The Role of Natio‐Ethno‐Cultural Difference in Narratives of Neighbourhood Change – An Arrival Area in the East German Context

2021 ◽  
Author(s):  
Karin Wiest ◽  
Laura Torreiter ◽  
Elisabeth Kirndörfer
Keyword(s):  
Cultural Difference ◽  
East German ◽  
Neighbourhood Change

Tongues of Fire

2018 ◽  
Author(s):  
Nancy Farriss
Keyword(s):  
Cultural Difference ◽  
Language Contact ◽  
Social Contexts ◽  
Culture Contact ◽  
Rhetorical Strategies ◽  
Southern Mexico ◽  
Fine Grained ◽  
Indigenous Church ◽  
Cultural Gaps

Language and translation governed the creation of Mexican Christianity during the first centuries of colonial rule. Spanish missionaries collaborated with indigenous intellectuals to communicate the gospel in dozens of local languages that had previously lacked grammars, dictionaries, or alphabetic script. The major challenge to translators, more serious than the absence of written aids or the great diversity of languages and their phonetic and syntactical complexity, was the vast cultural difference between the two worlds. The lexical gaps that frustrated the search for equivalence in conveying fundamental Christian doctrines derived from cultural gaps that separated European experiences and concepts from those of the Indians. This study focuses on the Otomangue languages of Oaxaca in southern Mexico, especially Zapotec, and relates their role in the Dominican evangelizing program to the larger frame of culture contact in postconquest Mesoamerica. Fine-grained analysis of translated texts is used to reveal the rhetorical strategies of missionary discourse and combines with an examination of language contact in different social contexts. A major aim is to spotlight the role of the native elites in shaping what emerged as a new form of Christianity. As translators, chief catechists, and parish administrators they made evangelization in many respects an indigenous enterprise and the Mexican church it created an indigenous church.

The National and the Universal

2020 ◽  
pp. 368-386
Author(s):  
Sarah Collins
Keyword(s):  
Nineteenth Century ◽  
Cultural Difference ◽  
John Stuart Mill ◽  
Late Nineteenth Century ◽  
Johann Gottfried Herder ◽  
Early Nineteenth Century ◽  
The World ◽  
Respective Treatment ◽  
History Of

This chapter examines the continuities between the categories of the “national” and the “universal” in the nineteenth century. It construes these categories as interrelated efforts to create a “world” on various scales. The chapter explores the perceived role of music as a world-making medium within these discourses. It argues that the increased exposure to cultural difference and the interpretation of that cultural difference as distant in time and space shaped a conception of “humanity” in terms of a universal history of world cultures. The chapter reexamines those early nineteenth-century thinkers whose work became inextricably linked with the rise of exclusivist notions of nationalism in the late nineteenth century, such as Johann Gottfried Herder and John Stuart Mill. It draws from their respective treatment of music to recover their early commitment to universalizable principles and their view that the “world” is something that must be actively created rather than empirically observed.

Transforming Labour: From the Workers’ State to the Post-Socialist Re-Organization of Industry and Workplace Communities

2017 ◽  
Vol 58 (2) ◽  
pp. 413-438
Author(s):  
Eszter Bartha
Keyword(s):  
Working Class ◽  
Historical Context ◽  
Symbolic Capital ◽  
Left Wing ◽  
Ruling Class ◽  
Social Basis ◽  
Standards Of Living ◽  
The Social ◽  
East German

Abstract The article seeks to place the workers’ road from socialism to capitalism in East Germany and Hungary in a historical context. It offers an overview of the most important elements of the party’s policy towards labour in the two countries under the Honecker and the Kádár regime respectively. It examines the highly paternalistic role of the factory as a life-long employer and provider of workers’ needs for the large industrial working class which the regime considered to be its main social basis. Given that the thesis of the working class as the ruling class was central to the legitimating ideology of the state socialist regimes, dissident intellectuals challenging this thesis were effectively marginalized or forced into exile. After the change of regimes, the “working class” again became an ideological term associated with the discredited and fallen regime. The article analyses the changes within the life-world of East German and Hungarian workers in the light of life-history interviews. It argues that in Hungary, the social and material decline of the workers – alongside the loss of the symbolic capital of the working class – reinforced ethno-centric, nationalistic narratives, which juxtaposed “globalization” and “national capitalism”, the latter supposedly protecting citizens from the exploitation by global capital. In the light of the sad reports of falling standards of living and impoverishment, the Kádár regime received an ambiguous, often nostalgic evaluation. While the East Germans were also critical of the new, capitalist society (unemployment, intensified competition for jobs, the disintegration of the old, work-based communities), they gave more credit to the post-socialist democratic institutions. They were more willing to reconcile the old socialist values which they had appreciated in the GDR with a modern left-wing critique than their Hungarian counterparts, for whom nationalism seemed to offer the only means to express social criticism.

