Forms Of Talk Research Articles

From responsibility ping-pong to shared responsibility for 1.5° lifestyles? Examining European stakeholder perspectives

We are currently witnessing a paradox in climate governance (CG): despite growing awareness of the socio-biophysical impacts of current lifestyles, there remains a persistent commitment to high-consumption habits with large carbon footprints. Around this paradox, a debate on responsibility for change has developed. Which actor can and should do what to solve the problem? Simultaneously, however, scholars depict trends towards ‘organised irresponsibility’ (Beck, 1988) and individual responsibilisation bound to be ineffective in the context of existing structural challenges. The most likely result of such dynamics is a responsibility ping-pong with actors assigning responsibility to each other, which, in turn, invites the question of how it might be overcome. What other forms of talking about and organising responsibility might exist that could provide an actual basis for transformation change? Disentangling discourses around responsibility in CG, thus, is crucial for enabling a shift in consumption patterns and lifestyles that are compatible with the 1.5° Paris climate target. The present article pursues this objective. Building on a multi-method research approach, including stakeholder laboratories, expert interviews, and Delphi workshops across several European countries, it explores to whom and how European stakeholders in CG, specifically governments, businesses and citizens, assign responsibility, what risks and opportunities are involved, and what indications of a potential for game change exist. The findings uncover a complex web of pre-empted responsibility, which frequently leads to pessimism or ineffective strategies. However, the research also identifies some opportunities for organising a shared, justice-oriented and comprehensive notion of responsibility (Young, 2006).

Granola Nazis and the great reset

Abstract This paper analyzes the naturalization of Nazism, through semiotic processes of enregisterment, circulation, and regimentation of the register “nature-tradition” associated with a characterological figure I term the Granola Nazi. Granola Nazi is assembled through a rhematized set of semiotic elements, images, practices and forms of talk, which have come to indicate socially typified personae – strong virile white farmers, traditional earthy homesteading moms – and the moral order they embody. Using linguistic anthropological and digital methods, this analysis draws on 885 Instagram accounts as well as linked data from YouTube and print media (i.e. cookbooks, diet advice), to explore how the worlds of far right neo-folkish movement intersect with discourses of health and wellness, creating moralized discourses of “natural beauty” and “folk vitality” which naturalize far- right racial hierarchies. This is at once a co-option of discourses of health and environment, but also one which reveals the how the naturalization of Nazism is made possible by racism and sexism in long present in liberal talk about nature, beauty or wellness.

Oracy and cultural capital: the transformative potential of spoken language

AbstractThe contribution of spoken language to outcomes for education and beyond, including attainment, wellbeing and empowerment is long‐established and has recently become more prominent under the title of oracy, often conceptualised as learning both to and through talk. Part of the renewed interest in oracy is due to its potential for driving social mobility and its role in developing cultural capital. Cultural capital has a high profile in current English education policy due to its association with ‘knowledge‐rich’ curricula and its explicit inclusion in the latest school inspection framework. In comparison with the original characterisation of cultural capital, however, policy‐level cultural capital is narrowly defined. This article draws on the experiences of Oracy Leads from 12 schools to explore the motivations for their focus on oracy and the implicit and potential connections with cultural capital. It critiques reductive conceptualisations of cultural capital and oracy's role, arguing that oracy has a broader contribution to make than communicative competence and access to knowledge. Two forms of transformation are suggested: personal transformation through ‘exploratory’ forms of talk and societal transformation through the cultivation of agency and empowerment. Aiming for these transformations may be a powerful next step for schools which are already oracy‐engaged.

Peradaban Islam Era Nabi Muhammad S.A.W.

