Making Sense of Culture
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Cultural Distance, Perception of Emotional Display Rules, And
CULTURAL DISTANCE, PERCEPTION OF EMOTIONAL DISPLAY RULES, AND THEIR INFLUENCE ON SOJOURNER ADJUSTMENT A thesis presented to the faculty of the College of Arts and Sciences of Ohio University In partial fulfillment of the requirements for the degree Master of Science Nicole L. Gullekson August 2007 2 This thesis titled CULTURAL DISTANCE, PERCEPTION OF EMOTIONAL DISPLAY RULES, AND THEIR INFLUENCE ON SOJOURNER ADJUSTMENT by NICOLE L. GULLEKSON has been approved for the Department of Psychology and the College of Arts and Sciences by ________________________________________________ Jeffrey B. Vancouver Associate Professor of Psychology ________________________________________________ Benjamin M. Ogles Dean, College of Arts and Sciences 3 Abstract GULLEKSON, NICOLE L., M.S., August 2007, Experimental Psychology CULTURAL DISTANCE, PERCEPTION OF EMOTIONAL DISPLAY RULES, AND THEIR INFLUENCE ON SOJOURNER ADJUSTMENT (109 pp.) With increased globalization, more individuals temporarily leave home to work and study in foreign countries. These sojourners are confronted with societal norms different from their home cultures. The present study investigated the extent to which international student sojourners perceive differences in emotional display norms between their home and host cultures, as well as the influence of such perception on adjustment. Although accurate perception of the host culture’s emotional display rules was not related to adjustment, a “guest” effect existed. Specifically, international student participants reported that one should -
Understanding the Value of Arts & Culture | the AHRC Cultural Value
Understanding the value of arts & culture The AHRC Cultural Value Project Geoffrey Crossick & Patrycja Kaszynska 2 Understanding the value of arts & culture The AHRC Cultural Value Project Geoffrey Crossick & Patrycja Kaszynska THE AHRC CULTURAL VALUE PROJECT CONTENTS Foreword 3 4. The engaged citizen: civic agency 58 & civic engagement Executive summary 6 Preconditions for political engagement 59 Civic space and civic engagement: three case studies 61 Part 1 Introduction Creative challenge: cultural industries, digging 63 and climate change 1. Rethinking the terms of the cultural 12 Culture, conflict and post-conflict: 66 value debate a double-edged sword? The Cultural Value Project 12 Culture and art: a brief intellectual history 14 5. Communities, Regeneration and Space 71 Cultural policy and the many lives of cultural value 16 Place, identity and public art 71 Beyond dichotomies: the view from 19 Urban regeneration 74 Cultural Value Project awards Creative places, creative quarters 77 Prioritising experience and methodological diversity 21 Community arts 81 Coda: arts, culture and rural communities 83 2. Cross-cutting themes 25 Modes of cultural engagement 25 6. Economy: impact, innovation and ecology 86 Arts and culture in an unequal society 29 The economic benefits of what? 87 Digital transformations 34 Ways of counting 89 Wellbeing and capabilities 37 Agglomeration and attractiveness 91 The innovation economy 92 Part 2 Components of Cultural Value Ecologies of culture 95 3. The reflective individual 42 7. Health, ageing and wellbeing 100 Cultural engagement and the self 43 Therapeutic, clinical and environmental 101 Case study: arts, culture and the criminal 47 interventions justice system Community-based arts and health 104 Cultural engagement and the other 49 Longer-term health benefits and subjective 106 Case study: professional and informal carers 51 wellbeing Culture and international influence 54 Ageing and dementia 108 Two cultures? 110 8. -
Civilization Studies 1
