Talk Back Research Articles

Introduction

Introduction

The City Speaks

This essay examines how revolution as a concept is deployed, appropriated, and refashioned through the public images that dot the urban landscape in Havana, Cuba. It explores how revolution is imagined and re-imagined in government billboards, photographs, murals, graffiti, and other forms of public images. It also illustrates how these resulting imageries are used, as bell hooks describes, to ‘talk back’ to the current issues of globalization and mass tourism. ‘Talking back’ through visual images functions as a means for the government and its residents to reject static and often foreign notions of revolutionary Cuba. The authors focus on how the visual in Havana re-conceptualizes revolution as a mobilizing practice within Cuba. This emphasis highlights how images of revolution can open spaces for alternative voices to be heard and seen.

Instructions Given During Insertion of Complete Denture

• Limitation of the dentures: It is mechanical substitutes for oral living tissue. Individuality of a patient, not compares him to other persons, and educates the patient to the fact that every mouth is different. • Remove dentures from mouth at night: The patient should remove the denture at night because the denture will exert excessive pressure on the bone of both maxilla and mandible which lead to increase the rate of resorption of the bone that will lead to flat ridge and consequently loss of retention and stability. • Expected tissue response: Such as increase saliva at the time of insertion because the C.D. is consider a strange things, but this with time will decrease gradually [2,3]. • Appearance and C.D: Patient must understand their appearance will become more natural with time, strange bulky muscle tension will improve after the patient relax and more confident. If the patient is unhappy with their appearance occasionally the anterior teeth must be changed. • Evaluating the denture esthetic: This is done by evaluating the patient lip support, high lip line, low lip line. These factors are usually examined thoroughly during try-in stage, simple verification would be sufficient. • Speaking with Complete denture: The problem of speaking will disappear and the tongue adapt within a few weeks. Patient could be advised to read aloud and repeat words or phrases that are difficult to pronounce which contain letters such as “s”, “sh”, so the patient should read the newspaper out loud or “talk back” to the television if he is alone. In natural environment: the rugae enhance speech, but in a denture speech is affected due to the absence of rugae. Metal denture base improve speech because the metal can be fabricated thin enough to reproduce the rugae on the external surface [4]. • Care of the prostheses and tissues: The dentures must be kept very clean to prevent the fouling of food particles and the overgrowth of bacteria. It is best to brush the dentures by using any mild hand soap but do not use an abrasive soap or cleanser or tooth paste because most of them contain an abrasive material that will wear away the surface of acrylic resin. In case of handicapped patients, cleaning of the dentures by using suction hooks placed in composite. A daily gentle massage with a soft nylon toothbrush helps to increase the circulation [1,3]. • Chewing with complete denture: Learning to chew with new dentures requires 6-8 weeks. Patient begin to chew relatively soft food that cut into small pieces done on both sides at the same time and food swallow with simple push of tongue against the palate. Every day try something new. When bite such as a sandwich place the food between their teeth toward the corner of the mouth rather than between the anterior teeth then the food push inward and upward to break it apart [4].

Talking Back: Autoethnography and the Contact Zone

The focus of this paper is an exploration of Pratt’s notion of the contact zone in understanding and enacting curriculum in international education. The last two decades have seen a rapid growth in the internationalization of higher education, which needs to be understood alongside the conditions of globalization and the consequential market orientation of higher education, and neo-colonial contexts of history, culture and power. In searching for conceptual lenses that advance understanding of curriculum in these conditions, I use Mary Louise Pratt’s (1992/2008) book ‘Imperial Eyes: Travel writing and transculturation’, an account of travel writing in the European colonial era. The book is an analysis of ‘centre-periphery relations and a critique of the political, cultural and economic ideologies that drove colonialism. Pratt’s framework of the contact zone and concepts such as anti-conquest are useful in identifying the pitfalls of an uncritical enactment of international education in current times, and in identifying the characteristics of the status quo of curriculum in the contact zone. I argue that Pratt’s notions of transculturation and autoethnography could decenter and disrupt the inequitable relations in the contact zone of the globalizing university by illuminating the possibilities of improvisation and appropriation as desirable outcomes. Thus, the internationalization of curriculum in the context of the globalizing campus encourages and recognizes the role of transculturation in provoking a curricular ‘talking back’.