Theorizing on the Role of Individualism-Collectivism in Tacit Knowledge Transfer Between Agents in International Alliances

2012 ◽  
Vol 8 (1) ◽  
pp. 71-85 ◽  
Author(s):  
Kiran M. Ismail
Keyword(s):  
Knowledge Transfer ◽  
Tacit Knowledge ◽  
Cultural Difference ◽  
Interpersonal Relationship ◽  
Personal Communication ◽  
Cultural Dimensions ◽  
Cultural Management ◽  
Tacit Knowledge Transfer ◽  
Cross Cultural Management

Taking insights from the extant literatures in cross-cultural management and organizational knowledge management, this paper explores the role of cultural dimensions of individualism and collectivism in transfer of tacit knowledge between foreign agents. Tacit knowledge transfer is positively influenced by four key factors: absorptive capacity of target unit, source unit’s motivational disposition to share knowledge, cultural compatibility, and the extent of personal communication between foreign agents. It is proposed that the level of transfer of tactic knowledge between agents from collectivist cultures will be higher than the level of tacit knowledge transfer between agents from individualist cultures. It is also proposed that when there is cultural difference between foreign agents, the level of tacit knowledge transfer involving a source from a collectivist culture and a target from an individualist culture will be lower than transfer between an individualist source and a collectivist target. However, the proposed relationships are influenced by factors such as nature of knowledge, expectations of reciprocity, and the quality of interpersonal relationship between foreign agents. Several ideas for overcoming knowledge transfer obstacles and enhancing the effectiveness of knowledge transfer, as well as research implications of the proposed model are also discussed in detail.

Atlantic Creoles

2019 ◽  
Author(s):  
Adriana Chira
Keyword(s):  
Identity Formation ◽  
Cultural Difference ◽  
Slave Trade ◽  
18Th Century ◽  
African History ◽  
Religion And Science ◽  
Racial Categories ◽  
Historical Moment ◽  
Shed Light

Berlin 1996 (cited under Overviews) introduced the term “Atlantic Creoles” to describe Afro-descendants whose experiences in the age of the Atlantic slave trade were not primarily defined by the plantation. According to Berlin, Atlantic Creoles distinguished themselves through behaviors that “were more akin to those of confident, sophisticated natives than of vulnerable newcomers.” They displayed “linguistic dexterity, cultural plasticity, and social agility.” The term “Creole” is supposed to denote transformations in identity through encounters across cultural difference. Berlin applied this term to a generation that preceded the consolidation of plantation systems (prior to the 18th century), even though he alluded to the possibility of using this concept spatially, too—to describe Afro-descendants living outside plantation systems as late as the end of the 18th century. Landers 1999 (cited under Overviews) took up this latter approach systematically. Scholars have since applied the label “Atlantic Creoles” broadly to cultural and political brokers who drew on repertoires from Africa, Europe, and the Americas as seamen, traders, diplomats, litigants, settlers, wives, workers, or healers. According to Berlin, the term was not meant to obscure the violence that Afro-descendants were subjected to, but to capture a historical moment when racial categories were more fluid and some could access opportunities. Berlin’s piece has a vast legacy. It drew attention to an array of Afro-diasporic experiences and emphasized the role of West Africans in the making of early Atlantic networks. Since 1996, attention to Africans in Atlantic networks has expanded. Scholars have also examined more closely how their actions and trajectories can shed light on the arc of African history, not just the American one. Yet some scholars have critiqued the term “Atlantic Creoles” for excessive capaciousness. In Ferreira 2012 (cited under 18th Century and the Age of Revolutions), Roquinaldo Ferreira argues that it obliterates the specificity of African experiences within pluralistic communities in Africa. Other scholars have critiqued it for romanticizing mobility and insertion into state apparatuses. Upward mobility for some Afro-descendants could often only come with fewer opportunities for enslaved people. Finally, the term assumes a somewhat linear identity formation. In Sweet 2013 (cited under Healing, Religion, and Science), James Sweet argues that historians too often assume that Creole Afro-descendant identities move away from African cosmologies toward Western ones.