Civilization Studies 1 Civilization Studies Civilization studies provide an in-depth examination of the development and accomplishments of one of the world's great civilizations through direct encounters with significant and exemplary documents and monuments. These sequences complement the literary and philosophical study of texts central to the humanities sequences, as well as the study of synchronous social theories that shape basic questions in the social science sequences. Their approach stresses the grounding of events and ideas in historical context and the interplay of events, institutions, ideas, and cultural expressions in social change. The courses emphasize texts rather than surveys as a way of getting at the ideas, cultural patterns, and social pressures that frame the understanding of events and institutions within a civilization. And they seek to explore a civilization as an integrated entity, capable of developing and evolving meanings that inform the lives of its citizens. Unless otherwise specified, courses should be taken in sequence. Note the prerequisites, if any, included in the course description of each sequence. Some civilization sequences are two-quarter sequences; others are three- quarter sequences. Students may meet a two-quarter civilization requirement with two courses from a three- quarter sequence. Because civilization studies sequences offer an integrated, coherent approach to the study of a civilization, students cannot change sequences. Students can neither combine courses from a civilization sequence with a freestanding course nor combine various freestanding courses to create a civilization studies sequence. Students who wish to use such combinations are seldom granted approval to their petitions, including petitions from students with curricular and scheduling conflicts who have postponed meeting the civilization studies requirement until their third or fourth year in the College. -
Cultural History in Spain History of Culture and Cultural History: Same Paths and Outcomes?*
Cultural History in Spain History of Culture and Cultural History: same paths and outcomes?* CAROLINA RODRÍGUEZ-LÓPEZ An overview &XOWXUDOKLVWRU\LVFXUUHQWO\DERRPLQJWRSLFLQ6SDLQ&XOWXUDOKLVWRU\LVQRZ ÁRXULVKLQJ DQG FHUWDLQ DUHDV KDYH GLVWLQJXLVKHG WKHPVHOYHV DV DXWRQRPRXV ÀHOGVRIVWXG\WKHKLVWRU\RIFXOWXUDOSROLWLFVUHDGLQJDQGSULQWLQJDQGPHGLFDO FXOWXUDOSUDFWLFHVIRUH[DPSOH+RZHYHUZKDWLVGHÀQHGDVcultural history in FXUUHQW6SDQLVKKLVWRULRJUDSK\LVQRWDQHDV\LVVXH/LNHWKHUHVWRI(XURSHDQ HYHQ$PHULFDQ KLVWRULRJUDSKLHV6SDQLVKKLVWRULRJUDSK\KDVJRQHWKURXJKDQ H[WHQVLYHDQGLQWHUHVWLQJSURFHVVVKLIWLQJIURPVRFLDOWRFXOWXUDOKLVWRU\7KH SURFHVV KDV QRW EHHQ H[HPSW IURP SUREOHPV DQG PLVXQGHUVWDQGLQJV DQG KDV GHWHUPLQHGQRWRQO\WKHZD\VLQZKLFKFXOWXUDOKLVWRU\KDVWUDGLWLRQDOO\ÁRZHG EXWDOVRWKHNLQGVRIUHVHDUFKDQGVFLHQWLÀFZRUNVWKDWKDYHEHHQODEHOHGZLWK the cultural history title. 7KLVFKDSWHURIIHUVDEULHIRYHUYLHZRIZKDW,KDYHMXVWPHQWLRQHGDERYH ,QRUGHUWRGRVRLWLVGLYLGHGLQWRWKUHHVHFWLRQV7KHÀUVWRQHGHDOVZLWKWKH KLVWRULFDODQGKLVWRULRJUDSKLFDOFRQWH[WVZKHQWKHÀUVWUHVHDUFKDQGGHEDWHVLQ 6SDLQIRFXVHGRQFXOWXUDOKLVWRU\,QWKHVHFRQGVHFWLRQ,LQWURGXFHWKHUHVHDUFK JURXSVLQVWLWXWLRQVDFDGHPLFSURJUDPVDQGSXEOLVKLQJKRXVHSURMHFWVWKDWKDYH HQFRXUDJHG DQG DUH FXUUHQWO\ RUJDQL]LQJ 6SDQLVK FXOWXUDO KLVWRU\ NQRZOHGJH DQGSURGXFWLRQ$QGODVWEXWQRWOHDVW,SUHVHQWDÀUVWDQGWHQWDWLYHOLVWRIH[DFW- ,DPJUDWHIXOWR(OHQD+HUQiQGH]6DQGRLFDIRUGHWDLOHGVXJJHVWLRQVDQGWR3DWULFLD %HUDVDOXFHDQG(OLVDEHWK.OHLQIRUDFFXUDWHUHDGLQJRIWKLVFKDSWHUάVÀUVWYHUVLRQ 211 Carolina Rodríguez-López O\ZKDW6SDQLVKKLVWRULDQVKDYHZULWWHQRQWKHÀHOGRIFXOWXUDOKLVWRU\,QRWKHU -
From the Chicago School to Post-Sub Cultural Carriage: a Review and Analysis of Contemporary Trends in Youth Culture Research
Journal of Social Sciences Original Research Paper From the Chicago School to Post-sub Cultural Carriage: A Review and Analysis of Contemporary Trends in Youth Culture Research Mohd. Aslam Bhat Centre of Central Asian Studies, University of Kashmir, J&K, India Article history Abstract: The historicity of youth culture studies is much challenging to Received: 10-01-2015 date exactly. Sociologists however, trace its genesis from Chicago School Revised: 30-09-2015 and then leap to Birmingham’s Centre for Contemporary Cultural Studies. Accepted: 17-02-2016 Theoretically it was, with the works of post subculturists that youth culture research gained ascendency. Global youth culture posture further revamped the field. This paper constructs a critical dialogue between the wide-ranging theories and research on youth culture and global/local relations in this sphere. It is revealed that the current ascendancy of post- subcultural studies margins the significance of sociological research to broader youth queries and does little to extend the case that youth studies should be more sociologically relevant and important. Youth lives in no island of its own and it is not all young people- who have the possibility of engaging in the consumerism, central to some post-sub-cultures. Conversely, youth and their cultures are framed within and to large extent shaped up by social divisions and inequalities. Against this backdrop, it is suggested that youth culture research would prove fruitful only when clubbed with ‘transition approach.’ Possibly this refit would not only facilitate to widen and thrive the significance of contemporary youth culture studies, rather may help in theoretical sophistication, empirical renovation and a more holistic sociology of youth. -