Shakespeare and World Cinema by Mark Thornton Burnett, and: Filming Shakespeare in the Global Marketplace by Mark Thornton Burnett (review)

Reviewed by: Shakespeare and World Cinema by Mark Thornton Burnett, and: Filming Shakespeare in the Global Marketplace by Mark Thornton Burnett Courtney Lehmann Shakespeare and World Cinema. By Mark Thornton Burnett. Cambridge: Cambridge University Press, 2012. Pp xii + 272. $99.00. Filming Shakespeare in the Global Marketplace. By Mark Thornton Burnett. New York: Palgrave Macmillan, 2007 (paperback 2012). Pp vii + 227. $100 (hardback), $28 (paperback). It would be hard to find two better-paired volumes than Mark Thornton Burnett’s recently-republished Filming Shakespeare in the Global Marketplace (Palgrave 2007 and 2012) and his new Shakespeare and World Cinema (Cambridge 2012). While the former explores Anglophonic Shakespeare films through the lens of global market forces, the latter offers highly localized readings of non-Anglophonic adaptations. In fact, Shakespeare and World Cinema seems almost to “talk back” to its earlier counterpart, critiquing the “general relegation or bypassing of the non-Anglophone Shakespeare film” by offering “an account that eschews the domination of Hollywood—and the English language—[a]s a political obligation” (3). Both books are essential contributions to the field, but Shakespeare and World Cinema is unrivaled with respect to rigor, information, and ingenuity. Demonstrating compelling, deeply situated knowledge of seventy-three films in regions ranging from Southeast Asia to Africa, Latin America to Lapland, Burnett’s most recent work resonates with an unusual sense of urgency, demanding attention to and critical engagement with films that have never had the benefit of commercial circulation. The importance of Filming Shakespeare in the Global Marketplace lies in the fact that it is one of a mere handful of books that acknowledges and investigates the economic exigencies and market-based energies that drive the production, distribution, and reception of contemporary Shakespeare films. Organized around a series of wide-ranging themes—including theatricality, sequelization, localization, racial and religious politics, spirituality, and post-millennial parody—Burnett’s book presents a longitudinal analysis of the commercial paratexts that trouble our understanding of both canonical and distinctly “minor” cinematic adaptations released between 1993 and 2007. Chapter one examines the ways in which the dynamic forces of globalization have led to the primacy of cinema—and Hollywood in particular—over theatre, a communal crisis staged in spinoffs such as In the Bleak Midwinter (Kenneth Branagh 1995), Beginner’s Luck (James Callis, Nick Cohen 2001), Get Over it [End Page 755] (Tommy O’Haver 2001), and Indian Dream (Roger Golby 2003). Unable to completely escape the centrifugal forces of the global economy, these films “fragment Shakespeare at the same time as they try to unite the shards of his cultural memory, urgently reflecting on the means whereby theatre, and Shakespeare’s relation to it, might still be manageable and meaningful” (26). Chapter two focuses on the production of meaning from a different perspective by exploring the ways in which “Shakespeare is distributed in a sequelized global age” (46). Beginning with the bold assertion that Michael Hoffman’s A Midsummer Night’s Dream (1999) is actually derived from, and thus serves as a “sequel” to, Kenneth Branagh’s landmark comedy Much Ado About Nothing (1993), Burnett contends that the relationship between “original” and “copy” in this case is largely vampiric. “[T]aking energy from the charisma of its model,” he explains, Hoffman’s adaptation “extends, expands and amplifies in the interests of confronting and providing a Shakespeare that enjoys a cross-cultural appeal” (29). As “cross cultural” becomes shorthand for profitable, both films remain unabashedly imbricated in the contentious spirit of international commerce, insuring that even “Shakespeare is obliged to contend with himself, with proliferating manifestations of his own narratives in a variety of styles and genres” (33). A refreshing point of departure within this chapter is the analysis of the gender conversation embedded in Much Ado and Dream. If, according to Burnett, Beatrice serves as the former’s “internal auteur,” then in the latter film, it is the bicycle that assumes this directorial function, driving the narrative expression of women’s sexual and socioeconomic mobility (38-39). As a broader application of this theme, these films capitalize on the cultural mobility of Shakespeare as a means of engaging the “transatlantic aspirations” of their directors (35). Despite the inevitable tensions...

