Process Of Recontextualization Research Articles

Interpreting intercepted communication: From talk to evidence

This paper examines the multi-layered translational process of intercepted conversations which appear as evidence in court files in the form of translated wiretap records. The translational challenge here is to transfer the multimodal content of a spoken text in the source language into a written text in the target language. Based on audio data from 17 original intercepted communications and case file documents from a Swiss criminal investigation, the multimodality of the resulting hybrid translational action is explored. In this paper, the process of interlingual decontextualisation and recontextualisation of intercepted communication is examined from the bottom up. The analysis shows that there are different levels of contextualisation that must be considered to achieve a fuller picture of the meaning of a wiretapped conversation.

The potential of creative uses of metonymy for climate protest

This paper develops the notion of metonymy scenarios by exploring the social and cognitive dimensions of various creative uses of metonymy in a collection of digital banners created for the Global Climate Strike movement. The paper argues that the banners exploit existing metonymic relationships to activate dominant anthropocentric discourses in society, and to subvert them via processes of recontextualisation and reappropriation, in order to challenge system conventions and normative attitudes regarding climate change. The literature to date has not adequately considered metonymy as a dynamic and scenario-activating cognitive operation, nor has it thoroughly investigated the relationship between metonymy and irony. However, the data analysed here show that several creative uses of metonymy, including twice-true metonymy, metonymy in combination with metaphor, and the juxtaposition of different metonymies are markers of what this paper posits as metonymic mininarratives or scenarios.

The influence of discipline, medium and target audience in multimodal recontextualization practices: The case of popular science online videos


 This study contributes to our knowledge about the rapidly evolving repertoire of genres that support Open Science communication practices online. The focus lies on popular science online videos (i.e., 10-minute videos that disseminate scientific content), which have been previously described as scifotainment or edutainment genres. Like other genres that disseminate science to lay audiences, they partake from a need to recontextualise information. To this aim they resort to a number of strategies that tailor the information to the assumed knowledge of the audience, build credibility and engage the audience (Pérez-Llantada, 2021). Given the multimodal nature of these videos, the recontextualisation processes involved in them imply the orchestration of complex multimodal ensembles. Our aim is to gain more insight into these ensembles and how they enact multimodal recontextualisation strategies (Luzón, 2019; Rowley-Jolivet & Carter-Thomas, 2019; Ruiz-Madrid & Valeiras-Jurado, 2023). In particular, we want to identify similarities and differences in the way multimodal recontextualisation is carried out in videos from different disciplines. With this, we want to contribute to a more accurate description of this emerging genre. To this aim, we adopt a Multimodal Discourse Analysis approach and use specialised annotation software for the comparative analysis of four selected examples. The analysis reveals both similarities and differences regarding the strategies used and their modal realisations. Our findings suggest that while most similarities are triggered by the online medium, the differences can be mainly attributed to the target audience, and to a lesser extent to the scientific discipline.

Malleable meaning

Abstract This paper examines the process of recontextualization of Hieronymus Bosch’s painting The Garden of Earthly Delights (1505–1515) as a dance performance choreographed by Compagnie Marie Chouinard and presented at the Centro Cultural de Belém (CCB) in 2018. It shows how both source and target texts have been interpreted by scholars and the public in relation to the discursive framings offered by the physical space of their location and their historical contexts. While the first alleged locations of the painting have led the art historians Stefan Fischer (2016) and Hans Belting (2018) to relate it either to the traditional moral precepts of Christianity or to the new voyages of colonization, the location of Chouinard’s dance performance at the heart of the most visible inscription of Portuguese colonial past, the district of Belém, created a parallel friction with the moral interpretation offered by the CCB. In analyzing how the process of recontextualization can activate dissonant discursive frames, I propose recontextualization as the operation of exposing the source text’s ambiguities and foregrounding the malleability of meaning-material.

