scholarly journals Babble: a poetry collection exploring the cultural identity of modern Wales

2020 ◽  
Author(s):  
◽  
Rhea S. Phillips ◽  
Keyword(s):  
Cultural Identity ◽  
Learning Process ◽  
Creative Process ◽  
First Century ◽  
Modernist Poetry ◽  
Critical Essay ◽  
Female Narratives ◽  
Welsh History ◽  
Hyphenated Identity ◽  
Poetry Collection

Babble is a poetry collection that adapts the Welsh metrical tradition in English. The poetry exhibits characteristics of cynghanedd to explore varying perspectives on a modern Welsh cultural identity. Its main aim is to show how a hyphenated identity might be reconsidered to engage with ‒ and represent ‒ individuals struggling to establish a strong Welsh identification. The poetry collection has been influenced by Welsh history, its landscape and literature. It recreates a learning process that took me on a journey through Wales which strengthened my Welsh identity. The collection explores cultural identity through underrepresented female narratives from Welsh history, literature and mythology. My critical essay analyses why poets believed the craft of cynghanedd to be important to their identity and how they applied its techniques in their poetry. A creative methodology has been implemented in a poetry collection that imitates and responds to literature from the twelfth to the twenty-first century. It was critical to have a flexible creative process when writing cynghanedd in English. My poetry looks at modernist poetry and the craft of cynghanedd to develop a new style of poetry that could engage with a diversity of voices in modern Wales. The main aim of the collection was to engage readers with the craft of cynghanedd. This would prompt them to explore its connection to Wales. The collection considered ways that would provoke readers to question their ideas on identity in modern Wales.

Māori Gender Non-conforming Identity: Analysing the ‘Takatāpui’ Discourse

2020 ◽  
Vol 9 (1) ◽  
Author(s):  
Francesca Marino
Keyword(s):  
Discourse Analysis ◽  
Cultural Identity ◽  
Indigenous Peoples ◽  
First Century ◽  
Sex Characteristics ◽  
Analysis Framework ◽  
Culturally Specific ◽  
Multimodal Discourse Analysis ◽  
Multimodal Discourse ◽  
Decolonizing Methodologies

AbstractThis study aims to investigate the process of reconstruction of Māori postcolonial cultural identity in the twenty-first century which also passes through the reclamation and redefinition of ‘takatāpui’ notion. ‘Takatāpui’ is an umbrella term that nowadays indicates all the Māori with non-conforming wairua (spiritualities, gender identities), sexualities and sex characteristics. It is a culturally specific word which represents a form of intersectionality by identifying people as both Māori and queer.As a consequence of the increasing spread of the Internet, which has become a virtual place to construe identity and to promote the dissemination of ideas, a Multimodal Discourse Analysis is conducted on a corpus comprising 10 audiovisual texts fully retrieved from the web and exclusively produced by Māori takatāpui activists and/or containing Māori takatāpui activists’ self-narratives or claims.The corpus is analysed by applying a MMDA (Multimodal Discourse Analysis) framework based on Kress and van Leeuwen’s social semiotic framework (2006). The analysis is conducted also by taking into account Blommaert’s linguistic and ethnographic framework (2014).The findings of the analysis show the different strategies through which Māori identities are construed and conveyed reinforcing what the Māori scholar, Tuhiwai Smith (1999. Decolonizing Methodologies: Research and Indigenous Peoples. Dunedin: Zed Books Limited, 28), calls “a very powerful need to give testimony to and restore a spirit, to bring back into existence a world fragmenting and dying”.

