scholarly journals Translating genres, creating transgenres: Textual 'betweens' as situation-based systemic innovations

2020 ◽  
Vol 10 ◽  
pp. 51-67
Author(s):  
Esther Monzó-Nebot
Keyword(s):  
Social Cognitive ◽  
Cultural Practices ◽  
Meaning Making ◽  
Social Groups ◽  
Third Space ◽  
Discursive Practice ◽  
Cultural Patterns ◽  
Community Based ◽  
Linguistic Approaches ◽  
Discursive Patterns

This paper works on the notion of transgenre (Monzó-Nebot 2001a, 2002a, b), its uses and possibilities in the study of translation as mediating intercultural cooperation. Transgenres are discursive patterns that develop in recurring intercultural situations and are recognized and used by a community. Based on the reiteration of communicative purposes and individuals’ roles in translated situations, interactions are conventionalized to streamline cooperation between cultural and social groups, thereby engendering a distinctive set of taken-for-granted assumptions and meaning-making mechanisms and signs which are particular to a translated event. The paper will first argue how this concept takes a step beyond the existing proposals from cultural, social, and linguistic approaches, especially the third space, the models of norms and laws of translation, and universals and the language of translation (translationese), by focusing on the situatedness of textual, interactional, and cultural patterns and providing a means to model and measure the development of translation as a discursive practice, as such influenced by historical, cultural, social, cognitive, ideologic, and linguistic issues. Then existing applications of the concept and new possibilities will be identified and discussed. The results of existing studies show translations build a third space of intercultural discursive practices showing tensions with both source and target systems. The legal translator is at home in this third space, resulting from their own cultural practices, which are linked to translators’ specific function in a broader multicultural system.

Linguistic fire and human cognitive powers

2012 ◽  
Vol 20 (2) ◽  
pp. 275-294 ◽  
Author(s):  
Stephen J. Cowley
Keyword(s):  
Lived Experience ◽  
Cognitive Theory ◽  
Cultural Practices ◽  
Meaning Making ◽  
Human Cognition ◽  
Action Perception ◽  
Cultural Traditions ◽  
Word Forms ◽  
Species Specific ◽  
Opening Up

To view language as a cultural tool challenges much of what claims to be linguistic science while opening up a new people-centred linguistics. On this view, how we speak, think and act depends on, not just brains (or minds), but also cultural traditions. Yet, Everett is conservative: like others trained in distributional analysis, he reifies ‘words’. Though rejecting inner languages and grammatical universals, he ascribes mental reality to a lexicon. Reliant as he is on transcriptions, he takes the cognitivist view that brains represent word-forms. By contrast, in radical embodied cognitive theory, bodily dynamics themselves act as cues to meaning. Linguistic exostructures resemble tools that constrain how people concert acting-perceiving bodies. The result is unending renewal of verbal structures: like artefacts and institutions, they function to sustain a species-specific cultural ecology. As Ross (2007) argues, ecological extensions make human cognition hypersocial. When we link verbal patterns with lived experience, we communicate and cognise by fitting action/perception to cultural practices that anchor human meaning making.

scholarly journals Homeless on Main Street: Using Photovoice to Highlight Older Adults Among the Hidden Homeless

2020 ◽  
Vol 4 (Supplement_1) ◽  
pp. 728-728
Author(s):  
H Shellae Versey
Keyword(s):  
Older Adults ◽  
Rural Areas ◽  
Meaning Making ◽  
Small Towns ◽  
Photo Elicitation ◽  
Service Agency ◽  
Structured Interviews ◽  
Community Based Interventions ◽  
Community Based ◽  
Formerly Homeless

Abstract Homelessness is a reality for a growing number of Americans living in small towns and rural areas. However, unlike in cities, housing instability may be less visible. Using a photo-elicitation method (i.e., Photovoice), this study explores the meaning of place and obscured visibility to currently and formerly homeless older adults living in a small town in central Connecticut. Participants (N = 27) were recruited from a local service agency, given cameras and asked to photograph areas around town that were meaningful to them. Photographs were developed and followed by in-person, semi-structured interviews with participants in which photos and experiences during the project were discussed. Primary themes included belonging, generativity, social isolation, and place-making as meaning-making. The study culminated in a community photography exhibition in which photographs from the project were displayed in public spaces around town. Implications for community-based interventions to reach homeless groups in rural areas are discussed. Part of a symposium sponsored by the Qualitative Research Interest Group.

Preliminary efficacy of a community-based, group-mediated cognitive behavioral lifestyle intervention among breast cancer survivors.