'Acculturation' in Relation to Diasporic Cultures and Postcolonial Identities
Paper Human Development 2001;44:1–18 Rethinking ‘Acculturation’ in Relation to Diasporic Cultures and Postcolonial Identities Sunil Bhatia a Anjali Ram b aConnecticut College, New London, Conn., bRoger Williams University, Bristol, R.I., USA Key Words Acculturation W Cross-cultural psychology W Cultural identity W Diaspora W Human development W Immigrants W Postcolonial theory Abstract In this article, we reexamine the concept of ‘acculturation’ in cross-cultural psy- chology, especially with respect to non-western, non-European immigrants living in the United States. By drawing primarily on postcolonial scholarship, we specifi- cally reconsider the universalist assumption in cross-cultural psychology that all immigrant groups undergo the same kind of ‘psychological’ acculturation process. In so doing, (1) we consider some of the historical and political events related to immigration in the United States; (2) we question the conflation of nation with cul- ture that emerges in many theories of acculturation; (3) we use the notion of diaspo- ra as theorized in postcolonial studies to rethink the concept of ‘integration strategy’ as developed in cross-cultural psychology. Our article has implications for general issues of culture and self in human development, and particular issues in the area of acculturation. Copyright © 2001 S. Karger AG, Basel Given the fact that currently 20% of all children in the United States are immigrant children [Hernandez, 1999], questions related to acculturation and migrant identity are central to human development. Much of the psychological research on the development of immigrant identity has been studied under the topic of ‘acculturation’ in cross-cultur- al psychology. Scholars working with this body of research have been primarily occu- pied with developing universal, linear models to understand the various stages of identi- ty that an immigrant might experience. -
An Exploratory Study of Acculturation Experiences of Graduate Student Immigrants at the University of San Francisco
The University of San Francisco USF Scholarship: a digital repository @ Gleeson Library | Geschke Center Master's Theses Theses, Dissertations, Capstones and Projects Winter 12-14-2018 An Exploratory Study of Acculturation Experiences of Graduate Student Immigrants at the University of San Francisco CFoourllowtne thiy Ls amnda radditional works at: https://repository.usfca.edu/thes cclamPar@donrt of thes.usfcaAme.edurican Studies Commons, Bilingual, Multilingual, and Multicultural Education Commons, Civic and Community Engagement Commons, Critical and Cultural Studies Commons, Cultural History Commons, East Asian Languages and Societies Commons, Ethnic Studies Commons, Gender, Race, Sexuality, and Ethnicity in Communication Commons, Higher Education Commons, Indigenous Education Commons, Indigenous Studies Commons, International and Comparative Education Commons, International and Intercultural Communication Commons, Interpersonal and Small Group Communication Commons, Language Interpretation and Translation Commons, Latin American Languages and Societies Commons, Latina/o Studies Commons, Literature in English, North America, Ethnic and Cultural Minority Commons, Migration Studies Commons, Modern Languages Commons, Organizational Behavior and Theory Commons, Organizational Communication Commons, Other Arts and Humanities Commons, Other International and Area Studies Commons, Other Languages, Societies, and Cultures Commons, Pacific slI ands Languages and Societies Commons, Place and Environment Commons, Quantitative, Qualitative, Comparative, -
Culture and Materialism : Raymond Williams and the Marxist Debate