Dropkin, Celia (1887–1956)

2018 ◽  
Author(s):  
Agnieszka Legutko
Keyword(s):  
Short Stories ◽  
Gender Roles ◽  
First Century ◽  
Cultural Stereotypes ◽  
Modernist Poetry ◽  
Artistic Creativity ◽  
Men And Women ◽  
The Social ◽  
The Usa ◽  
And Gender

Celia Dropkin, one of the greatest yet lesser-known Yiddish poets, revolutionized modern Yiddish poetry with her pioneering exploration of gender dynamics. Bold erotic motifs in Dropkin’s poetry shocked her contemporaries, while her poems, written mostly in the 1920s and 1930s, sound au courant in the twenty-first century. In her poetry, Dropkin addressed themes such as sexuality, love, artistic creativity, motherhood, and nature — as well as domination and sexual politics in man-woman relationships. Born in Bobruisk, Belarus as Tsilye Levin, she wrote her first poems in Russian at the age of 10. After her immigration to the USA in 1912, she began writing in Yiddish, making her literary debut in 1918. She was affiliated with modernist groups formed by Yiddish poets in America, such as Di Inzikhistin [Introspectivists] and Di Yunge [The Young]. During her lifetime, she published only one volume of poetry, In heysn vint. Her children reissued the volume after her death, updating it to include her short stories and reproductions of paintings that she created later in life. Dropkin’s modernist poetry shattered cultural stereotypes about the social and gender roles imposed on men and women, making her a path-breaking poet who ‘filled the stillness of Yiddish poetry with a passionate breath’ (Yakov Glatshtayn).

The Status of Micro-Computers in New Hampshire Public Elementary Schools

1994 ◽  
Vol 23 (2) ◽  
pp. 177-182
Author(s):  
R. Wilburn Clouse ◽  
Angelo E. Panteli
Keyword(s):  
Elementary Schools ◽  
New Hampshire ◽  
Computer Technology ◽  
Learning Process ◽  
The State ◽  
First Century ◽  
Public Elementary Schools ◽  
Integration Of Technology ◽  
The Status ◽  
Classroom Level

This research reports on the status of micro-computer technology in the state of New Hampshire. Although the schools have increased in microintensity, there continues to be a strong need to bring more technology at the classroom level, if we are to restructure the learning process. The research suggests continued integration of technology at the classroom level in order to develop leaders and entrepreneurs for the twenty-first century.

Expression of the Freedom of a Child in the Informal Independent Learning Process

2015 ◽  
Vol 3 ◽  
Author(s):  
Kristina Rudyte
Keyword(s):  
Cultural Identity ◽  
Learning Process ◽  
Social Order ◽  
Independent Learning ◽  
Cultural Meanings ◽  
Home Setting ◽  
Children’S Learning ◽  
The One ◽  
Self Learning ◽  
Children's Learning

<p>Practice of children’s learning/teaching is frequently based on tradicional attitude to a child as a person and a childhood as an immature period in terms of social and cultural meanings (Juodaitytė, 2003, Gulløv, 2005b; Hviid, 2005; Juodaitytė, 2007). Contemporary pedagogy supports a variety of approaches to childhood: <em>from general</em> definition of it as a period, grounding it on psychogenetic peculiarities of this period and ascribing “imperfection” to it as a necessary and self-explanatory characteristics, <em>to</em> its <em>mythologized</em>, strained explanation, employing its pseudo-scientific interpretation, based on theories of “wild thinking”, “primitive civilisations” or “natural selection”.</p><p>Next to such socio-cultural discourse, which prevails in the educational reality, another discourse, which represents the culture children’s informal learning, emerges that implies the culture of children’s self-learning. It is based on the roles, rules that are acceptable to children themselves in the process of learning and the practice of children’s learning (Jurašaitė, 1999; Dencik, 2005; Gulløv, 2005a, 2005b; Hviid, 2005; Jenks, 2005;Juul, 2005a, 2005b). According to such conception, a child is a creator of social order, who is responsible for own learning process and its outcomes.<strong></strong></p><p>One of the conditions for children’s independent learning is a free choice of means, environments, sources, techniques and others. Informal home setting during summer creates favourable conditions for children’s independent learning because children are provided with a choice: how to use various aids, what environments and resources to use for self-learning and what learning methods to apply taking into account own needs and abilities.</p><p><strong>The problem questions</strong><strong>of theresearch: </strong>How does child’s freedom manifest itself in processes of self-learning and how is the socio-cultural identity of an informally learning child conceptualised?</p><p><strong>Research aim – </strong>to reveal the expression of the freedom of children<em>’</em>s who learn informally in a free (unstructured) setting when analysing how children conceptualisethemselves in this process and create the identity of the one learning in the informal independent way.</p><p><strong>Research object </strong>– expression of socio-cultural identity of children, who learn informally in a free (unstructured) setting.<strong></strong></p>