scholarly journals Revisiting the Role of Neighbourhood Change in Social Exclusion and Inclusion of Older People

2012 ◽  
Vol 2012 ◽  
pp. 1-12 ◽  
Author(s):  
Victoria F. Burns ◽  
Jean-Pierre Lavoie ◽  
Damaris Rose
Keyword(s):  
Older People ◽  
Social Exclusion ◽  
Social Inclusion ◽  
Aging In Place ◽  
Political Influence ◽  
Urban Neighbourhoods ◽  
Neighbourhood Change

Objective. To explore how older people who are “aging in place” are affected when the urban neighbourhoods in which they are aging are themselves undergoing socioeconomic and demographic change.Methods. A qualitative case study was conducted in two contrasting neighbourhoods in Montréal (Québec, Canada), the analysis drawing on concepts of social exclusion and attachment.Results. Participants express variable levels of attachment to neighbourhood. Gentrification triggered processes of social exclusion among older adults: loss of social spaces dedicated to older people led to social disconnectedness, invisibility, and loss of political influence on neighbourhood planning. Conversely, certain changes in a disadvantaged neighbourhood fostered their social inclusion.Conclusion. This study thus highlights the importance of examining the impacts of neighbourhood change when exploring the dynamics of aging in place and when considering interventions to maintain quality of life of those concerned.

CONSTRUCTING CULTURAL DIFFERENCE IN MANCHUKUO: STORIES OF GU DING AND USHIJIMA HARUKO

2013 ◽  
Vol 10 (2) ◽  
pp. 171-188
Author(s):  
Junko Agnew
Keyword(s):  
National Identity ◽  
Cultural Difference ◽  
Ethnic Politics ◽  
Modern Medicine ◽  
Social Position ◽  
Literary Texts ◽  
Chinese Characters ◽  
Literary Works ◽  
Japanese Imperialism

This article explores the role of Pan-Asian ideology in Japanese imperialism and how it is reflected in literary texts produced in Manchukuo. Through the analysis of Chinese and Japanese literary works this study examines the construction of ethnic identities and difference which was central to both Pan-Asian discourse and Manchukuo national identity. In both types of works the Japanese and Chinese characters use the concept of ethnicity or culture to reveal different realities of Manchukuo's ethnic politics. While the insoluble separation between the Japanese and the Chinese in Ushijima Haruko's “A Man Called Shuku” betrays the ethnic harmony proclaimed by the Manchukuo regime, Gu Ding's “A New Life” suggests a possibility of true harmony between the two ethnicities. Where the Japanese vice governor's distrust of his Chinese subordinate in Ushijima's story reflects the author's own fear and guilt about her privileged social position, the Chinese protagonist in Gu's story emphasizes the importance of Japanese modern medicine during a plague outbreak as well as his importance as a mediator between the colonizer and his countrymen in order to justify the author's association with Japanese imperialism.

scholarly journals Who wants to move? The role of neighbourhood change

2015 ◽  
Vol 47 (12) ◽  
pp. 2683-2709 ◽  
Author(s):  
William AV Clark ◽  
Rory Coulter
Keyword(s):  
Neighbourhood Change

Engaging the Discourse of Diversity: Educators' Frameworks for Working with Linguistic and Cultural Difference

2002 ◽  
Vol 3 (3) ◽  
pp. 400-414 ◽  
Author(s):  
Veronica Pacini-Ketchabaw ◽  
Sandra Schecter
Keyword(s):  
Cultural Difference ◽  
Intercultural Sensitivity ◽  
Linguistically Diverse ◽  
Public Schooling ◽  
School Settings ◽  
Pedagogic Tool ◽  
Four Discourses ◽  
The Relationship ◽  
Interpretative Framework

Although plurality and diversity are often taken as givens in the ongoing conversation on the role of public schooling, practitioners do not necessarily share the same understandings of these sociological facts. This article explores ways in which teachers who are committed to working within ethnically and linguistically diverse settings make sense of their professional missions. We examine these ways through the lens, or interpretative framework, of scholarly discussions on discourse and subjectivity. We present four discourses for understanding diversity that we encountered in our professional development work with teachers in two urban school settings in Ontario, Canada. To represent the core narratives associated with these discourses, we use the following templates: difference as deficit; preparing minority students and families to facilitate the school's agenda; intercultural sensitivity as a pedagogic tool; and diversity as curriculum. The respective different understandings and rhetorical practices aligning to these templates impacted classroom curriculum, students' socialisation within the school, and the relationship between school, home and community.

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