This article seeks to discuss Islamic ideas and civilisation during the time of the Prophet Muhammad S.A.W., as well as the function and strategic importance of the Mosque, Baitul Mal, and Fathul Makkah. The problem focuses on the development of Islamic thinking and civilisation during the time of the Prophet Muhammad SAW, as well as the role and strategic position of the Mosque, Baitul Mal, and Fathul Makkah. In order to approach this problem, theoretical references from a variety of subject-relevant specialists located in books and journals are used. Literature is used to collect and interpret qualitative data. This study indicates that Islamic thinking and civilization in the classical period attempted to spread Islamic treatises as a new way of life over the Arabian Peninsula by describing the dynamics of Muslim society. In the Pre-Islamic Arab culture, also known as the Jahiliyah Era (ignorance), there was a lack of religious, social, and political understanding, as well as awareness of Allah SWT. As for the growth of Islamic civilisation in the time of the Prophet Muhammad, such as through mosques, Baitul mal, and at the time of the fathu Makkah event, examples include mosques, Baitul mal, and the fathu Makkah event. In its early days, this mosque served as an Islamic educational institution, therefore it arranged studies in the form of talks, lectures, and learning models, each of which had its own form or format according to the level of Muslim community development at the time. Prophet Muhammad SAW also initiated the construction of Baitul Mal, which served as a muassasah (institution), managed governmental expenditures and income, and served as a repository for Muslim assets. As for the Fathu Makkah incident serves as a reminder to Muslims and everyone else that human values must always take precedence, regardless of the circumstances.

More of Talk: “Julian and Maddalo”

ABSTRACT “Julian and Maddalo” is concerned to the point of preoccupation with the content, tone, and form of talk. Critics who have noted the importance of dialogue to the poem have done so by viewing it as a means of postulating abstract ideas or outlining the biographical features of the poem's supposed alter egos. We should be wary of thinking of these exchanges in such coded ways, especially if we recall that Julian is unsure of his memory (“I recall / The sense of what he said, although I mar / The force of his expressions”), that Maddalo is aware of speech's deceptions (“I think you might / Make such a system refutation- tight / As far as words go”), and that the maniac's first symptom is his “ever talking.” The opening of Paradise Lost, book 9—“No more of talk where God or Angel Guest / With Man, as with his Friend familiar used, / To sit indulgent”—marks the moment epic turns into tragedy (a tragedy brought about in part by a couple's inability to talk it over). Shelley conceives of “Julian and Maddalo” in Miltonic terms, and contrives a talk between friends familiar to judge the value of conversation.

LAMPUNGESE PHATIC EXPRESSION

Lampungese is one of the endangered languages today as some researchers claim. Therefore, hard efforts are needed to be conducted such as documenting, maintaining, and revitalizing the language. This paper was done to document one of the language features in Lampungese called phatic. Phatic is an expression word that does not have a certain meaning lexically but has a function in communication socially and pragmatically. Abundant examples for this can be found easily in spoken Lampungese in Lampung province, often they are uttered too in Indonesian spoken by people in the province. The step taken was to gather necessary data in form of talks and interviews. The data collected were then classified into smaller groups based on each characteristic. Having the data classified, a comprehensive analysis was then done to be able to answer the research question. In doing the analysis, the researcher was assisted by some native speakers who measured the analysis correctly. The findings cover various forms and functions of phatic. The first, phatic in Lampungese are found in the form of particle, word, phrase, and combination of phatic. The second finding shows that phatic is used as an affirmation of invitation, an affirmation of predicate, affirmation imperatives, comment markers, evidentiary affirmations, and familiarity builders. Moreover, phatic in Lampungese also expresses a certain emotional condition of the speaker. Those findings enrich the reference of Lampungese especially and linguistics generally.

Learning with fossils: the interplay of boundary objects and museum educators’ talk in knowledge brokering

ABSTRACT Museums house and display many authentic artifacts and objects. These objects not only draw visitors but can act as boundary objects that bridge between the worlds of scientists and the public. We observed how museum educators leveraged boundary objects in service of knowledge brokering as part of leading four educational programs at a paleontology museum. Specifically, we examined how museum educators used different forms of talk (conceptual, connecting, perceptual) with different types of boundary objects (authentic, educational, disciplinary) in knowledge brokering. The findings show how different patterns and combinations of talk and objects could support knowledge brokering or occasionally lead to failed knowledge brokering. We also discuss how museum educators must often engage in re-brokering as new discoveries are made and disciplinary knowledge evolves.