Reframing Zhuangzi through recontextualization

Abstract Within a multimodal framework, this study investigates the images of Zhuangzi (author of the Chinese Classic 莊子 Zhuangzi) represented by the front covers of both the comic adaptation 莊子説 Zhuangzi Shuo and its three translations. It is found these covers represent different images of Zhuangzi through processes of recontextualization. In the Chinese adaptation Zhuangzi Shuo, Zhuangzi, while being emphasized as a revered ancient Chinese philosopher, is remolded from an author into a funny speaker absorbed in expressing his thoughts regardless of whether there is any audience. In Zhuangzi Speaks, an English translation published in America, Zhuangzi is repackaged as a friendly interlocutor sharing with readers his thoughts. In The Sayings of Zhuang Zi, another English translation published in Singapore, Zhuangzi is reshaped as a historical figure for detached observation, one frustrated by chaos in reality and investing his thought into his writing. In Lehrsprüche des Dschuang Dsi, a German translation translated indirectly from the Singaporean one, Zhuangzi, while being a historical figure for detached observation as well, is re-reshaped as a reputable Chinese sage, who is old-fashioned but accessible. Differences in these images can be ascribed to diverse perceptions of comics and Zhuangzi in the countries concerned.

Speaking the Same Language? Translation between Languages and Translation in Science

Abstract Translational science describes a process of transferring basic science into applied science. While it carries the term “translation” in its name, the original concept of translation refers to a process of re-contextualisation between languages. In this paper, we try to find out which differences and similarities exist between translating between languages and translating in science. When using this analogy, it becomes evident that applying concepts with a long tradition in translation between languages to translation in science can help structure the path from basic research to applied innovation, e.g. in the area of biomedical science, where the path from preclinical research to novel therapeutics can bring benefit to patients. This means that the methodologies developed for translation between languages can themselves be re-contextualised into another domain.

비교교육연구에 있어서 담론적 제도주의 접근의 활용 가능성 탐색

[Purpose]This study aimed to explore the possibility of using discursive institutionalism as one of the new approaches for post-national comparative education research.
 [Methods] In this study, domestic and international literature were analyzed to explore the characteristics of the discursive institutionalism approach and the use of this approach in comparative education research, and the possibility and significance of the discursive institutionalism approach in comparative education research were discussed.
 [Results] The study revealed the following. First, the core argument of discursive institutionalism is that the discursive interactions between actors in the process of policy formation can lead to policy change or maintenance. Second, in the study of the discursive institutionalisml approach, the focus is on analyzing the discourse, that is, the coordinative discourse and communicative discourse communicated in the policy formation process. Third, the discursive institutionalism approach can be a useful theoretical framework for comparative education research to understand the transition and change of global education policy by allowing analysis of the translation and recontextualization process of global discourse in each country's policy context.
 [Conclusion] Based on the research results, this study suggested the active use of the discursive institutionalism approach in the field of comparative education and the analysis of the re-contextualization of global education discourse in Korea based on the discursive institutionalism approach.

‘Thou shalt not worship idols’

Classic ethnographic studies focusing on traditional chieftaincy in Ghana, West Africa, have revolved around issues such as succession rules, installation rituals, or competition for positions of power. However, becoming and being a chief in a predominantly Christian society, like present-day Ghana, has raised new kinds of concerns. Many churches, particularly those that belong to the Pentecostal-charismatic movement, reject traditional ritual life aimed at ancestors and other kinds of spirits as immoral. Since chiefs are fundamentally ritual leaders, who perform sacrifices on behalf of their communities, chieftaincy has assumed an increasingly negative character in Pentecostal discourses. In them chieftaincy is often equated with ‘idol worship’ and thus in direct conflict with the Ten Commandments. Ethical rules of ‘world religions’, such as the Ten Commandments, transcend particularity and their strength is based on an impression that they are applicable everywhere. As pointed out by Webb Keane, this requires mediation work that makes the rules transportable and gives them a potential to be re-contextualized in different places. The article looks at how different interpretations of religious rules are used by Ghanaian Christians and chiefs when debating the in/compatibility of traditional chieftaincy with Christianity. These debates are understood as a part of a process of historical and cultural recontextualization, that is, determining what the commandments mean in the particular time and place that they inhabit.

