Social Script Theory and Cross-Cultural Communication
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Globalization, World Culture and the Sociology of Taste: Patterns of Cultural Choice in Cross-National Perspective
Globalization, World Culture And The Sociology Of Taste: Patterns Of Cultural Choice In Cross-National Perspective Item Type text; Electronic Dissertation Authors Lizardo, Omar Publisher The University of Arizona. Rights Copyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author. Download date 27/09/2021 11:28:29 Link to Item http://hdl.handle.net/10150/193871 1 GLOBALIZATION, WORLD CULTURE AND THE SOCIOLOGY OF TASTE: PATTERNS OF CULTURAL CHOICE IN CROSS-NATIONAL PERSPECTIVE By Omar Lizardo _________________________ A Dissertation Submitted to the Faculty of The DEPARTMENT OF SOCIOLOGY In Partial Fulfillment of the Requirements For The Degree of DOCTOR OF PHILOSOPHY In the Graduate College University of Arizona 2006 2 THE UNIVERSITY OF ARIZONA GRADUATE COLLEGE As members of the Dissertation Committee, we certify that we have read the dissertation prepared by Omar Lizardo entitled Globalization, World Culture And The Sociology Of Taste: Patterns Of Cultural Choice In Cross-National Perspective and recommend that it be accepted as fulfilling the dissertation requirement for the Degree of Doctor of Philosophy _______________________________________________________________________ Date: 08/18/06 Ronald L. Breiger _______________________________________________________________________ Date: 08/18/06 Kieran Healy _______________________________________________________________________ Date: 08/18/06 Erin Leahey Final approval and acceptance of this dissertation is contingent upon the candidate’s submission of the final copies of the dissertation to the Graduate College. I hereby certify that I have read this dissertation prepared under my direction and recommend that it be accepted as fulfilling the dissertation requirement. -
How Our Worldviews Shape Our Practice
How Our Worldviews Shape Our Practice Rachel M. Goldberg This article reviews research on the effect of a conflict resolution practi- tioner’s worldview on practice. The results revealed patterns connecting worldview frames with differing uses of power. Forty-three environ- mental and intercultural practitioners were interviewed, and narrative and metaphor analysis was used to reveal key worldview orientations in their practice stories. The results are correlated in continuums and “pro- files” of the worldview orientation. The findings strengthen previous work questioning the effects of the traditional neutrality stance, deepen fieldwide arguments for the embedded nature of worldview and cul- ture, and describe new methods that reveal some of the dynamics between worldview and practice. Native American tribe spent many years struggling against a govern- Ament agency for permanent residence status on their traditional homeland (the ability to live in and use their traditional homeland). Over time, their argument became a fight about permanent homes, because this was the only way to argue for use of the land that the agency understood. For the agency representatives, permanent housing (a building) was syn- onymous with permanent residence (ability to live on and use the land). One day, the mediator who was working with the tribe asked them why they wanted permanent homes. It turned out that the area became very hot during the summer; the tribe had traditionally built temporary homes in the winter and migrated to the mountains during the hot season. It become clear that the tribe did not even really want permanent housing, but a right to reside legally in the area—in their case, a very different goal. -
A Workable Concept for (Cross-)Cultural Psychology?
Unit 2 Theoretical and Methodological Issues Article 14 Subunit 1 Conceptual Issues in Psychology and Culture 9-1-2015 Is “Culture” a Workable Concept for (Cross- )Cultural Psychology? Ype Poortinga Tilburg University, [email protected] I would like to thank for comments and debate on a previous draft of this paper: Ron Fischer, Joop de Jong, and cross-cultural psychologists at Tilburg University in the Netherlands and at Victoria University in Wellington, New Zealand. For readers not convinced by the argument in this paper, I may note that several of these, mainly young, cross-cultural researchers insisted that culture should be seen as something real, like the three blind men who are touching parts of one and the same elephant (see footnote 5). This should bode well for the future of the concept of culture and for one prediction of this paper: that “culture” is unlikely to suffer any time soon the fate of ether or generatio spontanea. Recommended Citation Poortinga, Y. (2015). Is “Culture” a Workable Concept for (Cross-)Cultural Psychology?. Online Readings in Psychology and Culture, 2(1). https://doi.org/10.9707/2307-0919.1139 This Online Readings in Psychology and Culture Article is brought to you for free and open access (provided uses are educational in nature)by IACCP and ScholarWorks@GVSU. Copyright © 2015 International Association for Cross-Cultural Psychology. All Rights Reserved. ISBN 978-0-9845627-0-1 Is “Culture” a Workable Concept for (Cross-)Cultural Psychology? Abstract In this essay three points are addressed: First, despite repeated findings of limited cross-cultural variation for core areas of study, research in cross-cultural psychology continues to be directed mainly at finding differences in psychological functioning. -
