Process Of Recontextualization Research Articles

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.

Learning Ecologies in the Digital Era: A Challenge for Primary Education in Low-Income Contexts

This research focused on the study of learning ecologies utilizing digital technology. The qualitative methodology used has allowed the analysis of the interactions children establish with digital technologies and the manner in which they construct a learning ecology. A total of 46 12-year-olds, their families, and their teachers participated in this study. The children’s schools and homes were in neighborhoods where structural situations of poverty and social and cultural marginality concurred. The children integrated researchers into their digital community, which allowed access to the events that the community was developing through digital technologies for two years. This information was complemented by the development of systematic observations and interviews with each participant. The participants’ multimodal linguistic and literacy practices were analyzed using a social semiotics approach. The results of the research describe and interpret the interactions that took place between participants and digital technologies. The research has identified the processes of recontextualization, transduction, and transcontextualization of the discourses developed in the frame of the participants’ learning ecologies. Digital ethnography has been revealed as an adequate method for studying learning ecologies.

The role of recontextualization and HR practices in transferring corporate values

Companies that nurture a shared corporate culture based upon corporate values can drive companies towards high performance. However, when companies go global and establish subsidiaries in foreign countries, transferring these corporate values may be challenging. This process is particularly challenging when there are significant linguistic and cultural differences between the headquarters and the subsidiary that may lead to a misalignment of values. This study examines the transfer of corporate values and HR practices of a small Norwegian IT company into a subsidiary in India. Our data are based on a four-year field study of a small IT company based in Norway that during this period established a subsidiary in India. We examine how the leaders recontextualize the company's corporate values, how the corporate values were implemented through a set of HR practices in India, and how the local employees perceived the corporate values. Our main findings show how the Indian leaders are active participants in the recontextualization process, translating the meaning of the headquarters corporate values into the specificities of the Indian culture and day-to-day practices. Moreover, we show how a small company without a formal HR department and with no expatriates to guide the process can use activities related to more formalized and structured HR practices to implement the values. We discuss theoretical and practical implications.

Chronicles of a Meme Foretold: Political Memes as Folk Memory in India

Abstract While memes evoke the idea of image (and text) based digital artifacts, memes are not merely visual or textual. Focusing on the demonetization drive undertaken by the BJP-led government in India in 2016, this forum piece makes the case for memes as a kind of memory culture. By this, I mean not only the representation of historical events in memes, but also memes themselves as memorial objects. Memes made in 2016 resurface even now as a form of humorous political critique and demonetization memes are further folded into critiques of current events such as the ongoing farmers' protests. Through an examination of such processes of recontextualization, repurposing and resurfacing, I demonstrate how the seemingly fragmented form of the meme impacts the way we remember through digital media. In effect, meme-culture in India accrues a “sticky” temporality that makes them powerful forms of digital “folk” archiving.

Understanding getting and growing older from songs of yesteryears: a latent content analysis

ABSTRACT Growing older is a natural occurrence experienced by all human beings, but a plurality of perspectives influences how understanding aging deviates in multiple context. Senescence now enthuses a profound substantiation to appreciate harmonious aging. Among the diverse corpora of data, songs are found to be useful in communicating, motivating and healing the aging population and accepting the aging process. This latent content analysis study purports to understand the portrayal of getting and growing older in a select group (n = 27) of songs yesteryears. Guided by Bengtsson’s (2016) processes of decontextualization, recontextualization, categorization and compilation, findings of this study revealed three interlocking concepts that typify getting and growing older, namely The Power of Suffering (Aging of the Heart), Power of Hoping (Aging with the Heart) and Power of Loving (Aging from the Heart). These latent messages found in the songs of yesteryears emphasize the immense significance of songs to facilitate communication, transitions and psycho-social connections essential to the aging process. As the aging population face the remaining years of their lives, findings of this study will add significance to the existing gerontological studies and serve as a harmonizing guide in aging education toward a balanced, optimistic and transcending growing older perspective.

