Critical Frame Research Articles

When means of implementation meet Ecological Modernization Theory: A critical frame for thinking about the Sustainable Development Goals initiative

• SDGs comprise problematic conception of environment/development linkages. • SDGs need to be investigated for the implications of Goal 17. • Sustainable Development aligns with Ecological Modernization Theory, and inherits its problems. • Political dialogue about Development and Environment must be based on an understanding of limits of current governance models. • Poverty and Inequality and Conflict, along with Environmental Degradation, may worsen as the SDG agenda is implemented. The United Nations 2030 Sustainable Development Goals (SDGs) agenda has been hailed as the most comprehensive and integrated framework for addressing the twin challenges of global environmental change and global development. This all-encompassing framework has provided a unique intersection for inter- and trans-disciplinary critical research and scholarship aimed at interrogating and improving public policy. Nevertheless, there are crucial premises underpinning the agenda that have rarely been interrogated or subjected to explicit scrutiny. As a consequence, much of the analytical work focusing on the SDGs, their targets, indicators, and the interrelations between these, replicates these premises with problematic implications. We demonstrate that the approach manifested in the SDGs aligns strongly with Ecological Modernization Theory (EMT). It is on the basis of EMT that an integration of ‘environmental’ and ‘developmental’ objectives (goals) is proposed and advanced. We explicate this through a close analysis especially of the four explicitly environment-focussed goals (12, 13, 14, and 15), their “Means of Implementation”, and their overall integration with Goal 17. We apprehend the problems of EMT through this analysis. As we show, there are alternatives to the EMT approach to the environment-and-development constellation. Presenting it as inevitable, and accepting its premises thus turns out to be ultimately an ideological choice. Our analysis of the environment-and-development link under the SDGs makes such choices intelligible, and their implications clearer, irrespective of ideological preferences. Taking these critical insights into account more centrally is imperative for better understanding and responding to the evolving intersections between science, technology, ecology, and social, economic and political change.

Cultural Identity of the First-Generation Immigrants in Tan’s The Bonesetter’s Daughter and Lahiri’s The Namesake

This article examines the problematic cultural identity of the first-generation immigrants in Amy Tan’s The Bonesetter’s Daughter (2001) and Jhumpa Lahiri’s The Namesake (2003). The immigrant characters problematize their cultural identity by oscillating in the cultural spaces of their home country and the host country. They tend to adopt new cultural identity of their host country while sustaining the old one of their home country. As a result, they negotiate their cultural identity in the shared cultural space which Homi K Bhabha terms as the third space. While analyzing the third space of cultural encounter, I refer to homeland culture as the first and the host land culture as the second cultural space of immigrants. Negotiating in the third space of the diaspora, the immigrants embody fluid and dynamic cultural identities that go beyond the binary of the host and home country. The process of the cultural negotiation of the immigrants is analyzed in the critical frame of Stuart Hall’s cultural identity and Homi Bhabha’s third space in this article.

Civil Society Organisations and LGBT+ Rights in Bangladesh: A Critical Analysis

This article explores civil society organizations’ (CSOs) views on the contemporary situation of LGBT+ people in Bangladesh. It is a lacuna requiring attention because of the country’s poor and deteriorating equality and human rights record. Here we analyse the level of attention to prevailing human rights violations and apply critical frame analysis to the corpus of CSOs’ submissions to the United Nations third cycle Universal Periodic Review (UPR), 2013–2018. These reveal how a series of key pathologies—including, violence, intimidation and discrimination—affect the lives of LGBT+ people. The wider significance of this study lies in highlighting that, while not a replacement for justiciable rights, the discursive processes offered by the UPR are of key significance in seeking to advance LGBT+ rights in countries like Bangladesh where oppression combines with extremism and political elites’ refusal to embrace equality in relation to gender identity and sexual orientation.