Recontextualization as embodied and embedded sense-making activity: An ecosocial semiotic approach to languaging dynamics of teacher talk in university literature classrooms

The study aims to investigate the multimodal ensembles represented in teachers’ pedagogic recontextualization of literary texts in university literature teaching, which are designed to understand how the institutional knowledge of literature and literary texts is recontextualized dynamically in teacher talk as an embodied and embedded sense-making activity. The study thus focuses on the embodiment and embeddedness of the teacher talk as the analytical focus to explore teachers’ languaging dynamics when they engage with and recontextualize literary texts in classroom talk. Multimodal interaction analysis is employed to explore not only the embodied semiotic modes but also the environmentally embedded resources used in the pedagogic practices of second language (L2) tertiary literature education. The study demonstrates an ecosocial semiotic approach to explore bodily and extrabodily resources employed in teacher talk, arguing for the interactivity of the environmental affordances with the bodily languaging behaviors in the whole-body sense-making activity. It shows how bodily dynamics such as vocalizing and gesticulating are assembled and coordinated with sociocultural artifacts and environmental affordances in constructing whole-body sense-making activity that affords students’ perception and cognition of the literary text. The paper argues that the dynamic process of literary text recontextualization mobilizes an integrated speech-gesture-environment interactivity in the meaning-making and semiotic process of teacher talk through embodied and embedded pedagogy to support shared knowledge construction and enable text comprehension that are often considered unthinkable.

Seeing it all vs. not seeing anything: Professional identity and belief structures in prospective mathematics teachers’ interpretations of experiences

We present a retrospective analysis of two prospective teachers with similar backgrounds who participated in the same courses and were paired for several of their field experiences in a secondary mathematics education program. One prospective teacher ended her program feeling satisfied with the coherence of her experiences, having pieced together parts of her field experiences to connect with her coursework. The other expressed disappointment she did not see the ideas discussed in coursework enacted in the field. Our explanation for the differing interpretations is based on iterative coding of interviews and reflections and involves consideration of the process of recontextualization as it relates to professional identities and belief structures.

Non-literary communicative acts in literary style

Abstract Many literary texts prove a tendency to simulate features of diverse communicative acts, styles and genres that are primarily applied in non-literary spheres of communication (for instance journalism, administration, science). The aim of this paper is to suggest a possible theoretical framework for this phenomenon and to describe some ways of simulating non-literary styles in literary texts. The aforementioned simulating can be seen as a form of interdiscursivity that introduces external elements into literary texts. The functioning of it is conditioned by a process of decontextualization and recontextualization that is signalled by various paratextual and textual cues. Taking three Czech prosaic works as examples, the concrete use of this form of interdiscursivity is illustrated in the last part of the paper.

Multimodality in Hong Kong government posters from the 1950s–1980s: an appraisal analysis and the discursive construction of legitimation

Abstract This paper uses van Leeuwen’s (2008. Discourse and practice: New tools from critical discourse analysis. Oxford: Oxford University Press) Authority Legitimation framework to examine government posters published in the 1950s–1980s in Hong Kong, which serve as a means of shaping public opinion and legitimate social action. Martin and White’s (2005. The language of evaluation: Appraisal in english. London: Palgrave Macmillan) Appraisal framework is also applied to provide the study with relevant analytical tools by which to construct evaluatively coherent authorial reading positions propagated by the government in the posters as well as aligning viewers with these desired positions. The government posters being studied are concerned with various aspects of social practices in the domain of public health communication. This paper argues that the representations of these social practices are realized as texts – both visual and verbal – in the posters, as part of a broader recontextualization process where legitimate ways of doing things as stipulated in the government guidelines are recontextualized in these posters and conveyed to members of the public. The aim is two-fold: (1) to provide a systematic analysis of how visual and verbal resources construe evaluation in the government posters and the consequent legitimation discourse as viewers are being persuaded to align with legitimate social practices; (2) to highlight various forms of legitimation, namely, role model authority legitimation, impersonal authority legitimation, and conformity authority legitimation, that are realized in these posters through visual-verbal articulation.