Why “belief” is hard work

Comment on Luhrmann, Tanya. 2012. When God talks back: Understanding the American Evangelical relationship with God. New York: Alfred E. Knopf.

“Talking Back”: The poetry of Suheir Hammad

This paper examines how Suheir Hammad's poetry “talks back” (bell hooks) to dominant gendered discourses. My central argument is that Hammad's influential poetry is constitutive of a discourse of resistance. This paper posits resistance as being counter-hegemonic. It demonstrates how these representations signify a re-articulation of identity and a call for a redistribution of symbolic power. On the basis of a textual analysis of Hammad's poetry, supplemented with an individual interview with the artist involved, some discursive tactics emerge as interventions. From articulating her reactions to the September 11 attacks to her more recent mediated involvement with the uprisings commonly referred to as the “Arab Spring,” such interventions are always subjected to co-optation. Nonetheless, they propelled her into the public sphere, thereby affording opportunities to present creative works that point to stronger possibilities for Middle Eastern womanhood.

The Cultural Impact of Institutional Remix: The Formalisation of Textual Reappropriation within the ABC

In 2009, Mark Deuze proposed an updated approach to media studies to incorporate ‘media life’, a concept he suggests addresses the invisibleness of ubiquitous media. Media life provides a useful lens for researchers to understand the human condition in media and not with media. At a similar time, public service media (PSM) strategies have aligned audience participation with the so‐called Reithian trinity which suggest the PSB should inform, educate and entertain while performing its core values of public service broadcasting (Enli 2008). Remix within the PSM institution relies on audience participation, employing ‘the people formerly known as the audience’ (Rosen 2006) as cultural artifact producers, and draws on their experience from within the media. Remix as a practice then enables us to examine the shift of the core PSM values by understanding how audience participation, informed by a human condition mobilised from our existence of being in media and not merely with media. However, remix within PSM challenges the once elitist construction of meaning models with an egalitarian approach towards socially reappropriated texts, questioning its affect on the cultural landscape. This paper draws on three years of ethnographic data from within the Australian Broadcasting Corporation (ABC), exploring the remix culture of ABC Pool. ABC Pool operates under a Creative Commons licensing regime to enable remix practice under the auspices of the ABC. ABC Pool users provide a useful group of remix practitioners to examine as they had access to a vast ABC archival collection and were invited to remix those cultural artefacts, often adding cultural and fiscal value. This paper maintains a focus on the audience participation within PSM through remix culture by applying media dependency theory to remix as cultural practice and calls to expand and update the societal representation within the ABC.

La presenza subalterna in Italia e la scrittura come terapia

From a theoretical and social point of view, modern Italophone postcolonial writing relegates to ways of receiving reality in the tradition of Verism and Neorealism,especially if aspects of violence are being considered. Notably the texts of female immigrant writers represent the subaltern (Gayatri C. Spivak) as they reflect thebiographical traumatic experiences of their authors or historical violent backgroundsof the plots. In this sense, according to the paradigm of James W. Pennebaker (Writing Therapy), writing often assumes a therapeutical function. This article recalls the first attempts of articulating the Italian colonial past in literature, starting with Ennio Flaiano and Mario Tobino, and then focusing on the innovative migratory texts of female Italophone writers from the 1990s onwards, namely those of Ribka Sibhatu,Cristina Ali Farah, Gabriella Ghermandi and Igiaba Scego who culturally speaking all originate from former Italian colonies in Africa. By making use of the theorems ofArmando Gnisci and Dacia Maraini, it becomes evident how female Italophone migrant writing must be recognized not only as a process of sensitization, but also asillness and therapy at the same time. Thus, the act of writing creates a transculturalspace of both conflict and encounter, in which a talking back from the periphery of Italian society takes place, with the effect of reconciling Italy with its colonialhistory and globalized present.