Gender and parliamentary representation in India: The case of violence against women and children

To better understand how gender impacts parliamentary representation, we analysed representative claims made by parliamentarians in India, the world's largest democracy. Applying critical frame analysis to plenary debates in the Indian Rajya Sabha, we examined four parliamentary bills addressing violence against women and children under four successive governments between 1999 and 2019. Testing six hypotheses concerning who represents and how, our study found women legislators more active in speaking on behalf of women and children than male legislators. Women parliamentarians focused more on rehabilitating victims and expanding the scope of rights and rights-holders. Women were also more vocal in contesting harassment in the workplace than condemning violence against children. Meanwhile leftist party representatives expressed greater condemnation of violence than most other legislators. Our findings reveal the need to modify parliamentary rules, have more women as political party leaders and parliamentarians, and to adopt a more proportional electoral system.

Microfluidics by Additive Manufacturing for Wearable Biosensors: A Review.

Wearable devices are nowadays at the edge-front in both academic research as well as in industry, and several wearable devices have been already introduced in the market. One of the most recent advancements in wearable technologies for biosensing is in the area of the remote monitoring of human health by detection on-the-skin. However, almost all the wearable devices present in the market nowadays are still providing information not related to human ‘metabolites and/or disease’ biomarkers, excluding the well-known case of the continuous monitoring of glucose in diabetic patients. Moreover, even in this last case, the glycaemic level is acquired under-the-skin and not on-the-skin. On the other hand, it has been proven that human sweat is very rich in molecules and other biomarkers (e.g., ions), which makes sweat a quite interesting human liquid with regards to gathering medical information at the molecular level in a totally non-invasive manner. Of course, a proper collection of sweat as it is emerging on top of the skin is required to correctly convey such liquid to the molecular biosensors on board of the wearable system. Microfluidic systems have efficiently come to the aid of wearable sensors, in this case. These devices were originally built using methods such as photolithographic and chemical etching techniques with rigid materials. Nowadays, fabrication methods of microfluidic systems are moving towards three-dimensional (3D) printing methods. These methods overcome some of the limitations of the previous method, including expensiveness and non-flexibility. The 3D printing methods have a high speed and according to the application, can control the textures and mechanical properties of an object by using multiple materials in a cheaper way. Therefore, the aim of this paper is to review all the most recent advancements in the methods for 3D printing to fabricate wearable fluidics and provide a critical frame for the future developments of a wearable device for the remote monitoring of the human metabolism directly on-the-skin.

Human rights and social welfare pathologies: civil society perspectives on contemporary practice across UK jurisdictions – critical analysis of third cycle UPR data

ABSTRACT This study uses discourse analysis of the critical views expressed in the corpus of United Nations’ Universal Periodic Review (UPR) submissions by civil society organisations (CSOs), in order to explore how the UK, Welsh, Scottish and Northern Ireland governments are responding to their international human rights treaty obligations in the formulation and delivery of social policy. Developed from Hogwood and Peters’ work on the pathology of public policy, the analytical framework investigates CSOs’ critical framings of the disorders, progress and challenges related to social policy-making in the UK. The findings show a raft of shortcomings including a poor monitoring and enforcement, gaps in social protection and discrimination. The original contribution this study is threefold: 1. revealing the nature of prevailing rights violations in the UK; 2. outlining the territorial narratives and contrasts between jurisdictions in the wake of devolution; and 3. showing how the systemic nature of rights violations can be conceptualised using Hogwood and Peters’ theory of public policy making pathologies.

Struggles for Recognition and Redistributive Policies

The policy area of housing is associated with a set of contradictory claims over its subject and scope. This includes tension between a market-based understanding of housing, a social-rights-based approach, and a traditionalist approach (as patrimony). Debates about housing intensified after the financial crisis of 2008, especially on Europe’s periphery. The present research focuses on Hungary and Spain, two countries with diverging housing paths after the crisis, in which crisis management and housing debates resulted in a number of housing policy changes. The paper is based on a critical frame analysis of interview data and policy documents about these two sets of policies. It combines Karl Polanyi’s double movement theory with Nancy Fraser’s perspectival dualism to trace recognition and redistribution frames in housing policy discourses in an investigation of the dynamics that led to policy changes. It argues that market expansion and social protection, the two movements in Polanyi’s theory, should not be understood as forces that always clash with each other, but as a set of recognition and redistribution claims that mutually enable or limit each other as they are mediated through policy-making.