Inferences: Schema, Assumptions, Biases
W riting and Language Development Center Inferences: schema, assumptions, biases An inference is an informed guess. To be human is to make inferences. Daily, almost continually, we make informed guesses about things—situations, attitudes, relationships, motives. For instance, we guess (infer) someone’s state of mind or attitude by interpreting his tone of voice, facial expressions, and gestures. Since inferences are guesses, they may be correct or incorrect, but they are always based on some kind of supporting evidence. Active reading is an immersive activity. Writers construct stories and arguments with great deliberation; readers uncover their hints and unravel the connections. Therefore, a crucial element of active reading is the ability to make inferences from the text. Proficient readers do this without thinking much about it, while developing readers may not realize they should do it. Since in reading we don’t have the advantage of a face-to-face encounter, we have to use other evidence: various kinds of text evidence as well as our own schema (see definition below) and background knowledge. But schema is complicated. We bring not only known facts, but our personal assumptions and biases into the mix; they, too, are part of our schema. Nevertheless, understanding how we make inferences helps us read and think smarter and better and avoid misreading. Understanding how inference works can also keep us from falling for misleading or weak arguments. Text evidence: words and connections One kind of text evidence is the words themselves. Words have meanings—their denotation or definition. But beyond the definition, words also have emotional weight—their connotation. -
Mental Models Concepts for System Dynamics Research
Report No. 6 January 7, 1998 Mental Models Concepts for System Dynamics Research James K. Doyle1 David N. Ford 2 System Dynamics Review, in press. 1 Department of Social Science and Policy Studies, 100 Institute Rd., Worcester Polytechnic Institute, Worcester, MA 01609. Email: [email protected]. 2 Department of Information Science, University of Bergen, N-5020 Bergen, Norway. E-mail: [email protected] ABSTRACT Although "mental models" are of central importance to system dynamics research and practice, the field has yet to develop an unambiguous and agreed upon definition of them. To begin to address this problem, existing definitions and descriptions of mental models in system dynamics and several literatures related to cognitive science were reviewed and compared. Available definitions were found to be overly brief, general, and vague, and different authors were found to markedly disagree on the basic characteristics of mental models. Based on this review, we concluded that in order to reduce the amount of confusion in the literature, the mental models concept should be "unbundled" and the term "mental models" should be used more narrowly. To initiate a dialogue through which the system dynamics community might achieve a shared understanding of mental models, we proposed a new definition of "mental models of dynamic systems" accompanied by an extended annotation that explains the definitional choices made and suggests terms for other cognitive structures left undefined by narrowing the mental model concept. Suggestions for future research that could improve the field's ability to further define mental models are discussed. 2 A difficulty for those who want to understand or to appraise mental models is that their proponents seem to have somewhat different views. -
Cultural Theory and Cultural Dialogue in the 21St Century
African Journal of History and Culture Vol. 2(6), pp. 79-82, November 2010 Available online at http://www.academicjournals.org/ajhc ISSN 2141-6672 ©2010 Academic Journals Review Cultural theory and cultural dialogue in the 21st century Ameh Dennis Akoh English Unit, Department of Languages and Linguistics, College of Humanities and Culture Osun State University, Ikire Campus, Nigeria. E-mail: [email protected], [email protected]. Tel: +2348035992490, +2348050293410, +2347081485254. Accepted 08 October, 2010 Art is necessarily a cultural system, and culture in its mutation moves in the direction of societal becoming in the same manner as it dictates the direction of artistic creations and recreations. However, as the world, especially Africa, is being dragged along in the imperialist project of globalization, this paper interrogates the fate of cultural theory again, as it especially affects literary criticism of African texts. In the midst of what has been termed ‘nationality’s malady’, some would opt for cultural dialogue rather than effacing non-dominant ‘cultures’. There is therefore a call for an ambitious rethinking of cultural theory in order to make sense out of the grand narratives in which it is presently enmeshed, while it seeks this dialogue. Keywords: Cultural theory, cultural dialogue, literature, Africa. THE REALM OF CULTURE AND LITERATURE This paper has its prodding from the issues raised in say that the realm of culture is an already forgotten Alexel Zverev’s seminar paper “Cultural Dialogue in the hemisphere, but one agrees with the fact that culture is 20th Century” published over a decade ago, and it quickly always taken for granted as a live experience of any agrees with Zverev that culture has become an enigma, people. -
Speaking of Culture