From ethnography to performance: transforming interview narratives into artistic performative acts – The project ‘Greco’ at the Buffer Fringe Performing Arts Festival

ABSTRACT The current paper presents the recontextualization process of ethnographic narratives collected during the five-year research project GRECO ‘Language and identity among Romeika speakers in Cyprus’, into a participatory performance at the Nicosia Buffer Fringe Performing Arts Festival 2019. The project focused on the narratives of Romeika speakers, a sub-group of Turkish Cypriots who had Greek and not Turkish as a home language. The paper focuses on the theoretical concepts of performance and ethnography to describe the way a group of researchers, students and artists engaged in a dialogic process with raw data and transformed it into a fully-fledged participatory performance. The project and the festival are described as two sites of crossings in the heavily politicized context of Cyprus, where issues of identity and language, space and belonging are contested in a constant processing of othering. The process of formulating narratives into performance text is presented through five different stages: narratives, dialogicality/agency, space/multiple contexts, embodiment, performance. The project’s outcome, an interactive performance, served to challenge the dominant discourses on the binarity of space, identity and border, both in the local context of Cyprus and in other contexts of conflict and borders.

Ideological manipulation in political news translation: An actor-network perspective

News translation, and particularly political news translation, is part of a complex recontextualization process in which the target text is often manipulated ideologically to meet the socio-political norms and dominant ideologies of the target society. Many studies have addressed this phenomenon using different textual and discursive approaches, including critical discourse analysis. However, these studies have mostly tackled the ideological manipulation in news translation as an end-product, and the process—particularly from a sociological perspective, including the interactions among human and non-human actants within their networks in news agencies—has remained largely under-researched. The present study is an attempt to shed light on this less-researched part of the phenomenon and analyze the actants and their interactions in political news translation in the Iranian news agencies in light of Actor-Network Theory and Critical Discourse Analysis. The data are gathered through in-depth interviews as well as observation of practices in newsrooms. The results reveal that the manipulation process consists of different stages, each of which involves human and non-human actants, forming a complicated hierarchical but circular network. The ideological manipulation is practiced in line with the socio-political requirements of the Iranian context which directly or indirectly influences the involved actants.

Languaging dynamics of classroom interactivity: a distributed view of the pedagogic recontextualization in L2 tertiary settings

AbstractThe current study investigates classroom interactivity in L2 tertiary literature classrooms in Hong Kong and Taiwan when ESL/EFL students engage with and interpret literary texts in classroom talk as a pedagogic process of text recontextualization. It proposes a more ecological-based approach to language and languaging dynamics that is complementary to current social semiotic approaches to multimodality. It also aims to open up a more embodied analysis of the meaning-making process in tertiary literature classrooms. The multimodal investigation of real-time classroom interactivity based on a multi-scalar approach showcases an embodied coordination of vocalization and gesticulation as integral aspects of the dynamic whole-body sense-making activity that arises in the pedagogic process of text recontextualization. The dynamics vary from students’ solo speech in individual presentation to teacher–student interactions in group discussion and to student–student interactions in role-play. The distributed language view of first-order languaging dynamics demonstrates the embodied and distributed dimensions of the real-time classroom interactivity that couples pedagogic subjects to the affordances of their pedagogic environment. It also provides insights into the impact of pedagogic activities on the multi-scalar dynamics of the meaning-making process with reference to embodied speech–gesture coordination. The paper demonstrates the value of applying an ecologically embodied perspective to multimodal studies in classroom research and stimulates a re-thinking of some of the important aspects of classroom interactivity that have received little attention thus far.

Re-contextualising advertising through re-creation: the recycling and translation of advertisements in the context of the COVID-19 pandemic

The COVID-19 pandemic completely reconfigured the semiotic landscape. When the crisis was at its height, a whole series of words, images and sounds (or their absence) became representative symbols of the context we found ourselves in, not only in the media, but also in public and private spaces. This article analyses how these semiotic systems were renegotiatedin order to acquire new meanings in the context of the COVID-19 pandemic. It takes as a case study two Coca-Cola brand advertisements based on the same creative idea, which circulated in 2002 and 2020 respectively. Through a comparative analysis of the elements that make up each version of this multimodal text, it shows how the original advertisement was semiotically translated in order to adapt it to the needs of a new target context (the pandemic situation). We conclude that concepts drawn from intersemiotic and audiovisual translation studies can help shed light on these processes of recontextualization and meaning reconstruction in the case of multimodal texts.