CULTURE AND MATERIALISM: RAYMOND WILLIAMS AND THE MARXIST DEBATE by David C. Robinson B.A. (Honours1, Queen's University, 1988 THESIS SUBMITTED IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE OF MASTER OF ARTS (COMMUNICATIONS) in the ,Department of Communication @ David C. Robinson 1991 SIMON FRASER UNIVERSITY July, 1991 All rights reserved. This work may not be reproduced in whole or in part, by photocopy or other means, without permission of the author. APPROVAL NAME: David Robinson DEGREE: Master of Arts (Communication) TITLE OF THESIS: Culture and Materialism: Raymond Williams and the Marxist Debate EXAMINING COMMITTEE: CHAIR: Dr. Linda Harasim Dr. Richard S. Gruneau Professor Senior Supervisor Dr. Alison C. M. Beale Assistant Professor Supervisor " - Dr. Jerald Zaslove Associate Professor Department of English Examiner DATE APPROVED: PARTIAL COPYRIGHT LICENCE I hereby grant to Simon Fraser University the right to lend my thesis or dissertation (the title of which is shown below) to users of the Simon Fraser University Library, and to make partial or single copies only for such users or in response to a request from the library of any other university, or other educational institution, on its own behalf or for one of its users. I further agree that permission for multiple copying of this thesis for scholarly purposes may be granted by me or the Dean of Graduate Studies. It is understood that copying or publication of this thesis for financial gain shall not be allowed without my written permission. Title of Thesis/Dissertation: Culture and Materialism: Raymond Williams and the Marxist Debate Author : signature David C. -
ESJOA Spring 2011
Volume 6 Issue 1 C.S.U.D.H. ELECTRONIC STUDENT JOURNAL OF ANTHROPOLOGY Spring 2011 V O L U M E 6 ( 1 ) : S P R I N G 2 0 1 1 California State University Dominguez Hills Electronic Student Journal of Anthropology Editor In Chief Review Staff Scott Bigney Celso Jaquez Jessica Williams Maggie Slater Alex Salazar 2004 CSU Dominguez Hills Anthropology Club 1000 E Victoria Street, Carson CA 90747 Phone 310.243.3514 • Email [email protected] I Table of Contents THEORY CORNER Essay: Functionalism in Anthropological Theory By: Julie Wennstrom pp. 1-6 Abstract: Franz Boas, “Methods of Ethnology” By: Maggie Slater pp. 7 Abstract: Marvin Harris “Anthropology and the Theoretical and Paradigmatic Significance of the Collapse of Soviet and East European Communism By: Samantha Glover pp. 8 Abstract: Eleanor Burke Leacock “Women’s Status In Egalitarian Society: Implications For Social Evolution” By: Jessica Williams pp. 9 STUDENT RESEARCH Chinchorro Culture By: Kassie Sugimoto pp. 10-22 Reconstructing Ritual Change at Preceramic Asana By: Dylan Myers pp. 23-33 The Kogi (Kaggaba) of the Sierra Nevada de Santa Marta and the Kotosh Religious Tradition: Ethnographic Analysis of Religious Specialists and Religious Architecture of a Contemporary Indigenous Culture and Comparison to Three Preceramic Central Andean Highland Sites By: Celso Jaquez pp. 34-59 The Early Formative in Ecuador: The Curious Site of Real Alto By: Ana Cuellar pp. 60-70 II Ecstatic Shamanism or Canonist Religious Ideology? By: Samantha Glover pp. 71-83 Wari Plazas: An analysis of Proxemics and the Role of Public Ceremony By: Audrey Dollar pp. -
A Qualitative Study of the Role of Culture Emerging from Undergraduate Italian Language Programs in the Midwest of the United States
Exploring Cultural Competence: A Qualitative Study of the Role of Culture Emerging from Undergraduate Italian Language Programs in the Midwest of the United States Dissertation Presented in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy in Graduate School of The Ohio State University By Alessia Colarossi, M.A. College of Education and Human Ecology The Ohio State University 2009 Dissertation Committee: Alan Hirvela, Advisor Frances James-Brown Janice M. Aski Karen Newman Copyright by Alessia Colarossi 2009 Abstract Despite the recognized importance of foreign language teaching and learning in current times, research is still lacking with respect to the understanding and transmission of foreign culture in undergraduate language programs at the college level. Furthermore, most of the research which has been conducted has been of a quantitative nature, and it has focused on linguistic aspects of learners of second or foreign languages in order to measure and better understand the mechanics of their learning and acquisition. This qualitative study was thus undertaken to draw attention to how foreign language programs, in this case Italian language programs, at the college level in the United States contribute to the understanding and diffusion of foreign cultures and how they comply with the national Foreign Language Standards (1999) with respect to the culturally oriented standards. Specifically, this study explored how three large Italian undergraduate programs at the elementary level defined and operationalized the notion of cultural competence; what aspects of cultural competence the Italian undergraduate programs at the elementary level emphasized; in what ways these programs attempted to teach culture and/or cultural competence, and to what extent, if any, the curricula of Italian programs were aligned with the Standards (1999) regarding culture and cultural competence. -