Re-contextualisation and the Transformation of Meanings: A Critical Discourse Analysis of the Islamic State Pedagogical Discourse in Iraq

This article is an attempt to investigate the recontextualisation and transformation process involved in the pedagogic discourse of Islamic State classroom textbooks during its takeover of some parts of Iraq. The article uses an eclectic analytical framework comprising Bernstein's pedagogical model of recontextualization, Linell's levels of recontextualization, Fairclough's concept of genre mixing, Wodak's discourse-historical approach (DHA), and Barthes' model of visual semiotics. These mixed approaches are applied to the analysis of a variety of visual images of Islamic State published textbooks and classroom pedagogic visual aids downloaded from different websites. It is found that the meaning of the pedagogic discourse is transformed via interdiscursive recontextualisation processed in two reversal directions: a militarization of pedagogic discourse and a pedagogization of decapitation practice. Recontextualisation is exceptionally significant with regard to Islamic State jihadist pedagogic discourse that is reframed historically and ideologically to suit an extreme sense of religious intolerance which Islamic State prioritizes as a foundation of regaining and refreshing their lost Islamic caliphate.

Recontextualization and Proverbiality: Pragmatic Analysis of Arabic and English Proverbs

Proverbs are a type of idiomatic expressions that are commonly used in everyday spoken language. They concisely and figuratively summarize everyday experiences and common observations (Borowska, 2014, p. 22). The use of proverbs often gives rise to interesting pragmatic processes, including, most notably, recontextualization. Recontextualization is intimately connected to two distinctive features of proverbs, namely, traditionality, and self-containedness. Pragmatically, the meanings and functions of the love proverbs, the focus of this paper, are not totally fixed because the conventionalized meanings and functions associated with these proverbs should be modulated in light of the new context of use. This study will examine 50 proverbs of love (25 in each language) from a pragmatic perspective. The analytical framework employed in the analysis will draw on the concept of implicature and the distinction between utterance-type implicature and utterance-token implicature. In this part, the study will draw on Culpeper and Haugh’s (2014) neo-Gricean model. At a higher contextual level, the analysis will follow Linell’s (1998) conceptualization of recontextualization's pragmatic process. The analysis showed that upon using a proverb in a new context, the proverb could go through a recontextualization process that might serve two pragmatic functions: illocution shift and foregrounding of didactic content.

Working at aremove: continuous, collective, and configurative approaches to qualitative secondary analysis

In this paper, we define and operationalise three modes of research engagement using qualitative secondary analysis (QSA). We characterise these forms of engagement as continuous, collective and configurative. Continuous QSA involves modes of engagement that centre on asking new questions of existing datasets to (re)apprehend empirical evidence, and develop continuous (or contiguous) samples in ways that principally leverage epistemic distance. Collective QSA characteristically involves generating dialogue between members of different research teams to establish comparisons and linkages across studies, and formulate new analytic directions harnessing relational distance. Configurative QSA refers to how existing data are brought into conversation with broader sources of theory and evidence, typically in ways which exploit greater temporal distance. In relation to each mode of engagement we discuss how processes of both (re)contextualisation and (re)connection offer opportunities for new analytical engagement through different combinations and degrees of proximity to, and distance from, the formative contexts of data production.

Into the Heart of Nature: Conradian Echoes in Helon Habila’s <em>Oil on Water</em>

This paper develops an intertextual reading that brings together Joseph Conrad's Heart of Darkness and Helon Habila's Oil on Water. It analyzes the major thematic and stylistic aspects that the two texts share: the presence of a metaphorical journey, the description of social and environmental damage as interrelated processes, and the presence of dialogic structures and narrative skepticism, which reveal the complexity of the oil conflict and question the possibility of finding the truth. The comparison between the two narratives shows how Habila recontextualizes the Conradian tropes to address socially and historically specific concerns related to oil extraction in the Niger Delta region, which were beyond Conrad's experience. From a theoretical point of view, the process of recontextualization that Habila undertakes transcends the traditional understanding of postcolonial intertextuality as an oppositional response to colonial ideology.

Recontextualization of improvement-oriented policies in Portugal: The case of the pilot project for pedagogical innovation (2016-2019)

The paper focus is the political processes of recontextualization, in Portuguese schools, of a policy pilot to combat retention and dropout, in basic/secondary education, through improvement-oriented school projects. Based on data from a mixed method study, carried out in six school clusters, the results show the pilot project as an example of the State's use of composite modes of governing education, merging emergent soft governing discourses and coordination and control forms to alter the ways in which the actors adjust to the circumstances of their social practices, and the persistence of a centralized regime for the administration of education, institutional and historically rooted, seeking the social actors’ compliance with the formal rules.