At the Interface of Colonial Knowing and Unknowing: A Critical Reading of the Golden Camellia in Amitav Ghosh’s River of Smoke

This paper is a critical reading of Amitav Ghosh’s fictional representation of modes of acquisition, assimilation and dissemination of colonial knowledge in River of Smoke (2012). The paper highlights the cultural exchange of botanical and horticultural knowledge between Europe and China in the nineteenth century narrativized by Ghosh. The novel illustrates the significance of non-Eurocentric modes of conserving knowledge that would otherwise suffer from the violence of utilitarian models of European epistemology. The paper explicates how Ghosh represents the Chinese as successful in ensuring that the Golden Camellia – a rare flowering variety in China – is preserved from falling prey to the profiteering logic of botanical expeditions and epistemic hegemony by European naturalists. Using Pramod Nayar’s imperial cosmopolitanism and Robert Proctor’s agnotology as critical frames, the paper maps Ghosh’s fictional representation of Chinese horticulturists using botanical illustration to disable Europeans from accessing the Golden Camellia. By circulating the nonexistence of the plant variety as the truth, the Chinese horticulturalists in the novel prevent the Golden Camellia from being usurped and profiteered by European botanists and plant traders. The paper also establishes how Ghosh’s work functions as a significant addition to works foregrounding the South-South connection in the South Asian literary imagination.

Making macaroni: classroom improv for transformative embodied critical literacy

PurposeIn this paper, the authors engage with embodied critical literacies through an exploration of the possibilities provided by the use of improvisational comedy (improv) in the classroom. The purpose of this paper is to extend understandings of critical literacy to consider how embodied critical literacy may be transformative for both individual students and classroom assemblages. The research question asks: how might improv, as an embodied literacy practice, open up spaces for critical literacy as embodied critical encounter in classroom assemblages?Design/methodology/approachThe authors used case study methodology informed by post-qualitative research methods, and in particular, posthuman assemblage theory. Assemblage theory views the world as taking shape through the ever-shifting associations among human and more-than-human members of an assemblage. The case study took place in a sixth-grade classroom with 28 11-year-olds over a four-month period of time. Audio and video recordings provided the empirical materials for analysis. Using Bruno Latour’s three stages for rhizomatic analysis of an assemblage, the authors mapped the movements of participants in an assemblage; noted associations among those participants; and asked questions about the larger meanings of those associations.FindingsIn the sixth-grade classroom, the dynamic and emerging relations of the scene work and post-scene discussion animate some of the ways in which the practice of classroom improv can serve as a pedagogy that involves students in embodied critical literacy. In this paper, the authors are working with an understanding of critical literacy as embodied. In embodied critical literacy, the body becomes a resource for that attunes students to matters of critical importance through encounter. With this embodied attunement, transformation through critical literacy becomes a possibility.Research limitations/implicationsThe case study methodology used for this study allowed for a fine-grained analysis of a particular moment in one classroom. Because of this particularity, the findings of this study are not considered to be universally generalizable. However, educators may take the findings of this study and consider their application in their own contexts, whether that be the pedagogical context of a classroom or the context of the empirical study of language and literacy education. The concept of embodied literacies, while advocated in current literacy research, may not be easy to imagine, in terms of classroom practice. This paper provides an example of how embodied critical literacies might look, sound and unfold in a classroom setting. It also provides ideas for classroom teachers considering working with improv in their language arts classrooms.Practical implicationsThe concept of embodied literacies, while advocated in current literacy research, may not be easy to imagine, in terms of classroom practice. This paper provides an example of how embodied critical literacies might look, sound and unfold in a classroom setting. It also provides ideas for classroom teachers considering working with improv in their language arts classrooms.Social implicationsThe authors argue that providing students with critical encounters is an important enterprise for 21st-century classrooms and improv is one means for doing so. As an embodied literacy practice, improv in the classroom teaches students to listen to/with other players in the improv scene, become attuned to their movements and move responsively with those players and the audience. It opens up spaces for critically reflecting on ways of being and doing, which, in turn, may inform students’ movements in further associations with each other both in class and outside the walls of their school.Originality/valueIn this paper, building on work conducted by Author 1, the authors extend traditional notions of critical literacy. The authors advocate for developing critical learning opportunities, such as classroom improv, which can actively engages students in critical encounter. In this vein, rather than viewing critical literacy as critical framing that requires distancing between the learner and the topic, the posthuman critical literacy the authors put forward engages the learner in connecting with others, reflecting on those relations, and in doing so, being transformed. That is, through critical encounter, rather than only enacting transformation on texts and/or material contexts, learners themselves are transformed.