‘You Think You Know a Story…’: Reframing the Tudors on Television in the Twenty-First Century

Adaptation ◽  
2018 ◽  
Vol 12 (2) ◽  
pp. 89-104 ◽  
Author(s):  
Romano Mullin
Keyword(s):  
Cultural Identity ◽  
First Century ◽  
Tudor England ◽  
The Past ◽  
Historical Themes ◽  
Twenty First Century ◽  
Shared Narrative

AbstractOver the past 10 years, there has been an explosion in the number of television dramas about Tudor England. These programmes have been engaged in a re-visioning of history that prioritizes a heterogeneous approach to the past, adapting historical themes, figures, and events in order to challenge existing conceptions about the nature of history. By using Showtime’s The Tudors (2007–2010) and the BBC’s Wolf Hall 2015 as examples, this paper explores how both series reimagine the Tudor era by destabilising traditional modes of historical engagement and emphasizing the shared narrative lineage of historiography and history as entertainment. Ultimately, the paper argues that these programmes are responding not only to new ways of accessing the past, but also by adapting a period which is central to an Anglocentric cultural identity, they are responding to the crises and political faultlines that have marked the twenty-first century.

scholarly journals Integrating Score, Performance, and Medium in the work-concept: The HypeSax as a Case Study

2021 ◽  
Author(s):  
Cristohper Ramos Flores
Keyword(s):  
Creative Process ◽  
New Technologies ◽  
Close Relation ◽  
Music Technology ◽  
First Century ◽  
Musical Work ◽  
Technology Project ◽  
New Instrument ◽  
Work Concept

<p><b>This thesis presents a novel music-technology project, the HypeSax, which affords new roles to the saxophone and enhances its sound capacities. This document presents a discussion of the musical ideas and design criteria behind the development of this new instrument, addressing issues of embodiment that arise from the use of new technologies, and of what this new medium means in the discussion of the ontology of the musical work. This project is intended to research the medium through a case study, in which the medium becomes the central focus of my compositional decisions.</b></p> <p>As part of this project, a body of new musical works, associated with the HypeSax, was created. These compositions and the creative process from which they originated are analysed in relation to the HypeSax, questioning if the musical work is limited to the composition or if other processes such as the development of the medium, which in this case is the HypeSax, can be considered part of its ontology.</p> <p>The desire to understand and define the ontology of the musical work has led musicians, musicologists and philosophers to formulate multiple propositions that observe perspectives of creation and reception, as well as different ways in which these interact. This thesis proposes the integration of a new element in the conversation of the work-concept: the medium. The argument presented is that, in light of compositional practices in the twenty-first century, the creative work begins when musicians design instruments, software, audio setups, and other new technologies, actively transforming the medium through which their work works are created. Despite the fact that the medium has always been in close relation with the composition, performance and reception of the work, it has not been considered an element in the ontology of the work. Nevertheless, it becomes impossible to ignore the importance of the medium as new technologies facilitate its manipulation as a part of the creative process. </p> <p>New works featuring the HypeSax are discussed, as well as how this novel medium provides the affordances and possibilities that allow the creation of said works. This case study serves to demonstrate the importance of the medium in the context of a new tripartite model of the work-concept where score, performance and medium are integrated, in a non-hierarchical structure, as one inseparable reality of music.</p>

scholarly journals Kesadaran Identitas Diri dalam Komunikasi Lintas Budaya pada Pembelajaran Percakapan Bahasa Jepang Tingkat Dasar: Identitas Muslim dan Orang Indonesia

