Negotiation Theory Research Articles

Sounding others’ sensations in interaction

ABSTRACT This study investigates the practice of “sounding for others,” wherein one person vocalizes to enact someone else’s putatively ongoing bodily sensation. We argue that it constitutes a collaborative way of performing sensorial experiences. Examples include producing cries with others’ strain or pain and parents sounding an mmm of gustatory pleasure on their infant’s behalf. Vocal sounds, their loudness, and duration are specifically deployed for instructing bodily experiences during novices’ real-time performance of various activities, such as tasting food for the first time or straining during a Pilates exercise. Vocalizations that are indexically tied to the body provide immediate displays of understanding and empathy that may be explicated further through lexicon. The existence of this practice challenges the conceptualization of communication as a transfer of information from an individual agent – even regarding assumedly individual body sensations – instead providing evidence of the joint nature of action and supporting dialogic theories of communication, including when language-marginal vocalizations are used.

Dynamics in International Contract Business Negotiations: A Comparison of Brazil, Russia, Indian and China (BRIC)

Globalization has increased countries interaction and trade exchange. Brazil, Russia, India and China (BRIC) became more important economies at the global level during the 21st century. As the success of international negotiations depends on reaching satisfactory agreements for all parts involved, many people have found difficulties in conducting international negotiations involving BRIC negotiators. Several factors may impact the result of the negotiation process. Understanding how these relevant factors may impact on the outcomes of international negotiations among BRIC countries may help to mitigate the adverse effect of different perspectives in an international agreement and allow companies to become more competitive globally. Based on theories of negotiation, this study focuses on the dimensions of negotiating outcomes and process as perceived by BRIC negotiators in international business transactions. As misunderstandings occur during a domestic agreement negotiation within the same culture, one can affirm that the same happens when BRIC negotiators are negotiating an international business agreement. What kind of misunderstandings can prevent successful cross-cultural negotiations among BRIC negotiators? How are BRIC negotiators able to overcome the challenges of the international environment while negotiating an international agreement? Is it possible to settle a common path among BRIC negotiators based on an international business agreement negotiation? The purpose of this research is to answer to these and other questions. From a review of international negotiation practices, a questionnaire focusing on retrospective international contracts negotiation experiences was developed and sent to negotiators from BRIC countries. The results indicate some important outcomes that may be taken into consideration for a successful international negotiation involving negotiators from BRIC countries.

Paulo Freire’s dialogic theory and socio-scientific issues in early childhood teaching education about the presence of water in the Solar System

Resumo Neste trabalho apresentamos as dificuldades e aprendizagens de pedagogos em formação inicial que participaram de um minicurso sobre Astronomia e Astrobiologia, na perspectiva da Educação por meio das questões sociocientíficas e o conceito de dialogicidade de Paulo Freire. Consideramos que esta pesquisa possui abordagem qualitativa, e os métodos de obtenção dos dados foram as gravações das aulas e os planos de aula elaborados pelas participantes. A análise de conteúdo realizada a partir dos conceitos teóricos trabalhados e dos dados obtidos proporcionou a criação de três dimensões: Conteúdo, Dialogicidade e Questão Sociocientífica. Os resultados apontam, principalmente, para a importância de oportunizar uma formação crítica em Ciências que incentive a dialogicidade, a autonomia de pensamento e a reflexão sobre temas científicos controversos a pedagogos em formação.

Should the campus newspaper change its brand? Applying formative research and dialogic theory to address DEI questions

Organizations face a growing and urgent need to address diversity, equity, and inclusion (DEI) in their branding and communication. However, it is important not to make decisions based on anecdotal evidence, but rather to conduct formative research with key stakeholders and employ two-way, symmetrical communication strategies fundamental to dialogic theory and ethical public relations practice. When students at a large public university petitioned to change the campus newspaper's name, the Daily Forty-Niner, because of its parallel connection with the California Gold Rush that resulted in thousands of Native Americans' deaths, understanding the opinions of the university's key stakeholders became critical. Through an online survey with students, faculty, administrators, staff, and alumni (N = 2542), this study assessed understanding of the name's history, knowledge of the controversy behind it, and the desire to change the name. Results showed that more than 60% of key stakeholders believed the name to be tied to the Gold Rush; however, less than a third were aware of the controversy surrounding the paper's name. There was also no overall consensus regarding changing the name, with 27.6% supporting a name change, 36.7% opposing it, and 35.7% indicating no preference. Reasons behind participants' responses are discussed in depth, and results from this study are presented within the tenets of dialogic theory to highlight how key stakeholders' perceptions can inform such decisions. While this research can serve as a valuable foundation for other campuses and organizations facing DEI issues, we recommend conducting further research, especially with Native stakeholders and other affected groups, as well as establishing ongoing dialogue before and during the decision-making process.