2021 ◽  
Vol 39 (15_suppl) ◽  
pp. e24035-e24035
Author(s):  
Marcy Haynam ◽  
Ciaran Fairman ◽  
Jessica Bowman ◽  
Victoria DeScenza ◽  
Zachary Chaplow ◽  
...  
Keyword(s):  
Breast Cancer ◽  
Physical Function ◽  
Weight Management ◽  
Lean Mass ◽  
Social Cognitive ◽  
Cognitive Theory ◽  
Pilot Trial ◽  
Cognitive Outcomes ◽  
Cognitive Behavioral ◽  
Community Based

e24035 Background: Post-treatment weight gain places breast cancer (BCa) survivors at heightened risk for cardiovascular disease, metabolic syndrome, and functional decline. Lifestyle weight management (LWM) interventions combining exercise and dietary weight loss represents an effective approach to mitigating the adverse cardiometabolic and functional effects frequently observed in BCa survivors. Unfortunately, community access to cost-effective, sustainable, LWM interventions among BCa survivors remains limited. The purpose of this study is to determine the preliminary efficacy of a community-based LWM intervention in BCa survivors on select body composition (BC), physical function, and social cognitive outcomes of the first wave of participants in the Healthy New Albany Breast Cancer (HNABC) pilot trial. Methods: The 24-week, community-based pilot trial promotes lifestyle behavior changes through a group-mediated cognitive behavioral (GMCB) approach driven by Social Cognitive Theory. The measures analyzed were BC done via Dual-energy X-ray Absorptiometry, physical function via the 400m walk test, and social cognitive outcomes via satisfaction with function and appearance and perceived competence with exercise and diet at 6-months via effect size calculations using Cohen’s d. Results: Meaningful changes were observed in fat mass ( d= -0.46), percent lean mass ( d= 0.33), lean mass ( d= -0.45), and physical function ( d= -0.59), some of which reached clinical relevance. Select self-reported outcomes also saw meaningful improvements from this LWM intervention. Conclusions: Findings from this study demonstrate the preliminary efficacy of implementing a GMCB-based LWM intervention among overweight or obese BCa survivors. Given the meaningful impact that successful weight management has on reducing risk for chronic diseases, these results highlight the utility of implementing a LWM intervention in the community for BCa survivors in an effort to extend the access, reach, and scalability of supportive care approaches during BCa survivorship.

scholarly journals Opportunities presented by the forced occupation of liminal space

2019 ◽  
Vol 3 (1) ◽  
pp. 22-33 ◽  
Author(s):  
Ketevan Kupatadze
Keyword(s):  
Qualitative Analysis ◽  
Cultural Practices ◽  
Third Space ◽  
Faculty Members ◽  
Professional Lives ◽  
Structured Interviews ◽  
Liminal Space ◽  
The Third ◽  
Cultural Hierarchies ◽  
Point Of Departure

In this article I employ the notion of the Third Space as a point of departure in order to expand and complicate our thinking about student-faculty partnerships, with the goal of enquiring into the acceptability of and comfort with such space for faculty who self-identify as underrepresented. I consider the practical and real repercussions for these faculty members of engaging in partnership in the context of a reality that is very much shaped by dominant cultural practices, and racial, social, and cultural hierarchies and divisions, and look at how the concept of the liminal space plays out in their professional lives. The findings presented in the article come out of a qualitative analysis of oral semi-structured interviews with underrepresented faculty.

Assemblages and Co-emergent Corpomaterialities in Postsecondary Education: Pedagogical Lessons from Somatic Psychology and Physical Cultures

Somatechnics ◽  
2021 ◽  
Vol 11 (3) ◽  
pp. 413-431
Author(s):  
Janelle Joseph ◽  
Ellyn Kerr
Keyword(s):  
Postsecondary Education ◽  
Cognitive Neuroscience ◽  
Social Cognitive ◽  
Cultural Practices ◽  
Somatic Psychology ◽  
Sport Training ◽  
Postsecondary Institution ◽  
Social Cognitive Neuroscience ◽  
Inclusive Learning ◽  
Learning Architectures

Building on a new materialist ontology, this article explores the significance of viewing the postsecondary institution and learner as assemblages co-emerging in material relationality. Bodies of thought from social cognitive neuroscience, somatic psychotherapy, and physical cultural studies inform an analysis of the evaluation culture predominant in Western postsecondary education. These disciplines are used to interrogate representational performativity and point to new possibilities for material-inclusive learning. A new materialist pedagogy holds possibilities to reconfigure learning architectures to recognise and attend to the corpomaterialities of learners while allowing for new and creative lines of flight in education, as illustrated by physical cultural practices such as sport training, dance, and capoeira.

Ashantis in Warsaw: Notions of “Blackness” in Polish Society at the Turn of the 20th Century – A Preparatory Contribution to Polish Colonial History

2021 ◽  
Author(s):  
Agata Łuksza
Keyword(s):  
20Th Century ◽  
19Th Century ◽  
Cultural Practices ◽  
Social Groups ◽  
Human Condition ◽  
Colonial History ◽  
Polish Society ◽  
History Of ◽  
The 19Th Century

The author recognizes Włodzimierz Perzyński’s comedy Aszantka as a meaningful remnant of „blackness” in the history of Polish theatre, and therefore she uses it as a point of entrance into a broader inquiry about the entanglement of Polish society into European colonial project, and the ideas, values, and cultural practices it entailed. That is why in the article the author attempts to reconstruct possible concepts and images of “blackness” which Warsaw dwellers might have shared at the end of the 19th century by analysing the reception of the performances of alleged representatives of Ashanti people in the Warsaw circus in 1888. From “Ashanti” performances on, the popularity of this type of entertainment – so called ethnographic shows or human zoos – grew in the colonized capital of the Kingdom of Poland. The author points to “savageness” and “nakedness” as constitutive traits of “blackness” which she understands as a specific human condition, experienced both by overseas colonized societies as well as subaltern social groups (to which “Aszantka” from Perzyński’s comedy belonged) in European societies.