Utah State University DigitalCommons@USU Textbooks Open Texts 2017 Speaking of Culture Nolan Weil Utah State University, [email protected] Follow this and additional works at: https://digitalcommons.usu.edu/oer_textbooks Part of the Arts and Humanities Commons Recommended Citation Weil, Nolan, "Speaking of Culture" (2017). Textbooks. 4. https://digitalcommons.usu.edu/oer_textbooks/4 This Book is brought to you for free and open access by the Open Texts at DigitalCommons@USU. It has been accepted for inclusion in Textbooks by an authorized administrator of DigitalCommons@USU. For more information, please contact [email protected]. Speaking of Culture Nolan Weil bution 4.0 International License, except where otherwise noted. Speaking of Culture by Nolan Weil is Speaking of Culture by Nolan Weil is licensed under a Creative Commons Attri- licensed under CC-BY-NC-SA 4.0 Contents A Note to Students 7 Introduction 1 Chapter 1: What is Culture? 7 History of the word 8 A flourishing enterprise 10 Seven contemporary themes in the treatment of culture 11 Final reflection 12 Application 14 Chapter 2: The Human Family 19 Origins and Diversity of Humanity 20 Where did we all come from? 23 The Multiregional Origin Hypothesis 23 The Recent African Origin Hypothesis 24 But why do we all look so different on the surface? 27 Race is not a biologically meaningful concept 31 Final Reflection 36 Application 36 Chapter 3: Origins of Culture 39 Culture as a product of human activity 40 Paleolithic material culture 41 Stone tools 43 Carved Figurines 47 -
An Overview of Multicultural Debates in Western Societies
Multiculturalisms: An overview of multicultural debates in western societies Enzo Colombo abstract This article presents an overview of multicultural debates in Western societies. It introduces the key theoretical approaches, the main criticisms and it identifies current and future topics of discussion and analysis. keywords cultural difference – inclusion/exclusion – recognition – cultural rights – integration résumé Cet article présente un aperçu des débats multiculturels dans les sociétés occidentales. Il introduit les principales approches théoriques ainsi que les principales critiques. Il identifie également les sujets actuels et futurs de discussion et d'analyse. mots-clés différence culturelle – inclusion/exclusion – reconnaissance – droits culturels – intégration resumen En este artículo se presenta un resumen de los debates multiculturales en las sociedades occidentales. Se introducen las principales perspectivas teóricas, así como las principales críticas. También identifica los temas actuales y futuras de la discusión y el análisis. palabras claves diferencia cultural – inclusión/exclusión – reconocimiento – derechos culturales – integración Introduction The term ‘multiculturalism’ has become very popular in the last few decades and, as often happens to popular words, it has ended up expressing quite different meanings. In this short essay, only a very concise and (personally) selective presentation of the current debate and the rich literature on this subject is possible. In fact, multicultural discussions refer to a wide variety of situations – integration policies and welfare-state regimes, the legal and political accommodation of cultural diversity, the management of immigration and national borders, the recognition and respect of cultural/religious difference, living with ‘difference’ in daily contexts, the ideological representation of identities, cultures and ‘the good society’, to name only a few. -
RACE, CULTURE, and ACADEMIC ACHIEVEMENT: an Historical Overview and an Exploratory Analysis in a Multi-Ethnic, Urban High School
RACE, CULTURE, AND ACADEMIC ACHIEVEMENT: An Historical Overview and an Exploratory Analysis in a Multi-Ethnic, Urban High School A Dissertation Submitted to the Temple University Graduate Board in Partial Fulfillment of the Requirements for the Degree DOCTOR OF PHILOSOPHY By Ngozi Jendayi Kamau January, 2012 Examining Committee Members: Nathanial Norment Jr., Department Chair, African American Studies Abu Abarry, African American Studies James Earl Davis, Educational Administration Joseph DuCette, College of Education i © Copyright 2011 by Ngozi Jendayi Kamau All Rights Reserved ii ABSTRACT This study highlights the salience of race, cultural match between student and teacher, students’ cultural conformity and perceptions of opportunity, and teachers’ pedagogical perspectives in students’ academic achievement, with particular attention to the perpetual achievement gap between African American and European American students. This analysis of a multi-ethnic group of 308 high school students and 23 teachers examines the inter-relatedness of students’ and teachers’ cultural values, view, and practices and school-based environmental factors that are often absent or dichotomized in explorations of academic achievement across racial/cultural groups. Mann-Whitney U Test and Kruskal-Wallis Test results revealed statistically significantly higher achievement scores among (1) students who shared the same race/ethnicity or shared the same race/ethnicity and culture with their teachers; (2) students who reported cultural perspectives consistent with mainstream cultural views and experiences regarding race, social issues, school-related coping strategies, and school opportunity; and (3) students whose teachers reported pluralistic and multicultural/pluralistic pedagogical styles when compared to their peers. Exploratory analyses of variance supported multiple regression analyses which found each variable to explain from 15% to 23% of the variance in students’ academic achievement. -