Dictum-modus pluralism in virtual dialogic discourse (based on Internet comments)

The article explores the dictum and modus content of the virtual dialogue, formed by news published on the Internet and comments by the discussion participants. The problematics of the study is determined by the contradiction between the uniqueness of the content plane for the news publication as the embodiment of the author’s intention and the dictum-modus pluralism expressed in the comments of the participants in the Internet discussion. The study involves 155 comments of internet discussion to the news “What will the Russian soldiers die in Kazakhstan for?” posted on the maxpark portal. The Internet discussion of political news establishes the role of the categories of the expected and the conflict of interpretations that influence the dictum-modus content of the dialogue. While researching a virtual dialogue, we revealed two types of text space organization: syntagmatic and paradigmatic, which set up the undulating and radial principles of virtual dialogue development. The syntagmatic structure of the dialogue is manifested when the latter develops from a specific topic stated in the publication to related ones, then to global ones, which determines its multidimensional and polymodal development. The paradigmatic dynamics of the virtual dialogue is determined by the multi-vector nature of the topics discussed. The analysis of comments discovered two models of their interaction: linear-chain and parallel. The linear-chain model determines the development of a dialogue in accordance with centrifugal tendencies, expanding its dictummodus space. The parallel model ensures the development of a dialogue in accordance with centripetal tendencies; it is implemented according to the principle of a common structural model and the same mode, providing the stabilization and dictum-modus integrity of the virtual dialogue. The theory of Internet dialogue developed in the article, the explanatory potential of the categories of the expected and the conflict of interpretations can be used in the analysis and forecasts of the mental state of the society.

Threshold for learning: The case for prioritizing the in-between spaces in education

In this paper, the author analyses learning as a function of the threshold between parties and ideas. Using Bakhtinian dialogic theory, literacy learning in particular is envisioned as a dialogue of the threshold. This instructional threshold is viewed both in pedagogical and biological terms. The physiological process of learning is described, making a biological case for instructional scaffolding and the gradual release of responsibility in the classroom. The dialogue of different disciplines serves as integration of several thresholds and further strengthening of learning. Curriculum integration is then promoted as a means to lasting learning.

Dialogue and Growth: The Transformative Power of Female Characters in Margaret Atwood’s The Testaments

This paper aims to revisit the self-psychological growth of female protagonists within multiple dialogues in Margaret Atwood’s latest fiction The Testaments (2019). The plot of this novel is formed and deployed through three female narrators, Aunt Lydia, a character from the previous novel, as well as two next-generations, Agnes Jemima and Daisy who witness and experience the oppressive and suffocating female condition in Gilead. By utilizing Bakhtinian keywords, such as monologue, heteroglossia, polyphony, double-voices, etc., this article focuses on how the characters fight against the ‘monological world’ Gilead through Aunt Lydia’s imaginative dialogue with the reader and her previous self as well as her official discourse with others, the ‘micro-dialogue’ of two sisters, and dialogues among three of them. Along with their dialogues, the protagonists’ self-consciousness is marked by autonomy, fluidity, openness, and growth-turn, which enable them to form a sisterhood and lead their respective ‘Testaments’ to challenge Gilead rules. Margaret Atwood gives voice to marginalized women, which shatters the male-centered narratives. This arrangement is consistent with the core of M. M. Bakhtin’s dialogue theory, while also offering more possibilities for addressing the complexities and precariousness of contemporary female existence. (Chungnam National University)

Komunikasi Antarbudaya Masyarakat Multikultur dalam Menciptakan Toleransi

The purpose of this study was to find out how intercultural communication creates tolerance in the people of the Permu Immigration Village, where the Permu Immigration Village has ethnicities with five different multiculturalities that can maintain a tolerant life. The research method used is a qualitative research method by relying on Face Negotiation Theory to see the interaction behavior of people of different ethnicities with facework in order to see communicative behavior. The results of this study indicate that interactions between ethnic immigrants and indigenous ethnicities have taken place in the Permu Immigration Village, which has always avoided prolonged conflict and has become a tolerant village. mutual respect and respect for the existence of agreement decisions that have existed since long ago there has never been any change to the agreement. The conclusion of the research is that multiculturalism in the Permu Immigration Village applies negotiation theory and an attitude of obliging (obligation) towards agreements and in avoiding problems so that they are not prolonged.
 