Examining the influence of different types of dynamic change in a visual search task.

It has been repeatedly demonstrated that when performing a visual search task, items can pop out of a display such that they are identified rapidly, independent of the number of distractors present. It has been less clear whether this type of pop-out is limited to static displays (e.g., images) or whether it can also occur in scenes containing movement, more akin to how we experience the real world. Recently, Jardine and Moore (Journal of Experimental Psychology: Human Perception and Performance, 42, 617-630, 2016) examined whether pop-out also occurs in displays consisting of dynamic motion - wherein items in the display rotated continuously until a critical frame that would elicit pop-out under static presentation conditions - and found that search was greatly impaired. It remains unclear, however, whether such impairment is exerted equivalently across all types of dynamic motions or if it is specific to orientation. In the present study, we replicate the original Jardine and Moore (Journal of Experimental Psychology: Human Perception and Performance, 42, 617-630, 2016) finding and extend this examination to another dimension - color change. We also explore whether search efficiency can be improved with dynamic context if aspects of the display become predictable. The results suggest that not all types of dynamic change impair search performance. Specifically, oddball color targets continue to pop out even when the items in the display are dynamic. Interestingly, adding predictable context did not aid search accuracy as expected, rather resulting in poorer performance. Taken together, the findings suggest that the influence of dynamic context on search performance is not absolute.

Civil society and the contemporary threat to religious freedom in Bangladesh

ABSTRACT Against the international backdrop of rising religious tensions, this article explores contemporary civil society views on religious freedom in Bangladesh. It uses critical frame analysis of the corpus of civil society organizations’ (CSOs) submissions to the United Nations’ third cycle Universal Periodic Review (UPR), 2013–18. It provides a timely assessment of Bangladesh’s fulfilment of international obligations on religious freedom, and shows how the politicization of religion and the resultant conflict between ‘secularism’ and ‘extremism’ have been fuelling inter-communal tensions and religious intolerance. In particular, CSOs’ UPR submissions present powerful accounts of the principal human rights pathology affecting the country today, religious-based violence. This is accompanied by a narrative of police malpractice, judicial failings, discrimination, oppression and incitement. A further key finding is ‘situated knowledge’ or first-hand accounts of legal restrictions and government repression of civil society organizations. Consonant with the classical work of liberal theorists, we argue that unprecedented importance now attaches to safeguarding civil society criticality in order to defend religious freedom and uphold human rights in the Republic.

Multiliteracies in EL Curriculum Implementation and Pedagogy in Multilingual Classrooms of Southeast Asia

In keeping up with the current push for multiliteracies in ELT, the secondary school EL curriculum of Singapore has placed an emphasis on multiliteracies. Students are encouraged to engage with ‘rich language’ through a range of semiotic resources, including the use of multimodal texts. Drawing on the framework of multiliteracies pedagogy that integrates the four components of situated practice, overt instruction, critical framing and transformed practice (New London Group, 1996), this article examines multimodal meaning-making in the enacted EL curriculum in Singapore’s multilingual classrooms. By looking at how visual literacy is taught and how multimodal texts are used in curriculum implementation and pedagogy, I hope to demonstrate that the framework of multiliteracies pedagogy adopted or adapted, has provided a rich environment for students to create engaging and interactive learning opportunities for themselves. I also hope to showcase how visualization training to develop the mind’s eye through carefully designed language learning tasks can enhance students’ visual literacy in an increasingly multi-modal, multi-dimensional world where they are surrounded by an array of semiotic resources across language and culture.