What Would Your Journal Say if It Could Talk Back? Using Dialogue Journals as a Technique in Adolescent HIV/STI Prevention and Sexual Health Promotion Programs

Dialogue journaling is a technique that is useful for enhancing the goals of sexual health promotion and HIV/STI prevention programs with 14- to 17–year-old at-risk youth. Included is a detailed lesson plan on how to implement dialogue journaling in this context, a discussion of advantages and concerns about using them, and future implications for its use.

How Setswana Cultural Beliefs and Practices on Sexuality Affect Teachers’ and Adolescents’ Sexual Decisions, Practices, and Experiences as well as HIV/AIDS and STI Prevention in Select Botswanan Secondary Schools

The article reports on the aspects of a Botswana Ministry of Education and Skills Development (MoE & SD) HIV/AIDS Instructional Television (ITV) project modeled on a similar HIV/AIDS program implemented in Brazil. This Teacher Capacity Building Project (TCBP) in Botswana is in its initial years of implementation. Its overall goal is to contribute to the prevention and mitigation of the impact of HIV and AIDS by strengthening the capacity of the education and communication sectors to deliver interactive, distance HIV/AIDS education primarily to teachers so that they act as agents of behavior change among the in-school youth. One of the components of the TCBP program is a live teacher education television HIV/AIDS program called Talk Back program. Talk Back is a collaborative effort of the MoE & SD and the Botswana national television station. The Talk Back program involves development and implementation of weekly 1 hour live HIV/AIDS education interactive TV broadcasts for teachers. The development of the live programs is guided by a curriculum that provides a wide range of themes related to HIV/AIDS and education. This article reports the results of a survey of a sample of teachers and students at junior secondary schools and senior secondary schools, first, on their views and opinions regarding the Talk Back program as a TCBP. Second, how Setswana cultural beliefs, myths, and practices on sexuality affect teachers' and adolescents' sexual decisions, practices, and experiences as well as HIV/AIDS and sexually transmitted infection prevention. A questionnaire survey and focus group interviews were used as data collection instruments in selected secondary schools. The findings of the study suggest that the Talk Back program has not met much success as a TCBP. The findings further suggest that several myths, beliefs, misconceptions, and attitudes about HIV/AIDS exist among Botswana teachers and students and thus make it difficult for the Talk Back program to impart the HIV/AIDS message successfully. Therefore, there is a need for more stakeholders in HIV/AIDS education, where appropriate learning techniques are used, to bring about the desired behavioral change.

If data could talk back: Anzia Yezierska, Paul de Kruif and thousands of pages of 'research'

If data could talk back: Anzia Yezierska, Paul de Kruif and thousands of pages of 'research'

IT-Related Service

Information technology (IT)-related service is the strategic management of the creation and delivery of service in which information and communication technology (referred to as IT here) plays a substantial role. IT can serve as a facilitator (e.g., facilitates access to customer information and customer communication) or enabler (e.g., enables value cocreation), serves as the context (e.g., mobile phone market or e-commerce), or is itself service (e.g., social networking sites or information goods). There are three essential characteristics of IT-related service—it is information-intensive, customer-centric, and multidisciplinary. IT-related service is information-intensive. The ability to communicate (firm-to-customer, firm-to-firm, and customer-to-customer) anytime, anywhere, and to anyone, is significantly facilitated by the recent technology trends of big data, cloud computing, and mobile and networking platforms. IT-related service is customer-centric. The use of IT, both by firms and by customers, alleviates the common observation that there is a trade-off between customer satisfaction and productivity improvement for service. Customers are able to talk back to firms with their new communication power and firms are better able to cost-efficiently satisfy their customers. The study of IT-related service is thus inherently multidisciplinary involving such fields as marketing, strategic management, computer science/information systems, and operations management/organizational research. The results of the IT-service transformation are that IT blurs the distinction between goods and service; service is becoming more goods-like and goods are acquiring the characteristics of service. The Journal of Service Research special issue on IT-related service brings together all of these elements, and provides rich strategic implications for managers.