 Keywords: Builds, Comunication, Harmonization, Intercultural, Multiculture

Fatima’s Mimicry in Aliya Husain’s Neither This Nor That

This study aims to reveal Fatima’s mimicry as the prominent figure in Aliya Husain’s Neither This Nor That. The presence of minorities often brings the assumption that they are foreign people, so they are treated discriminatively. Immigrants who live a new life in a country whose ideology, beliefs, and lifestyle of the original population are opposite to those of their home country will experience identity problems. Muslim women or Muslimah who are diaspora from India to America also share the same thing. They have to negotiate their identity, so they can live comfortably. The form of negotiation can be done by mimicry. This research is qualitative descriptive research. This research examines mimicry narratives from a diaspora novel, Neither This Nor That (2010). In addition, other sources such as books, journals, and the web are supporting sources. This paper uses Homi Bhabha's postcolonialism theory, especially mimicry, ambivalence, and hybrid. Ting Tomey's Identity Negotiation Theory is also used to strengthen the analysis. This study reveals that the characters imitate the majority's behavior subconsciously to maintain and save their identity. In doing so, they wait for the right time and momentum to negotiate their identity so that, in the end, a hybrid identity will emerge that accommodates the old and new identities.

“This is who I am”: a grounded theory of women’s assertive identity negotiation

ABSTRACT Assertiveness development in women can be hindered by gendered norms of agreeableness and passivity. Despite this, many women become assertive, although less is known about how they negotiate the process. This grounded theory examined women’s assertiveness development based on experiences of eleven, primarily post-secondary educated women from a large Western Canada university. Women currently struggling with assertiveness (n = 6) and those who once struggled but now considered themselves more assertive (n = 5) were recruited to compare the immediate experience of barriers to assertiveness and reflections on overcoming these barriers, respectively. Semi-structured interviews and an assertiveness measure were used to capture participants’ convergent and divergent experiences. Participants’ main concerns centered on a desire to be socially accepted, which precluded assertive behaviour and culminated in personal costs such as not getting needs met. Processes in resolving these concerns involved cognitive, behavioural, and social changes, and finding a purpose in life that required assertiveness. These processes form the base of Assertive Identity Negotiation theory, where women negotiate an assertive identity by continually reflecting on and committing to self-assertion while balancing interpersonal concerns.

Die dialogische Natur des Duizhang

Abstract The Chinese poetic parallelism (Duizhang) as a central aesthetic instrument of classical Chinese poetry is extraordinarily difficult to translate. The meaning and association triggered by its structure must be lost in translation. The aim of the present work is to show, with the helpaw of Mikhail Bakhtin’s dialogic theory, what is actually lost by translating a Duizhang couplet. That depends on how the mechanism of the Duizhang fulfills its aesthetic function. The answer to this question could advance the discussion how to understand Chinese poetics, how to promote poetic translation, and how to enrich the thesaurus of world literature.

Managing newly arrived children's double transition: Towards inclusionary practices in rural Swedish preschools

This study examines preschool practitioners’ accounts of managing newly arrived children's double transition into rural preschools with little previous experience of migration. The narratives are analysed through Bakhtin's theory of dialogism. The analysis reveals that the practitioners at first found the migrant children's double transition troublesome and challenging. Eventually, they started to reflect critically on their own culturally endorsed beliefs and practices, and took a dialogical approach that helped them to adjust their practices to the needs of the newly arrived children. The results show that in order to support the inclusion of the migrant children, the practitioners themselves had to go through a process that included a change of mindset and a change of practice. Hence, to manage the children's double transition, the practitioners needed to make a dual adjustment.