Leadership for professional learning towards educational equity: a systematic literature review

ABSTRACT This systematic review of recent research explored the uncharted intersection of literature on educational leadership, professional learning, and educational equity. It investigated leadership approaches to shaping the professional development and ongoing learning of educators which supports more equitable outcomes for students. The underlying motivation for the work is our concern for the educational experiences and achievements of marginalised students, and for professional learning to address these inequalities. Guided by the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) Statement, and iterative selection of literature based on relevance and quality judged by the weight of evidence assessments, we identified 41 empirical items for detailed analysis. The outcome was five themes: Critical framing of social justice issues; Dialogue and enquiry; Learning and identity development; Context, resources, and motivations; Normalising inclusion and shared leadership. A further six articles informed a conceptual framework linking professional learning and outcomes that developed existing models. Critique of linear conceptualisations of learning, and affinity with the values and philosophy of the process model of education championed by Lawrence Stenhouse, prompted proposing the themes as nascent principles. These require further research, yet they have immediate practical utility for educational leaders and teachers working in pursuit of educational equity.

Critical Framing: How Indonesian EFL Students Criticize Texts and Reconstruct Gender Equality in EFL Reading Class

This study was proposed to reveal how students criticize text and reconstruct gender equality through critical framing provided by the teacher. To conduct the research, field notes, recording on audio and video, and also students’ artifact (the result of discussion) were used. The text used in this research was the synopsis of Mustang (2015). The data was analyzed using critical discourse by looking at the influence of the linguistic used by the teacher and the text. The result showed that in criticizing text, female and male group is influenced by the linguistic used by the teacher and text and the power of the text and teacher can empower student to reconstruct gender equality and reject gender inequality, while male’s group was only influenced by the teacher. In addition, the linguistic used by the teacher also may lead them to relate with their society. In conclusion, female and males students are influenced by linguistic used in criticizing text.
 Keywords: Critical Framing, Gender Equality, Gender Inequality.

Characterizing the spatiotemporal envelope of the human visual system through the visibility of temporal aliasing artifacts.

Previous studies have demonstrated that the onset of temporal aliasing artifacts occurs when the spatial displacement between samples reaches a critical distance, and that subsequently a linear relationship exists between stimulus speed and critical sampling rates. In this paper, we carry out further experimentation using a novel experimental setup, in which a strobe light is used to emulate impulsive temporal sampling, in order to investigate the spatiotemporal envelope of the human visual system and the effect of a stimulus. For non-periodic stimuli, experimental results show that critical sampling rates increase with motion speed and decrease with stimulus width. These interactions can be described using simple log-linear models, and characterized using the temporal aliasing visibility function, where maximum critical frame rates up to 1500 Hz are predicted. For periodic stimuli, we demonstrate that both perceptible temporal aliasing artifacts and stimulus aliasing can cause stroboscopic effects.

Wildfire in the news media: An intersectional critical frame analysis

The unprecedented 2015 wildfire season in northern Saskatchewan, Canada resulted in the largest evacuation in the province's history. The depiction of such environmental hazards in the news media is one mechanism that can, even inadvertently, reinforce historical and contemporary social inequalities through its discursive construction of the event and actors involved. We modified and applied a critical frame analysis (CFA) to explicitly reveal how intersecting social identity attributes and associated power relations emerged in media narratives of the Saskatchewan wildfire event, as well as how dominant narratives were challenged. Findings derived from two local and two national news sources revealed that mainstream media largely reflected and reinforced a normative characterization of wildfire response and planning that is highly gendered and exclusionary. Specifically, this characterization constructed intersecting dualisms, giving agency to men and historically male-dominated organizations and casting women, as well as northern and Indigenous communities, as passive residents in need of protection. Our application of the framework also revealed how dominant narratives were challenged through alternative discourses that recognized the agency of community members. A key contribution of the CFA framework, when combined with an intersectional lens, is its ability to draw attention to the ways in which identity attributes (e.g., gender, race) and associated power relations (e.g., patriarchy, racism, colonialism) work together, and to thereby generate insights that can help redefine policy problems and ultimately, more effectively address the social dimensions of environmental hazards.