O currículo da escola no campo e suas aproximações com os princípios da Educação do Campo

This article presents the result of a Master's in Education research on the movement of building the curriculum of the Rural Capoeira dos Dinos school, in the municipality of Piraquara/PR from the protagonism of the school's teachers. It seeks to examine how this school and the educators, in their pedagogical work, approach the principles of Countryside Education and how these principles shape the school curriculum. For this purpose, qualitative research was used, which articulated the participation and listening of the rural schoolteachers. The documentary analysis of three curricular proposals and the oral history methodology were adopted as instruments for data collection. Contributions from Arroyo (2007, 2010, 2015); Freire (2002); Schwendler (2010, 2017); Souza (2008, 2016); Sacristán (2000, 2011); Beirnstein (1996); Caldart (2010, 2012) were essential for the debate on the prescribed and recontextualized curriculum and the Countryside Education. The data indicate that the school’s curriculum proposal does not differ from the prescribed curriculum of the municipal network. However, the curriculum in action reveals attempts to prioritize content and strategies that address the specificities of the rural community, in teaching work, based on the process of curricular recontextualization. The results show the possibilities of reinterpreting and reworking the curriculum text, based on the paradigm of Countryside Education, concluding that the participation of teachers and the rural community is fundamental in the construction of the curriculum. The school in the countryside is advocated as a space for reconstruction, dialogue, and transformation, generating the construction of a curriculum that reflects the needs of the communities.

(Meta-)communicative work in a counselling centre for refugees: reiteration, erasure and agency

Abstract We have no apartments is a phrase repeated over and over again at the counselling centre for refugees on housing matters based in Vienna, Austria, where I conducted ethnographic fieldwork. Based on an analysis of processes of entextualisation, de- and recontextualisation in the reiterative, discursive chain, this paper traces the emergence of an institutional regime of communication and the ways institutional actors – counsellors and volunteers – produce, navigate and reproduce this regime by engaging in (meta-)communicative work. The analysis shows how individual agency is both contingent and co-productive of institutional order and social order more generally. With this contribution, I propose Judith Butler’s concept of the postsovereign subject as a way to understand the relations between “local” practices and wider processes of trans-situational meaning-making.

Intertextual politics

ABSTRACTForms of Hopi cultural knowledge, and the Hopi language in particular, circulate across Indigenous and settler speech communities. Circulation is a process of recontextualization. In connecting sites of usage, it brings into being different regimes of intertextuality that can either amplify or diminish Hopi presence. To illustrate this, I look at three instances in which outsiders recontextualize Hopi objects or language: archaeologists use potsherds to establish timelines, non‐Hopi people use Hopi words as pet and brand names, and I use Hopi sentences for linguistic analysis in my own research. Each recontextualization threatens to erase Hopi presence in the here and now, which tribal members contest through acts of what I callindexical tethering. [intertextuality,recontextualization,language,appropriation,Indigeneity,presence and erasure,Hopi]

Meanings of Interdisciplinarity Attributed by Mathematics Teachers’ Educators and Teachers of the Municipal Schools of São Paulo

Background: within the scope of public educational policies, the research focuses on the recontextualisation of the principle of interdisciplinarity of the Programa Mais Educação São Paulo (More Education Programme) for mathematics teachers’ pedagogical practices. Objective: to discuss the meanings attributed to interdisciplinarity by mathematics teachers’ educators and teachers. Design: we used Basil Bernstein’s curriculum theories and the theory of the pedagogic device, exploring the concepts of pedagogical recontextualisation and pedagogical practice. We conducted qualitative research of a deductive-interpretative nature. Settings and Participants: the subjects are mathematics teachers’ educators involved in implementing the programme and mathematics teachers working in the Interdisciplinary Cycle in the municipality of São Paulo. Data collection and analysis: we used semi-structured interviews, as they allow the production of singular meanings of the subjects’ perspectives on the process of recontextualisation of the principle of interdisciplinarity. Data analysis was performed by theme/category-based content analysis. Results: as the discourse of interdisciplinarity is moved to pedagogical practice, educators and teachers reveal conceptual and methodological gaps to carry out interdisciplinary work in schools. When working from an interdisciplinary perspective, they opt for integrative projects, which has already been carried out through the methodology of the generating themes. Conclusions: we clarify the need to invest in an interdisciplinary teacher education model to change the logic of a fragmented school disconnected from contemporary issues. We argue that in this globalised world we live in, permeated by complex issues, we can no longer be restricted by the boundaries of an area of knowledge.