The Wisdom of and Science Behind Indigenous Cultural Practices
Article The Wisdom of and Science behind Indigenous Cultural Practices Rose Borunda * and Amy Murray College of Education, California State University, Sacramento, CA 95819, USA; [email protected] * Correspondence: [email protected] Received: 24 September 2018; Accepted: 22 January 2019; Published: 23 January 2019 Abstract: Conquest and colonization have systematically disrupted the processes by which Indigenous communities of the Americas transmit cultural knowledge and practices from one generation to the next. Even today, the extended arm of conquest and colonization that sustain oppression and culturicide continue to inflict trauma upon Indigenous people. Yet, current scientific research now attests to how Indigenous cultural practices promote healing and well-being within physical as well as mental health domains. This examination addresses Indigenous cultural practices related to storytelling, music, and dance. In drawing from evidence-based research, the case is made for not only restoring these practices where they have been disrupted for Indigenous people but that they have value for all people. The authors recommend reintroducing their use as a means to promote physical, spiritual, and mental well-being while recognizing that these practices originated from and exist for Indigenous people. Keywords: indigenous wisdom; disrupted attachment; cultural restoration; well-being In our tribal traditions when a woman carried a child, she was protected from anything disruptive such as violence. Everyone in the community ensured that the expectant woman experienced tranquility and calm so that when the child was born, the child would be even tempered and peaceful. Statement by Connie Reitman-Solas, Pomo Executive Director, Inter-tribal Council of California CSUS Multicultural Conference, 27 February 2017 1. -
Cultural Theorizing Has Dramatically Increased
Cultural CHAPTER 9 Theorizing Another Embarassing Confession Like the concept of social structure, the conceptualization of culture in sociology is rather vague, despite a great deal of attention by sociologists to the properties and dynamics of cul- ture. There has always been the recognition that culture is attached to social structures, and vice versa, with the result that sociologists often speak in terms of sociocultural formations or sociocultural systems and structures. This merging of structure and culture rarely clarifies but, instead, further conflates a precise definition of culture. And so, sociology’s big idea— culture—is much like the notion of social structure. Its conceptualization is somewhat meta- phorical, often rather imprecise, and yet highly evocative. There is no consensus in defini- tions of culture beyond the general idea that humans create symbol systems, built from our linguistic capacities, which are used to regulate conduct. And even this definition would be challenged by some. Since the 1980s and accelerating with each decade, the amount of cultural theorizing has dramatically increased. Mid-twentieth-century functional theory had emphasized the importance of culture but not in a context-specific or robust manner; rather, functional- ism viewed culture as a mechanism by which actions are controlled and regulated,1 whereas much of the modern revival of culture has viewed culture in a much more robust and inclusive manner. When conflict theory finally pushed functionalism from center stage, it also tended to bring forth a more Marxian view of culture as a “superstructure” generated by economic substructures. Culture became the sidekick, much like Tonto for the Lone Ranger, to social structure, with the result that its autonomy and force indepen- dent of social structures were not emphasized and, in some cases, not even recognized.