The Trouble with “Gender” in Latvia: Europeanisation Through the Prism of the Istanbul Convention

Abstract The article analyses the dynamics of Europeanisation revolving around the ratification of the Council of Europe Convention on preventing and combating violence against women and domestic violence (Istanbul Convention) in Latvia. Whereas the document has not yet been made a part of EU acquis communautaire, the EU has committed to applying the norms enshrined in the Convention by any means, not least through the EU Gender Equality Strategy 2020-2025. The discussion on the repercussions of the implementation of the Istanbul Convention in Latvia’s legislation has occupied a noteworthy place in the discussions of the national parliament of Latvia (Saeima) since 2016. The article first uses critical frame analysis and defines the most important issue frames, document frames and metaframes that are employed by different political parties/politicians and Ministries/Ministers when talking about the Istanbul Convention to promote or refuse the ratification of the document. The article shows how the camps for and against the ratification draw on different and often opposing issues, documents, and meta-frames to substantiate their arguments. Next the article applies two models of Europeanisation: the external incentives model and the social learning model. The article concludes that the social learning model is better positioned to explain the non-ratification of the Convention, mostly due to exclusive national identity and the lack of resonance of the Convention in Latvia. Whereas some liberal-centre political parties are framing the ratification of the Istanbul Convention as aligned with Latvia’s commitment to European values, the framing by national-conservative players which argues that the Istanbul Convention is not in line with Christian values, has borne more fruit.

How hospitable is Aotearoa New Zealand to refugees?

Following the tragic events of the Christchurch shooting on 15th March 2019, New Zealanders projected a national image of hospitality towards Muslim New Zealanders, involving an Islamic call to prayer in Parliament, and women wearing hijab in solidarity – unique public demonstrations of compassion and inclusion. In 2020, the New Zealand government will raise its refugee quota to 1,500 refugees per year as part of its United Nations obligations and remove its race-based aspects [1]. Globally, there are vast displacements of people fleeing persecution and economic oppression [2]. Arguably, despite its small refugee resettlement quota, New Zealand appears hospitable. Yet our study reveals a context within which negative economic, social and political factors dominate policy and practices. It similarly highlights ways in which New Zealand’s hospitality towards refugees is paternalistic and interventionist, even if not deliberately [3].
 ‘Being hospitable’ is typically defined as a social relation that accompanies the ideologies and unconditional practices of ‘welcome’ [4]. As an act of welcome, hospitality gives ethical recognition to the stranger. This practice of hospitality enables and resonates a feeling of belonging and inclusion. However, the intrinsic nature of hospitality may foster exclusion as well as inclusion. The Christchurch incident arose from an act of unwelcome and a false sense of security from authorities as previous discrimination reported by the local refugee Muslim community was ignored. As such, key questions remain about how hospitable New Zealand is to refugees.
 When refugees are resettled into a destination, refugee-focused service providers (including not-for-profits, community groups and NGOs) offer frontline services to ease refugees’ experiences of trauma and marginalisation. They provide advocacy and welcome through reception processes, translation services and multicultural centres. We facilitated a national think tank attended by 34 refugee-focused service providers to examine how they practice a hospitable welcome through their advocacy and frontline services and how the welcome could be improved.
 Participants identified the need for greater collaboration and communication between refugee-focused service providers to enhance trust, relationships, to enable former refugees to feel safe in voicing their concerns and access services, and to reduce the competition and duplication of service provision in the face of scarce funding. They also recognised the need to increase attention to the notion of welcome and advocacy by adopting practices from non-interventionist actions that draw on the notion of welcome as empathetic, warm and connecting, with minimum rules, and to centre refugee voices with their active participation in policy development, service delivery and social inclusion activities. Participants also advocated continued efforts by the media and wider community to reduce discrimination and negative social dialogue around refugees and to encourage their social inclusion. To achieve these outcomes, participants raised the need to address the important issues of underfunding and strategy underpinning the delivery of refugee-focused service provision.
 Overall, our findings suggest that beneath the initial welcoming surface, an alternative perspective may be concealed that restricts us from providing a broader inclusive hospitality and welcome into Aotearoa New Zealand. To bridge this potential impasse, a more humanistic approach is potentially required, where refugees actively co-create the critical framing of hospitality [5, 6] to better support their resettlement.
 The original research on which this article is based is available here https://doi.org/10.1080/02642069.2018.1472243
 Corresponding author
 Alison McIntosh can be contacted at: alison.mcintosh@aut.ac.nz
 References
 (1) Graham-McLay, C. Under Pressure, New Zealand Ends Policy Branded Racist. The New York Times, Oct 4, 2019. https://www.nytimes.com/2019/10/04/world/asia/jacinda-ardern-refugees-new-zealand.html?fbclid=IwAR0JYwr7Fl31gtQ9qXS0XTTLXyNkTXSC9DBWot0Mf0UtQLp9EXTBKTmqcBk (accessed Oct 20, 2019).
 (2) Goldin, I.; Cameron, G.; Balarajan, M. Exceptional People: How Migration Shaped our World and will Define our Future; Princeton University Press: Princeton, NJ, 2012.
 (3) McIntosh, A.; Cockburn-Wootten, C. Refugee-Focused Service Providers: Improving the Welcome in New Zealand. The Service Industries Journal 2018. https://doi.org/10.1080/02642069.2018.1472243.
 (4). Lynch, P.; Germann Molz, J.; McIntosh, A.; Lugosi, P.; Lashley, C. Theorizing Hospitality. Hospitality & Society 2011, 1 (1), 3–24. https://doi.org/10.1386/hosp.1.1.3_2 
 (5) Still, J. Derrida and Hospitality: Theory and Practice; Edinburgh University Press: Edinburgh, 2010.
 (6) Brebner, L.; McIntosh, A.; Ewazi, S.; van Veen, M. Eds. Tastes of Home; Auckland University of Technology: Auckland, 2018.