A RECONTEXTUALIZAÇÃO COMO ESTRATÉGIA DE INTELIGIBILIDADE NO JORNALISMO CIENTÍFICO

To understand how intelligibility occurs in discourses of scientific journalism, this paper observes the process of re-contextualization that transforms scientific papers in journalistic articles. We analyzed one paper written by a researcher from Universidade Federal de Minas Gerais (UFMG) and the journalistic article that was written according to this paper and published in Boletim UFMG. The process of re-contextualization was observed according to categories created by Ciapuscio (1997). We realized that journalists use several strategies of re-contextalization to guarantee that their texts are understood by public and that texts more understandable help in the development of a scientific culture that gives citizens the power of critical thinking in scientific themes.

The Character Network in Liviu Rebreanu’s Ion: A Quantitative Analysis of Dialogue

This study revisits what is widely considered “the first modern novel” in Romanian literature, Liviu Rebreanu’s Ion, from a network theory perspective. Isolating the dialogue and quantitatively analysing the interventions of every character and their interactions in the fictional world, it provides a blueprint for the exploration of social and personal dynamics between characters. In recent years, rural literature in Romania has undergone a recontextualization process. Following in the footsteps of these approaches, our research provides the first character network of Ion and outlines who talks, how much, and to whom. It also explores how differences in social class influence speaking time or the structure of the individual discourses, taking an in-depth look at the relationship between and roles of the two characters who talk most.

Narrative analysis applied to text production

Abstract The following paper adopts the vantage point of a linguistic ethnographic approach to news production, focused on the process of quoting, and combined with narrative analysis. The starting point of the analysis is an account given by a person who lived through a dramatic event. The paper investigates how the processes of recontextualization affects the account during the making of a broadcast news story. It explains how and why news practitioners adjust stretches of talk to the news text they are producing, and it reveals to what extent a pre-existing version of what happened (that of the account) can be reshaped by one in the making (that of the news story in which the account is going to figure). In the case study, the processes of recontextualization relates to three narrative issues: (1) quoting involves adapting the account’s characters’ categorizations to those of the news story; (2) quoting entails choosing between different schemes of incidence that depict what happened slightly differently; (3) quoting asks for a delimitation of the account’s spatiotemporal parameters that corresponds with those of the news story. Such a narrative adjustment is neither a tightly planned nor an arbitrary process but is embedded in the professional practice as it unfolds in the social and material world.

Authority and ethics: A case for estrangement in educational research and research education

This article focuses attention on an underexamined issue in the literature on educational research ethics: how ethical authority is established in educational research. We address this from a perspective that disrupts naturalised approaches to ethics, arguing that rather than seeking ‘rights’ or ‘wrongs’, researchers are always tasked with constructing ethical stances. Attention can then be placed on the array of embodied and objectified resources that might be recruited in establishing these. Through an engagement with published academic accounts of ethical reflection and decision‐making, the article explores the ways that educational researchers achieve or sometimes question their ethical security in respect of their research activity. The analysis we present draws out the referential strategies that constitute ethical subjectivity and maps the diversity of anchoring points that might be recruited in this action. We also draw attention to the process of recontextualisation that is inevitable when one activity (or aspect of an activity) regards another, introducing necessary incoherence into ethical practice. The case we present celebrates rather than seeking to conceal or repair such disruption.

Living and Building in Nature. In search of an Ethical and Ecological Architectural Education in La Araucanía Region, Chile

To establish a new school of architecture today, in Araucanía (a region in Chile that embodies a global heritage for its conserved original nature and cultures), proposes the challenge of re-contextualizing the architectural practice and teaching. This article seeks to account for the particular process of re-contextualization, from the pedagogical experience in “Introduction to Architecture” of the Universidad Catolica de Temuco. The Experience was articulated around two questions: 1) How can we approach an architecture that is more sensitive to nature? 2) What can we learn from the vision that the local cultures have about man, space, and nature? To approach these questions, we have proposed an experiential methodology focused on promoting a multimodal and holistic education through living and working in nature, and a transcultural dialogue with the local cultures through building together. The method proposes the direct experience of the natural and spatial factors, from which, a sensitive and subtle measure of space emerges, materialized in physical signs on the site. In this way, students learn to design from awareness, appreciation, and care of the natural context. This article summarizes the field experiences of the class and its learning outcomes, according to the perspective of its participants. It proposes the possibility of a new approach for the Architecture-Nature relationship, and the search for new learning methodologies, which emphasizes the training of professionals with a deep ecological and ethical sensitivity, relevant to an ecologically and culturally sensitive Territory. This article seeks to be an invitation to a more ethical, humane, and sustainable education.