What Biculturalism Is and Why It Matters
Multicultural Identity and Experiences: Cultural, Social, and Personality Processes Verónica Benet-Martínez ICREA1 and Universitat Pompeu Fabra To appear in K. Deaux & M. Snyder (Eds.), Handbook of Personality and Social Psychology. Oxford University Press. 2nd edition. Date: December 2016 1Catalan Institution for Research and Advanced Studies 1 Abstract This chapter discusses the cultural and social-personality psychological processes involved in multicultural experiences and identities, and the societal factors which influence these phenomena. To do so, relevant findings and theories from the subfields of acculturation, sociology, cultural, social, and personality psychologies are reviewed and integrated. The chapter includes sections devoted to defining multiculturalism and its components at the individual, group, and societal level, explaining the links between multiculturalism and related constructs such as acculturation and interculturalism, and synthesizing the fast growing literatures on cultural frame-switching, individual differences in multicultural identity, and outcomes resulting from multicultural identities and experiences. The chapter concludes with a discussion of future challenges and needed directions in the psychological study of multiculturalism. Key words: Multiculturalism, multicultural, biculturalism, bicultural, interculturalism, intercultural, acculturation, bicultural identity integration, identity, ethnicity, culture 2 Multiculturalism: Cultural, Social, and Personality Processes “Each day I am reminded of -
FRAMING PROCESSES and SOCIAL MOVEMENTS: an Overview and Assessment
P1: FQK June 3, 2000 15:56 Annual Reviews AR105-26 Annu. Rev. Sociol. 2000. 26:611–39 Copyright c 2000 by Annual Reviews. All rights reserved FRAMING PROCESSES AND SOCIAL MOVEMENTS: An Overview and Assessment Robert D. Benford Department of Sociology, University of Nebraska, Lincoln, Nebraska 68588-0324; e-mail: [email protected] David A. Snow Department of Sociology, University of Arizona, Tucson, Arizona 85721; e-mail: [email protected] Key Words social movements, frame, collective action, reality construction, culture ■ Abstract The recent proliferation of scholarship on collective action frames and framing processes in relation to social movements indicates that framing processes have come to be regarded, alongside resource mobilization and political opportunity processes, as a central dynamic in understanding the character and course of social movements. This review examines the analytic utility of the framing literature for un- derstanding social movement dynamics. We first review how collective action frames have been conceptualized, including their characteristic and variable features. We then examine the literature related to framing dynamics and processes. Next we review the literature regarding various contextual factors that constrain and facilitate framing processes. We conclude with an elaboration of the consequences of framing processes for other movement processes and outcomes. We seek throughout to provide clarifi- cation of the linkages between framing concepts/processes and other conceptual and theoretical formulations relevant to social movements, such as schemas and ideology. by Universitat Pompeu Fabra on 05/08/06. For personal use only. INTRODUCTION Annu. Rev. Sociol. 2000.26:611-639. Downloaded from arjournals.annualreviews.org The concept of frame has considerable currency in the social sciences today. -
Interpretive Frameworks
Volume 46 Number 3 Article 2 March 2018 The Common Thread in Kuyper, Kuhn and Cognitive Psychology: Interpretive Frameworks Daniel F. A. Hitchcock Follow this and additional works at: https://digitalcollections.dordt.edu/pro_rege Part of the Christianity Commons, and the Cognitive Psychology Commons Recommended Citation Hitchcock, Daniel F. A. (2018) "The Common Thread in Kuyper, Kuhn and Cognitive Psychology: Interpretive Frameworks," Pro Rege: Vol. 46: No. 3, 14 - 23. Available at: https://digitalcollections.dordt.edu/pro_rege/vol46/iss3/2 This Feature Article is brought to you for free and open access by the University Publications at Digital Collections @ Dordt. It has been accepted for inclusion in Pro Rege by an authorized administrator of Digital Collections @ Dordt. For more information, please contact [email protected]. The Common Thread in Kuyper, Kuhn and Cognitive Psychology: Interpretive Frameworks guage, or culture. The idea that subjectivity influences the way we interpret the world is not new; neither is the idea that subjective factors influence the meth- ods, discoveries, and applications of human col- lective efforts. Over the last half-century, the bastion of objective reason has been crumbling at its Enlightenment foundation. Fatal blows have come from insights in psychology and the phi- losophy of science. Although modern positivis- tic science has been mortally wounded, I believe an integrative approach can be taken between a strong relativistic position on truth and an abso- by Daniel Hitchcock lutist one. The Christian faith as a worldview le- gitimizes the assertion that there is a “real world” “We see and understand things not as they as well as the belief that we perceive it through are but as we are.” ~Anthony de Mello— interpretive lenses, which I will be calling “inter- Awareness (1990) pretive frameworks.” These frameworks can yield a plurality of views, including imperfect ones.