Constitutional Dialogue Under Pressure: Constitutional Remedies in Israel as a Test Case

Abstract Constitutional dialogue theory has some great qualities. It is balanced, democratic, and deliberative. It has a special legitimacy-enhancing role due to the place that it gives to legislatures and to the political process. Even its name has a positive aspect. However, this important theory has a major flaw: it does not protect human rights well. This theory puts most of the weight on institutional interaction, and not enough weight on the petitioners’ rights. This Article wishes to strengthen this criticism through a discussion of the strong connection between constitutional dialogue and constitutional remedies. The court choice of remedy can facilitate the legislature’s ability to enact a legislative response as a part of the ongoing dialogue between courts and legislatures. The constitutional remedies are an invitation, directed to the political branches, that can leave the discretion regarding desired policy in the political field, while minimizing the judicial intervention in the legislative fora. An invitation to take (or restore) constitutional responsibility and sensitivity. However, this invitation sees only political institutions, instead of the ones who need the remedy the most: the petitioners. Soft and legitimacy-enhancing designing of constitutional remedies cast the price on the petitioners’ shoulders, who do not win full remedying in the name of constructive inter-institutional dynamics. Thus, using the Israeli Supreme Court’s use of constitutional remedies as a test case, the main argument is a claim in favor of judicial use of strong and status-quo changing remedies that protect the petitioners’ rights. Counterintuitive as it may seem, the dialogue theory—which is built upon the political branches ability to respond—enables and legitimizes the choice to use strong remedies. The latter is the outcome of the responsive nature of the theory and the temporal nature of the constitutional remedies.

Engaging Paulo Freire on deliberative democracy: Dialogical pedagogy, deliberation and inclusion in a transformative higher education online education space

An effective education system is an environment where students feel cared for, included and are able to deliver critical dialogical input in their learnings on Learning Management Systems (LMS) platforms. The article aims to epitomizes quality education where skills, values and equal distribution of resources can be accessed by all. This includes effectively trained lecturers who manages diversity and teach effectively, to foster success, and to provide a safe and friendly classroom environment for students. This article comes from a larger work done on how to administer clear dialogical and caring aims (policy) in higher online education spaces where students grow holistically and critically. The paper focuses on the kind of space lecturers need to create online in-order to provide students the opportunity to be part of a caring teaching and learning process in order to form part of an active citizenry beyond their immediate context. This article employed a qualitative research methodology, where a questionnaire was used for lecturers at the Faculty of Theology and Religion at the University of the Free State. These questionnaires covered 30 lecturers who made use of the University’s LMS’ platform. The data was analyzed through the interpretivist paradigm. The finding in this article reveal that the little to no cultivation of critical pedagogical action vis-à-vis the enactment of activism and justice in and through higher education in the context of real pedagogical action in online (LMS) higher education spaces are important. The study is significant because it emphasizes a topic that are helpful in understanding how critical pedagogical action through Freire’s dialogical theory in the online (LMS) higher education platforms ought to be engaged.Contribution: The contribution in this article is an amendment to Freire’s pedagogy frame work framed with the Faculty of Theology and Religion and extending his notion of dialogical engagement to deliberative action in the online (LMS) higher education space is critical tenant for student wholistic growth.

Negotiation-based cooperative planning of local trajectories

In this work, a cooperative local trajectory planner based on negotiation theory for human‐robot interaction is developed. It is implemented on a robot, which accompanies patients to examination rooms as part of the HoLLiECares project. For this purpose, an existing human–machine cooperation model for decision-making in one-time conflict cases is applied to a time-repeated negotiation of motion primitives. In negotiation theory, time pressure in the form of deadlines is classically used to achieve agreements. Since deadlines do not naturally exist in all technical applications and their artificial insertion would create an unintuitive system behavior for an involved human, a reciprocal tit-for-tat strategy for the automation is applied in the present work to achieve agreements. This leads to a system behavior that is able to dynamically change between human-in-the-lead behavior or automation-in-the-lead behavior and everything in between depending on the concession of the human and thus on human’s desire. The cooperative negotiation-based local trajectory planner is tested simulatively.