From classic political cartoons to memes in Romanian satirical news

This paper aims at showing how both classic political cartoons and memes are used by Romanian satirists to point out the social and political shortcomings within the Romanian society. This type of humour is equally used by satirists, along with satirical texts, to criticize politicians’ lack of responsibility, but also the lack of activism of their readers. This analysis of both classic cartoons and memes in three Romanian satirical news websites (timesnewroman.ro, academiacatavencu.ro and catavencii.ro) will be made following the six humour knowledge resources (Attardo 2001). This way, I will be able to show how humour gets created differently in political cartoons and memes, even though their final purpose is the same: criticize and make people laugh. I will be discussing about their differences in terms of their construction, the decontextualization and recontextualization process, the incongruity-resolution and nonsense humour and the use of texts, to maximize images’ message, in balloons, captions or titles.

Taxidermy as Quotation: Making Nature Represent Itself in Early-Twentieth-Century Spanish Natural History Displays

This essay aims to examine how naturalists have explored different ways of representing nature in their research and popularization practices. More specifically, it focuses—within the particular historical context of Spanish natural sciences in the first decades of the twentieth century—on the uses of natural specimens as physical components of representational assemblages of various kinds, such as entomological displays and taxidermy dioramas. The essay shows that, in order to be labeled as natural, these assemblages entailed complex processes of extraction and recontextualization, and their components were mixed and rearranged in highly artificial ways. I argue, therefore, that taxidermy dioramas and similar natural history displays could be understood as a form of visual and material quotation.

“Somebody do Something!”: Lynching Photographs, Historical Memory, and the Possibility of Sympathetic Spectatorship

This paper traces the history of one specific photograph and its exhibition over time from the 1930s through the 1980s: that of the lynching of ‘Bootjack’ McDaniels, tortured to death by a white mob in Duck Hill, Mississippi, in 1937. I use that history to reflect more broadly on how lynching photographs have shaped popular consciousness about racist violence at different moments in time. They are able to do so, in good part, because of their iconographic qualities. These photographs, like many historical photographs, tend to detach past events from historical specificity and, subsequently, render the past into symbolic form, which allows new meanings to be imposed on them through the text and context that surround them. Those new meanings can direct viewers’ emotional responses to the images. This process of recontextualization allows for a meaningful ethical engagement with both historical and present-day suffering. In these ways, lynching photographs have been crucial to the formation of black historical memories of violence and injustice in the United States. Through this same process of recontextualization, I argue, lynching photographs make it possible for white Americans to engage ethically with racist violence, in the past and the present, through what I call “sympathetic spectatorship,” – an emotionally empathic form of looking that also involves an awareness of social difference.

DISSEMINATING CLIMATE CHANGE KNOWLEDGE Representation of the International Panel on Climate Change in three types of specialized discourse

Regarding such a complex issue as climate change, it is crucial to understand how specialised knowledge is conveyed to the public. The Intergovernmental Panel on Climate Change (IPCC) is often considered the main source of scientific knowledge on climate change. This paper aims at understanding how knowledge produced by the IPCC is disseminated in three types of documents, with various degrees of specialisation, Earth Negotiation Bulletins, United Nations reports and the general-interest press, over two time periods (2009-2010 and 2014-2017). To do so, the analysis combines the tools of corpus linguistics and discourse analysis, which puts quantitative results in context. Identifying IPCC collocates enables to specify the context of use according to sub-corpora. This reveals that although the IPCC is referred to as a knowledge-provider in all corpora, there are variations as to the degree of trustworthiness given to the institution as well as to the amount of detail given on results. Looking at explicit quotations according to their theme, wording and type of reported speech confirms this. Recontextualization processes in the press corpora entail more reformulation and explanatory comments. The scientific nature of the work is made more explicit in the United Nations reports and Earth Negotiation Bulletins. Differences between the six sub-corpora can be analysed according to generic specificities and time frames revealing the increasingly central role of the IPCC as a trustworthy provider of scientific knowledge on climate change.