Listening to disrupt ethnographic representations

Convinced that ethnography still provides a critical tool for studying and understanding our ever-changing and complex world, I present here a case for approaching ethnographic work through “listening.” I extend the notion of listening to include reading as a form of listening and writing as a form of talking or storytelling. Following Stephen William Foster’s notion of listening as conviviality, I share examples of reading and rereading texts, images, and interactions to find how we can understand some of the mishaps that occur in ethnographic representations. I am guided in this by a number of related questions: What happens when listening becomes a distortion of lived experiences and what we hear and end up recording becomes problematic? What if what we hear is mediated through another person’s interpretation? What happens when what we capture from our listening gets challenged by the very people we represent in our ethnographies?

PELATIHAN PEMBUATAN MEDIA PEMBELAJARAN BERBASIS E-LEARNING BAGI GURU SMA NEGARI SATU ATAP WASUR MERAUKE

The Educators are required to always improve their abilities so that they are more competent in terms of mastery communication and information technology. One factor that greatly influences the quality of education is the use of instructional media. Good learning media will help the teachers in organizing a good learning process well and help to improve the student learning outcomes. In an effort to improve teacher professionalism, especially in terms of mastery of technology and information, training is held using computer-based learning applications. The process of activities carried out aims to develop the ability of teachers to utilize existing software in the learning process, improving the abilities of teachers to operate computer usage, and show quantity and quality in various learning process inside and outside the classroom. Service methods used are training in the form of talks, discussions and questions and answers. The training conducted at Satu Atap High School run well and smoothly so that further assistance and development of e-learning media.

Śmierć odsunięta w nieskończoność. Filozofowanie Edwarda Stachury na temat czasu, śmierci i wieczności

The article Death delayed indefinitely. Edward Stachura philosophizing on time, death and eternity is an attempt to read Stachura from a different side than as a poet, bard and mediocre singer. It is a compilation of the writer’s various texts, but the leading one is a little-known work called Everything is poetry. The story-river (edited by H. Bereza, Z. Fedecki, K. Rutkowski, vol. 4, Warsaw 1984). Stachura transforms into almost a sage, into a philosopher who tries to create ele­mentary definitions of the world, people, time and eternity. He believes that there is no such thing as “nothing” like death, which would mean the definitive end. Thus, he proves that he is not only an “extreme” creator, but one who seeks hope and gaps in describing and understanding the world. The writer attempts to describe eternity, to visualize it, to grasp death as a transition from the „non-our-form-life” to, it seems, a better place. He even changes the forms of talking about eternity — he uses the invented appropriate verb, the infinitive “to be”, which does not take into account the existence of any time . This is the term “perpetual time”. There is no place to distinguish the present, future or past, because eternity is a “measure”, we always find it in the moment of lasting. Therefore, eternity has no beginning or end, unlike time. These concepts of Stachura mainly dictate fear to the end. Thus, he tries to reformulate the common patterns in thinking about death and passing away. Ultimately, it is a study of broadly understood optimism of Stachura, underestimated in his work on a daily basis.

“It’s Hard to Talk When Your Child Has a Life Threatening Illness”: A Qualitative Study of Couples Whose Child Is Diagnosed With Cancer

When parents are confronted with something as fundamental as a cancer diagnosis for their child, it is generally assumed that sharing the emotional impact of it, in the form of talking about it with the partner, is helpful and necessary to cope as an individual and a couple. However, couple communication in the context of childhood oncology is often challenging. In this qualitative research, we aimed for a better understanding of how partners experience their couple communication during treatment of their child. Thematic coding was done on in-depth interviews with 16 parents (7 couples interviewed together and 2 mothers). We found that the circumstances of the treatment period affected couple communication. In the interviews, parents provided three main meanings to their limited talking: (a) because of the hospital and treatment context; (b) for self-care/self-protection related to the value of blocking emotions; and (c) because of each other. These findings invite us to rethink emotional closeness being equated with frequent or intense emotional communication in couples with a child who has cancer. This research, framed in a dialectic approach, emphasizes the value of both talking and not talking in the tense and challenging couple situation of dealing with a child's cancer diagnosis and treatment. Rather than advocating for the general promotion of open communication, our study suggests the value of hesitations to talk at certain points in the process, while also taking into account the degree of marital difficulties in offering interventions aimed at improving couple communication.