Healthcare workers’ survival in times of COVID-19: The need for social dialogue

Healthcare workers were more than essential during the COVID-19 pandemic, a fact that is recognized by societies the world over. However, in many countries, healthcare workers are not satisfied with their working conditions, which has resulted in frequent protests and strikes. One such country is Spain. How can the theory of social dialogue contribute to explaining and improving healthcare workers’ conditions during a healthcare crisis such as this one? In this paper, we aim to explore what it is really like for healthcare professionals working under these challenging circumstances, and link their experience to the theory of social dialogue in order to engage in a double process of contribution: from practice to theory and vice versa. In order to do so, we first explore the real-world problems encountered by professionals, focusing particularly on cases in Spain, before reviewing theoretical approaches to the study of social dialogue in organizations, an area that has received very little attention in the revised academic literature. Finally, we show how constructive social dialogue can be an effective tool for improving working conditions for healthcare workers.

Facework strategies and intercultural conflict management procedures between international undergraduates and Malaysian instructors at a private university

Framed by the face negotiation theory and intercultural conflict management concepts, this study aims to identify the facework strategies used by international undergraduates in intercultural conflicts with Malaysian instructors at a private university, and investigate the preferred effective conflict management procedures for Malaysian instructors in managing intercultural conflicts with international undergraduates. This study uses a descriptive cross-sectional design using questionnaires for data collection. A total of 317 participants were involved: 105 Indonesian undergraduates, 106 Chinese undergraduates, and 106 Malaysian instructors. The results showed that both Indonesian and Chinese undergraduate groups have similar tendencies for integrating strategies, although they differ in avoiding and dominating strategies. For intercultural conflict management procedures, the most favourable procedure is mediation and the least favourable is ombudsman service. These findings provide instructors with first-hand data for subsequent teacher development on face-saving application. By applying the appropriate facework strategy and ways to enact it, instructors can further develop their teaching skills by creating a healthy student-teacher relationship with international students.

KOMUNIKASI ORANG TUA DAN ANAK DALAM MENCEGAH KECANDUAN GADGET

The growth of information technology provides various influences in human life, both positive and negative influences. The negative influence of technological developments will cause problems in human life. Among these negative impacts is gadget addiction for children. Parents must play an active role in limiting and protecting children from addiction. One way that parents can do is through a communication approach to children. This study aims to find out how communication between parents and children prevents gadget addiction. The research method uses a qualitative approach with a phenomenological study with research subjects being informants who have children aged 12-15 years. The theory in this research is the Dialogue theory from Martin Burber. The results of this study are that of the three families studied using dialogue as a form of communication within the family to prevent gadget addiction for children. these parents consider dialogue to be more effective than other forms of communication. The obstacles that occur in children are that at the beginning of the dialogue it is not easy to give understanding to children to limit gadgets, and children tend to be silent when having dialogue.Keywords: Comunication, preventing, gadget, Dialogue, Parents

The Unspoken Voice: Applying John Shotter's Dialogic Lens to Qualitative Data from People Who have Communication Difficulties.

As speech and language therapists, we explored theories of communication and voice that are familiar to our profession and found them an inadequate basis on which to generate deep and rich analysis of the qualitative data from people who have communication difficulties and who use augmentative and alternative communication. Expanding our conceptual toolkit to include the work of John Shotter allowed us to reconceptualise voice and where it is emergent in dialogue. Reimaging voice will inform clinical and research praxis with people who have communication difficulties as it allows practitioners to attend more closely to the complexity and nuance inherent in interactions with this population. Our proposition is exemplified with excerpts from a single participant who has communication difficulties to illustrate the value of dialogic theory in praxis. This article presents a provocation for the wider academy of qualitative health research; do we have the concepts and tools to develop meaning with people whose lived experiences may also be hard to voice in monologues?

Lived narratives: Female investment and identity negotiation in learning English in rural Pakistan

English is the key to education and jobs in Pakistan. Female students do not get as many opportunities as males do in rural Pakistan for learning English. This narrative inquiry was conducted to understand the experiences of female learners of English. Investment and identity negotiation theory was employed as a theoretical framework to make sense of their lived narratives. Thematic narrative analysis was used to analyze and extract themes from the qualitative data. The study found that female learners heavily invested physically, socially and financially to learn English due to its increasing significance in both personal and professional fields of life. Moreover, they continuously negotiated their identities during their learning English process. This narrative inquiry provides several pedagogical and practical implications for female learners of English in Pakistan and alike contexts.