2018 ◽  
Vol 4 (3) ◽  
pp. 161
Author(s):  
Vera Yulianti ◽  
Arianty Visiaty
Keyword(s):  
Cultural Identity ◽  
Language Learning ◽  
Intercultural Communication ◽  
Learning Process ◽  
Personal Information ◽  
Cultural Identities ◽  
Japanese Language ◽  
Japanese People ◽  
Collectivistic Culture ◽  
Class 1

<p><em>Abstrak</em> – <strong>Penelitian ini bertujuan mengidentifikasi kesadaran diri pembelajar bahasa Jepang mengenai identitas budaya muslim orang Indonesia pada pembelajaran bahasa Jepang tingkat dasar dan perbandingannya dengan identitas diri budaya Jepang. Responden penelitian ini adalah dua puluh satu mahasiswa tingkat 1 Universitas Al Azhar Indonesia yang sedang mengikuti kuliah percakapan bahasa Jepang 2. Seluruh responden adalah pembelajar bahasa Jepang tingkat dasar kategori A1 menurut CEFR dan 2010. Dengan menggunakan portofolio dan rubrik, pembelajar mengeksplorasi identitas dirinya sebagai muslim dan orang Indonesia berkaitan dengan tema percakapan yang ditentukan, kemudian membandingkannya dengan identitas budaya orang Jepang dengan stimulant video dan ilustrasi. Lalu, responden bercakap dengan bermain peran (role play) tema terkait, kemudian mengevaluasi kendala yang muncul. Hasil penelitian ini mengungkapkan bahwa identitas budaya sebagai muslim orang Indonesia yang disadari responden pada komunikasi interkultural banyak dipengaruhi oleh konsep bangsa yang beranekaragam namun satu kesatuan (Bhinneka Tunggal Ika). Keberagaman tersebut memunculkan kecenderungan orang Indonesia cenderung mudah terbuka pada orang lain, sekalipun saat bercakap-cakap dengan orang yang baru dikenal dan membicarakan topik-topik yang sifatnya pribadi sekalipun seperti indentitas pribadi dan keluarga. Lalu, identitas sebagai seorang muslim banyak muncul dalam percakapan komunikasi interkultural terutama mengenai aturan praktek ibadah sehari-hari. Penjelasan tentang praktek ibadah yang khas ini cenderung memunculkan kesulitan percakapan (pemilihan kosakata dan ungkapan) dalam bahasa Jepang bagi pembelajar tingkat dasar. Sementara identitas budaya masyarakat berkelompok (collectivistic culture) banyak mewarnai percakapan orang Jepang dalam komunikasi interkultural sehingga mereka cenderung lebih menjaga privasi diri dan kelompok.</strong></p><p><em><strong>Kata Kunci - </strong>Pembelajar bahasa Jepang, Identitas budaya, Komunikasi lintas budaya</em></p><p><br /><em>Abstract</em><strong> – Despite intercultural communication competence as one of the important language learning process goals since globalization has started, there comes a tendency to neglect to foster cultural identity awareness in language learning process. This research is a preliminary study that explores Indonesian learner’s cultural identities awareness as well Japanese cultural identities during the process of learning the Japanese language as one of their foreign languages. The respondents are twenty-one students of Japanese language classes participating in Japanese language speaking class 1 (elementary level) at Al Azhar Indonesia University, categorized as A1 (beginner) Japanese learners by JF (Japan Foundation) standards. Through two conversation topics (“my family” and “my home town”) the respondents have been invited to mention their local custom while conversing within the topics and comparing such custom to Japanese people’s local custom. The data are collected utilizing portfolios and Likert scale pre-post questionnaire during November 2016 and analyzed descriptively. The result of this study exposed that the participants were aware of Indonesian cultural identity and Japanese cultural identity in the context of intercultural communication, namely, in the conversation of family and hometown. While having a dialogue with unfamiliar people, mainly speaking about personal information, i.e. family topic, Japanese people tend to have conversation plainly in general subtopics since Japanese people have collectivistic culture. Distinctively, since Indonesian people believe in “Unity in Diversity” (different but one), they are feasible to discuss wider subtopics despite the unfamiliar interlocutors.</strong></p><p><em><strong>Keywords -</strong> Indonesian, Japanese Language Learners, Cultural Identity, Intercultural Communicative Competence</em></p>