Finding Voice: Debating in Secondary School English

ABSTRACT This essay explores the place of debating, talk and group work in the Secondary English classroom. It discusses the ways in which pupils in one student teacher’s year 7 class thrive in the dialogic classroom against the backdrop of curricular and attitudinal change. It considers the importance of talk and debate amongst the ‘communities of practice’ in schools and universities in empowering teachers to challenge and navigate policies, theories and practices. In exploring the role of play, student experiences and different forms of talk, this essay highlights their vital importance in relation to teaching and learning in English and in the formation of English teachers.

Reflections on Doctor Question – Patient Answer Sequences and on Lay Perceptions of Close Translation

ABSTRACT The lay perception of those who work with interpreters in their professional conversations (and sometimes of interpreters themselves) is that translation of what they and their patients/clients say should be as close as possible. The very idea of close translation may seem simple, but the practice of rendering spontaneous talk-in-interaction as close as possible is quite complex, and requires much more from the mediator than textually close renditions. In this paper, we discuss what is involved in the accomplishment of close rendering in talk. We focus on question-answer sequences with clinicians and patients, when details about the patients’ history and their symptoms are collected. We show that meaning is achieved and rendered through processes that may go rather beyond the single words and utterances and that involve the contribution of all the interlocutors. We show three types of sequences taken from a collection of authentic data audio-recorded in health care services in Italy and transcribed to allow for analysis. The sequences show three different forms of talk, found in the data, where participants pursue close, precise rendition of medical details. The analysis highlights that the Italian intercultural mediators (just like those trained and assigned as public service interpreters in other countries), even in these cases which are peculiarly focused on precise details, do need to take responsibility not only for translating the textual items but also for coordinating turns at talk. It is responsible turn-coordination which leads to rendering meaning closely.

Active words in dangerous times: Beyond liberal models of dialogue in politics and pedagogy

Dialogue is a category that is central to politics, media, and education, and yet in all of these domains it can be confusing and ambiguous. Starting from a critical framework built on the work of educational philosopher Paulo Freire, we undertake an inquiry into the meaning of dialogical intersubjectivity and its political determinations, with a particular focus on liberal models. We situate this discussion in the context of the rise of radical Right populisms, which have exposed the strength of racial resentment and white supremacy in contemporary politics, and raised questions about the meaning of social cohesion and the relationship between speech and violence. In this context, we show how liberal calls for unity and reflexive defenses of free speech obscure the exclusions and antagonisms that traverse society, while also flattening the meaning of dialogue and betraying its emancipatory vocation. Finally, we suggest that educators should understand their work as continuous with a broader landscape of struggle, and that their interventions should be informed by an awareness of the pedagogical costs of reducing dialogue to a form of talk or method that refuses ethical and political commitment.

Talk That Talk

This essay draws upon the work of Erving Goffman and Michael Silverstein to read Shakespeare’s first poem as a guide to mastering the burgeoning early modern art of conversation. The epyllion follows the conversation manuals of its day in embracing the aphorism as a charismatic form of talk, but it departs from its precedents in attributing to the aphorism an overtly erotic force. By according to the aphorism the power to turn conversation into an erotic encounter, Venus and Adonis elaborates its period’s most seductive fantasy of talk.

Developing procedural language awareness of the constructionist nature of knowledge and language among prospective L2 language teachers

While teacher feedback has got a long established tradition in pedagogic or educational discourse as a form of reflection, it has to be noticed by students to result in raised awareness. Apprehension of teacher feedback depends on its various characteristics such as salience, length, complexity or linguistic features (Swain, 2006a). Thereby its value may be too much engrained in the positivist paradigm of knowledge and language. Sociocultural approaches to learning, resting firmly on constructivist theories of knowledge and interactive theories of language, underscore the centrality of the learner. The agency of the learner places reflection in the form of talks (Moate, 2011) or languaging (Swan, 2006a). The aim of this paper is to present a microgenetic analysis of languaging on the concept of “noticing” (Schmidt, 1990) in teacher training during a methodology class. The working hypothesis is the claim that reflection, in the form of substantiated thinking, presents a potential for developing procedural dimension of teacher language awareness.