Representation

2018 ◽  
pp. 253-298
Author(s):  
Tonio Hölscher
Keyword(s):  
Social Life ◽  
Cultural Practices ◽  
Social Groups ◽  
Public Spaces ◽  
Community Life ◽  
Social Partners ◽  
Fundamental Categories

Regarding the role of images in social life, three fundamental categories are to be distinguished: representation, decor, and objects of discourses. Representation was a major aim, because ancient societies consisted not only of their living members but also of two other social groups, their dead ancestors and their gods and heroes. Community life developed in interactions, through rituals and other cultural practices, between these social partners, of which those that were, in fact, absent could be made present by images within the society’s living spaces. Specific groups of images, such as cult statues, votive images, athletes’ statues, and honorary portraits, had their specific places, in sanctuaries, public spaces, and necropolises, where they were dealt with according to specific rules of “living with images.”

Discourse Analysis of Humor After Traumatic Brain Injury

2021 ◽  
pp. 1-13
Author(s):  
Louise C. Keegan ◽  
Caitlin Suger ◽  
Leanne Togher
Keyword(s):  
Traumatic Brain Injury ◽  
Discourse Analysis ◽  
Brain Injury ◽  
Social Cognitive ◽  
Community Based ◽  
Behavioral Skills ◽  
Analysis Methods ◽  
Communication Difficulties ◽  
Skills Group ◽  
Severe Tbi

Purpose Individuals with cognitive communication difficulties after traumatic brain injury (TBI) often experience difficulties with social communication. Humor is a sociolinguistic skill that requires social, cognitive, emotional, and behavioral skills and, when used effectively, may serve to enhance one's social relationships. There is a paucity of research related to the use of humor in individuals with TBI. This study categorizes humor use in individuals with cognitive communication difficulties after TBI and examines the linguistic construction of these humorous exchanges. Method The humorous exchanges of nine individuals who had cognitive communication difficulties after a moderate-to-severe TBI were examined. Conversations were collected from a community-based communication skills group, categorized using thematic analysis methods, and examined linguistically using the discourse analysis tools of systemic functional linguistics. Results All participants demonstrated the ability to use a variety of categories of humor, and discourse analysis methods revealed humor use as a strength for engaging with others. Examples of such engagement include use of humor to elicit attention, assert authority, share information, acknowledge shared difficulties, and demonstrate affiliation toward their communication partners. Conclusions Discourse analysis of humor can provide speech-language pathologists with important information about the linguistic strengths of individuals with cognitive communication difficulties. This has important implications for clinical service provision.

Exploring links between empowerment and community-based arts and cultural practices: perspectives from Barcelona practitioners

2019 ◽  
pp. 15-31
Author(s):  
Ruben David Fernández Carrasco ◽  
Moisés Carmona Monferrer ◽  
Andrés Di Masso Tarditi
Keyword(s):  
Cultural Practices ◽  
Community Based

scholarly journals From Presences to Linked Influences Within Communities of Inquiry

2016 ◽  
Vol 17 (5) ◽  
Author(s):  
Susi Peacock ◽  
John Cowan
Keyword(s):  
Online Learning ◽  
Online Community ◽  
Social Cognitive ◽  
Meaning Making ◽  
Educational Experience ◽  
Collaborative Group ◽  
Class 1 ◽  
Core Elements ◽  
Working Together ◽  
Community Of Inquiry Framework

<p class="1">Much research has identified and confirmed the core elements of the well-known Community of Inquiry Framework (CoIF): Social, Cognitive and Teaching Presence (Garrison, 2011). The overlap of these Presences, their definitions and roles, and their subsequent impact on the educational experience, has received less attention. This article is prompted by the acceptance of that omission (Garrison, Anderson, &amp; Archer, 2010). It proposes enrichment to the Framework, by entitling the overlapping spaces uniting pairs of Presences as “Influences.”  These three spaces, linking pairings of Social, Teaching, and Cognitive Presences, can be labelled as “trusting,” “meaning-making,” and “deepening understanding.” Their contribution to the educational experience is to address constructively some of the challenges of online learning, including learner isolation, limited learner experience of collaborative group work and underdeveloped higher-level abilities. For these purposes we also envisage “cognitive maps” as supporting learners to assess progress to date and identify pathways forward (Garrison &amp; Akyol, 2013). Such maps, developed by a course team, describe the territory that learners may wish to explore, signpost possible activities, and encourage the development of cognitive and interpersonal abilities required for online learning.    We hope that considering the Influences may also assist tutor conceptualisations of online community-based learning. Our proposals call on both learners and tutors to conceive of the Presences and Influences as working together, in unison, to enhance the educational experience whilst fostering deep learning. Our suggestions are presented to stimulate scholarly debate about the potential of these interwoven sections, constructively extending the Framework.</p>

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