Camp Life

2017 ◽  
Author(s):  
Matthew Fenno ◽  
Karen Brunso ◽  
Jessica Freeman
Keyword(s):  
Twentieth Century ◽  
Cultural Identity ◽  
Learning Process ◽  
The Self ◽  
Future Generations ◽  
Recent History ◽  
Oral Histories ◽  
Self Sufficiency ◽  
Tribal School ◽  
Camp Life

Oral histories concerning the clan camps of the early and mid-twentieth century are still abundant today, but it is feared much of this important history will be lost within a generation. Tribal schools realize the importance of teaching this recent history as it was during these times that Seminole families were still entirely self-sufficient, growing and hunting the majority of their subsistence base. The self-sufficiency ethos is a key part of cultural identity and one that helps define who the Seminole people are. As the authors explain, the research undertaken by the THPO to document these reservation-era camps is driven by a community need to actively manage and preserve this information for future generations of Tribal members. The importance of this work is driven home if you are lucky enough to witness a Tribal school group visiting a historic camp; armed with maps and plans showing where houses and gardens were located students can immerse themselves in their own history. Archaeology adds to this story by providing not only the means to capture a picture of the camp that can be combined with oral histories but also to provide a tangible tool by which students can actively participate in the learning process.

Strategies for Success? Evaluating the Rise of Catalan Literature

2020 ◽  
pp. 126-144
Author(s):  
Richard M. Mansell
Keyword(s):  
Cultural Identity ◽  
English Language ◽  
First Century ◽  
Commercial Success ◽  
Historical Significance ◽  
Catalan Literature ◽  
The Relationship ◽  
Ramon Llull ◽  
Book Markets ◽  
Challenges And Strategies

This chapter uses an account of the twenty-first century efforts of Catalan literature to break into English-language book markets as a means of examining the opportunities, challenges and strategies that present themselves to smaller literatures in a changing reading and book-buying environment. The chapter first explains the historical significance to Catalan culture of translation, as a means not only of filling gaps in a disrupted history, but also of building and unifying Catalan cultural identity. It highlights the institutional measures put in place to support this effort and assesses the work of the Institut Ramon Llull. Though its initiatives appear to have increased production and visibility of Catalan literature, the chapter argues that the key role has been played by translators acting as gatekeepers. The chapter concludes with an assessment of the relationship between commercial success and major international prizes or choice of genre, noting that Catalan literature has not targeted either.

Rural Modernity in a Time of Crisis: Preservation and Reform in the Books of B. T. Batsford

2018 ◽  
pp. 255-269
Author(s):  
Peter Lowe
Keyword(s):  
Cultural Identity ◽  
Significant Role ◽  
Subject Matter ◽  
First Century ◽  
Graphic Art ◽  
Rural World ◽  
Twenty First Century ◽  
Post War ◽  
Art Marketing ◽  
English Heritage

This chapter examines publisher B. T. Batsford’s popular ‘English Heritage’ and ‘Face of Britain’ series, focusing on their subject matter, the range of authors commissioned to write for them (including such figures as H. J. Massingham, Dorothy Hartley, S. P. B. Mais, and Edmund Vale), the books’ graphic art, marketing, and overall interpretation of the challenges facing the rural world. Peter Lowe describes the transformation of an oppositional view of the rural/modern relationship into a less conservationist, more reformist position by 1945. He argues that the books played a significant role in the construction of an idea of English/British cultural identity that proved vital to the nation’s defence. At the same time, wartime events enabled Batsford authors to adopt a more conciliatory tone on the issue of post-war rebuilding. Ultimately, conflicts over rural modernity were subsumed into larger debates about exactly which ‘Britain’ was to survive into the twenty-first century.

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