From “Stab in the Back” to “Good Riddance”: Recollections of Ayyam al-Atrak

Selim Deringil's The Ottoman Twilight in the Arab Lands: Turkish Memoirs and Testimonies of the Great War is an account of five memoirs written after World War I by leading Ottoman military commanders and intellectuals who spent the war years in the Arab provinces. The memoirs include those of Falih Rifki Atay, Ahmad Cemal Pasha's deputy in the Fourth Army and head of intelligence in Damascus and Jerusalem; Hüseyin Kazım Kadri, a founder of the Young Turk movement and editor of Tanin; Naci Kaşif Kıcıman, the chief intelligence officer in Hijaz during the Great Revolt; Münevver Ayaşlı, the daughter of the Turkish head of the Ottoman tobacco monopoly who became an ardent Islamic feminist in the Republican period; and Ali Fuad Erden, the Fourth Army's chief of staff. Deringil's introduction, which references other works on the final days of Ottoman rule in Syria and Palestine, provides a critical framing of these narratives in the context of (some) Turkish claims that the Great Revolt constituted a “stab in the back” to the Ottoman war effort and a betrayal of the state. The memoirs contain vivid accounts of daily life in Beirut, Jerusalem, Damascus, and Medina during World War I.

Digital ethnography for culture teaching in the foreign language classroom

With the increasing recognition of the importance of developing intercultural competence in foreign language education, there is now much discussion amongst scholars and teachers as to how to move beyond fact-based approaches to teaching culture by promoting more interpretive and reflective learning within a critical frame. Whilst study abroad is often seen as the ideal context for promoting such learning, this paper considers the possibilities of enacting a digital ethnographic approach to culture teaching within the foreign language classroom. Such an approach involves engagement with online resources in the studied language for the purposes of identifying and interpreting diverse linguistic and cultural forms, as well as critiquing problematic cultural representations. This paper begins with a brief overview of Computer-Assisted Language Learning and Mobile-Assisted Language Learning, and then goes on to consider three main approaches to teaching culture with the use of computers and mobile devices. The paper then puts forward a number of concrete pedagogical suggestions for the implementation of a digital ethnographic approach to teaching culture in the foreign language classroom which emphasizes interpretation and critical reflection.