Spoketokenism: Black women talking back about graduate school experiences

Black women still experience racial oppression in the academy. In this study, I draw on Black feminist theory and oral narrative research to examine the narratives of Black women graduate students discussing their educational experiences. Black female graduate students deal with acts of everyday racism and instances of structural and internalized oppression. I explore the communicative strategies Black women use to get through their graduate programs. More specifically, I address two emergent themes: (1) Black women as spoketokens; and (2) the risks and consequences of talking back in the face of racial oppression. Ultimately, the academic experiences of Black women have a profound impact on how they wish to be perceived and how they see their role in representing Black female identity.

If data could talk back: Anzia Yezierska, Paul de Kruif and thousands of pages of ‘research’

If data could talk back: Anzia Yezierska, Paul de Kruif and thousands of pages of ‘research’

The cultural meanings of Israeli Tokbek (talk-back online commenting) and their relevance to the online democratic public sphere

Israeli journalistic websites have initiated a feature that became fairly universal: a section at the end of each article that allows readers to respond to the article and to each other. This feature is captured by the meta–communicative term 'tokbek', derived from the English phrase 'talk–back'. Although originally viewed as having the potential to promote civil participation, the tokbek soon became associated with pejorative cultural meanings that indicated its failure to do so. Drawing on the Ethnography of Communication, we provide an interpretative framework for an analysis of this failure. The main function of tokbek is the construction of the commenters' political identities, mainly as leftists and rightists. This oppositional construction takes the antagonistic form of a 'bashing ritual' that communicates radical pessimism about the possibility of political debate. Because sharing a virtual space does not necessarily facilitate deliberation, democratic culture should be explicitly addressed when discussing technological advancements.

On Public Action

This essay explores Hannah Arendt’s contribution to our understanding of the rhetorical as opposed to the aesthetic quality of public speech, with an emphasis upon her conception of opinion and glory. Arendt’s focus on the revelatory quality of public action in speech is widely understood to preclude or seriously limit its communicative aspect. I argue that this is a misunderstanding, and that accepting it would reduce speech not merely to the discussion of a sharply limited set of topics, but to no topics at all. Public action is speech that reveals the speaker as “answering, talking back and measuring up to whatever happened or was done.” Such revelatory speech is most appropriately judged by the standard of the glorious and the inglorious. Because such speech must inform as well as reveals, so does glorious or great speech rise to the level of greatness in part because of what is said, to whom, where, and how. Arendt’s understanding of this is shown to have significant parallels to the ordinary language philosophy of Stanley Cavell.

Research and Praxis On Challenging Anti-immigration Discourses in School and Community Contexts

Recently, harsh immigration policies have made the lives of the new immigrant Diaspora in the southeastern United States extremely challenging. Disturbed by the impact of these sociopolitical changes on students, their families, and their teachers, as multicultural educators, we have turned for help to recent research and praxis from the U.S. and Europe that overtly challenges anti-immi- gration discourse. We examine two theoretical perspectives that can support educators in talking back and acting against anti-immigration discourses and practices in schools and communities. We provide cases of our own work in the southeastern United States to test the value of these theories.

Research and Praxis On Challenging Anti-immigration Discourses in School and Community Contexts

Recently, harsh immigration policies have made the lives of the new immigrant Diaspora in the southeastern United States extremely challenging. Disturbed by the impact of these sociopolitical changes on students, their families, and their teachers, as multicultural educators, we have turned for help to recent research and praxis from the U.S. and Europe that overtly challenges anti-immigration discourse. We examine two theoretical perspectives that can support educators in talking back and acting against anti-immigration discourses and practices in schools and communities. We provide cases of our own work in the southeastern United States to test the value of these theories.

When target groups talk back: at the intersection of visual ethnography and adolescent sexual health

This is a report about the making of two videos about adolescent sexual health in Ecuador in 2011 and 2012.