FORMS OF CHILD ABUSE IN THE POOR FAMILY IN PURWOKERTO, INDONESIA

This study aims to examine the forms of mothers’ violence against children among the poor families in Purwokerto, Indonesia. The participants in the study were chosen by purposive sampling technique; they were from poor family in Purwokerto, Indonesian. The data collection methods used were interviews and observations. The data validity test used triangulation technique of data source and method. Results showed : the forms of violence against children among the poor families can be categorized into 3, namely : First, physical abuse, the mother’s behavior in the form of pinching, punching, slapping, confining the child in the bathroom. Second, psychological abuse, which is the behavior of the mother in the form of talking with harsh words and comparing children with peers, calling bad names, scolding and rejecting the presence of children, Third, economic abuse, i.e. mother’s behavior in the form of ignoring the needs of food and clothing, and forcing their children to work.

Talk in Political Economy: Welcome to Wagner’s World

Public choice economics, like most economics, typically assigns only a small role to various forms of talk between individuals. By contrast, throughout Richard Wagner’s oeuvre, there is an undercurrent of talk about talk. This essay argues that talk matters because of two key assumptions in Wagner’s approach to public choice. First, talk matters to the extent that individuals are ignorant. There are different forms of ignorance in economic theory which allow talk to communicate different sorts of information. Knightian uncertainty, however, also opens up the possibility that talk can do more. Second, talk matters when individuals have tuistic motivations. When individuals are moved to act based on the actions and judgments of others, talk becomes motivating as well as informative. I illustrate the power of talk in Wagner’s approach by examining the classic arguments put forward in Democracy in Deficit.

Assessing the role of drama on children’s understanding of bullying

ABSTRACTThis study describes the development, implementation, and evaluation of a dramatized scenario as a tool for educating primary schoolchildren (n = 150) on bullying. One of this study’s main aims was to assess whether the scenario was successful at educating children on the critical characteristics of bullying endorsed by the majority of the researchers. Research findings revealed that, after viewing the scenario, the three main criteria communicated by researchers as being fundamental to the construct and definition of bullying—repetition (3.3%), intent (2.6%), and power imbalance (8.6%)—were mentioned very little. After viewing the dramatized scenario, all students were able to provide viable solutions to bullying either in the form of talking or reporting to a teacher, or by intervening as a bystander. Furthermore, after the implementation of the scenario, children’s spontaneous responses fell into two category themes: being different (45%) and need to establish trust with a teacher or adult in school (35%). Given the promising results of this pilot test, suggestions for further adaptation and implementation of the current, first of its kind, Greek-speaking dramatized scenario, are discussed. This paper also calls for further considerations of the ability of younger children to understand bullying in ways that are consistent with the operationalization within the literature.

Exploration of Motives and Barriers on Indonesian Organic Products Consumption

This study aims to explore consumer motives and barriers related to the consumption of organic products. The research was conducted using survey method. Respondents in this study are fixed consumers of organic products incorporated as members of the Indonesian Organic Community. Data is collected incrementally. Initial data were collected through an open survey, then Focus Group Discussion was conducted to classify the stimulus from consumers. The next data is collected in a closed and analyzed using Confirmatory Factor Analysis and descriptive. Based on the analysis indicates that the motives of consumers to consume organic based on the benefits of organic products is health, safety, naturalness, and the importance of maintaining environmental balance. External factors that determine the choice in the consumption of organic products is a life partner, family, friends or colleagues, while those used as a reference purchase is a media of information such as magazines and television in the form of talk shows and nutritionists. It is a barrier to consumption of organic products is the availability of sellers (ease in obtaining products), product prices, consumer income, knowledge and information of authenticity (validity) of organic products.