol 13 (2) ◽  
pp. 20-35
Author(s):  
James W. Messerschmidt
Keyword(s):  
Social Construction ◽  
Sexual Violence ◽  
School Bullying ◽  
Childhood Education ◽  
Seminal Work ◽  
The Social ◽  
Different Types

In this article the author builds on the arguments articulated by Raewyn Connell in her seminal work The Men and the Boys (2000) by summarizing and analyzing a case study of an adolescent boy who was identified at school as a “wimp” and who eventually engaged in sexual violence. Such subordinated boys rarely are—if at all—discussed in childhood education, sociology, and feminist literatures on violence. The synopsis reveals the interrelationship among in-school bullying, reflexivity, embodiment, and the social construction of dominant and hegemonic masculinities through the commission of adolescent sexual violence. The analysis demonstrates the continued relevance of Connell’s work, and the author builds on and expands on Connell’s formulation through, in particular, an examination of reflexivity, dominant masculinities, different types of hegemonic masculinities, and intersectionality.

Conclusion

2020 ◽  
pp. 140-150
Author(s):  
Simone Delerme
Keyword(s):  
Social Construction ◽  
Ethnographic Fieldwork ◽  
The Social ◽  
Ethnoracial Identity

The conclusion summarizes the contributions of the Greater Orlando case study and addresses the role of Latinos in challenging the south’s historic black-white racial binary. The chapter argues that the ethnographic fieldwork provides evidence of the social construction of a distinct Hispanic race and addresses the complexity of ethnoracial identity categorizations by examining the racialization of Hispanics and how they self-idenify.

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