Negotiation Theory Research Articles

ФОРМУВАННЯ ІНШОМОВНОЇ ПІДГОТОВКИ ЗДОБУВАЧІВ ВИЩОЇ ОСВІТИ У СТРУКТУРІ ПРОФЕСІЙНОЇ ПІДГОТОВКИ В УМОВАХ УНІВЕРСИТЕТУ: РЕАЛІЇ СЬОГОДЕННЯ

The paper deals with the descriptions of modern educational paradigms as genesis indicators of innovative changes in higher education, which are determined by integration processes aimed at introducing innovative ideas, models and technologies into the foreign language training of higher education students. Foreign language and foreign language training of higher education students is considered in the context of the competence paradigm. The conceptual foundations of foreign language training and the structure of foreign language competence are highlighted. The purpose of foreign language training of higher education students is defined, which is to form skills of tolerant interaction, communication and life-creation in the youth environment on the basis of foreign language competence. It is proved that theories of communication, multiculturalism and dialogue are used in building the content of foreign language training. The essence of dialogical interaction, which has communicative, interactive and perceptual components, is characterized. Professional dialogue interaction in the multicultural/multicultural environment of the university presupposes a certain level of accumulated professional knowledge, facilitates the implementation of multi-vector tasks facing the future specialist. It is proved that social reflection plays an important role in the foreign language training of higher education students in the structure of professional training in the university environment. It has been found that the implementation of foreign language training for higher education students at a university requires the design of an appropriate creative educational environment, built taking into account the objective laws of the processes of learning a foreign language for the purpose of professional application in the future.

Negotiating with your mouth full: Intergovernmental negotiations between transparency and confidentiality

AbstractTransparency lies at the heart of canonical theories of international negotiations and institutions—yet it is rarely directly measured or explained. This paper explores the potential downsides of transparency reforms in intergovernmental negotiations and institutions. We argue that as formal international meetings open up to the public, negotiators face incentives to shift deliberations to more informal and opaque venues, especially for sensitive and domestically contested issues. To test when and why this occurs, we present new data on three decades of intergovernmental negotiations in the Council of the European Union (1990–2019), and in particular the use of informal breaks where no minutes are taken. We find that recourse to such breaks—especially at lunch time—has increased substantially, and that ministers often take these opportunities to discuss controversial topics. We deploy quantitative and qualitative analyses to show that variations in informal breaks correlate both with institutional enhancements to transparency and with specific concerns over antagonistic political mobilization at home, notably in the form of Euroscepticism. These findings challenge received positive and normative theories about transparency in international institutions, and contribute to the literature on informal governance, negotiation studies, EU politics, and the transnational democratic deficit.

Toward a conceptualization of the musical self: A theoretical-methodological approach to subjectivity in independent musicians

The objective of this study is to advance a theoretical and methodological proposal for the analysis of subjectivity construction in independent musicians. Existing social and cultural theories of subjectivity have not satisfactorily addressed the artistic experience of musicians. We present an analytic model that highlights the place of language from a perspective informed by dialogical theories and which also incorporates the aesthetic dimension of subjectivity in the occupational field. By analyzing six narrative interviews, we offer a qualitative insight into how independent musicians subjectively experience their musical activity. We constructed dialogical dimensions associated with four subjective movements in the interviewees’ discourse: aesthetic, activity, authorship, and reflectivity. Our findings about the configuration of musical subjectivity yielded three core points of articulation: musical self, existential self, and musical-occupational self. The musical self emerges as a particular subjective configuration, since creative activity represents a point of vital and occupational grounding where the boundaries between work and subjective experience appear to fade. Employing the aesthetic dimension of subjectivity made it possible to add complexity to the articulation and integration of various subjective elements of a psychological and social nature that have traditionally been studied in isolation.

The Teacher as Listener: A Theory of Pedagogical Listening in the Literature Classroom

ABSTRACT Getting students talking about a work of literature — sharing and interrogating their own and each other’s textual interpretations and responses — is vital for the teaching and learning of literature. If a classroom community of readers is constituted by such talking, then responsive teaching involves a lot of listening. What, precisely, might be the role(s) of the teacher as listener? Beginning with three classroom vignettes, and then drawing from psychoanalytic theory, pragmatist aesthetics, and philosophy of dialogue, this article theorises a distinctly pedagogical listening. One role of the teacher as a listener in the literature classroom can be interpreting and intervening in ‘textual problems’ that typically arise in moments of confusion or surprise — students’ and/or their teacher’s — throughout interpretive discussion. Such pedagogical listening can instantiate, among other qualities discussed in this article, a double consciousness or divided attention. This article concludes by suggesting specific classroom practices and conditions for pedagogical listening.

Roots tourism experiences, identity construction, social equity and social justice: a mixed methods approach

ABSTRACT The incidence of African diaspora’s pilgrimage to their ancestral motherland in Africa has recently increased. Indeed, initiatives such as the Black Travel Movement and Year of Return have increased the desire for black diasporans to ‘go back home’. Evidence in the literature illustrates that this homecoming is a deliberate effort towards identity construction. Using a mixed-method research approach (and W.E.B Du Bois’s sociological; terror management, and substantive identity negotiation theories), this study examined root tourism’s effects on identity construction, social justice, and equity using data from the Cape Coast and Elmina Castles in Ghana. The study’s key outcome shows root tourism’s power to influence social justice and human rights equality. Furthermore, the study discovered that terror management and substantive identity negotiation theories are limited in their relevance to non-Western contexts. This study demonstrates how managers of tourism firms can rightly position root tourism as a distinct tool for identity construction, social justice and social equity. The study also discusses its implications, limitations and future studies.

Possibilities and missed opportunities for generative dialogue: professional networking, online platforms and the English classroom

PurposeSocial media is increasingly vital for educators to extend their professional networks and engage in meaningful conversations. This study aims to explore how Reddit facilitates these interactions as a platform for generative dialogical exchange. For English educators, generative dialogue is paramount for professional development and classroom practice.Design/methodology/approachTo better understand this dynamic, we outline Hermans and Hermans-Konopka’s (2010) framework of generative dialogical exchange, review relevant literature related to the implications of social media use by educators and argue for the importance of Reddit as a site of exploration into dialogical exchange. After describing our artifact selection, we offer relevant data and conclude with understanding and implications.FindingsWe argue that although online educator communities, particularly those on Reddit, offer opportunities for broad dialogical exchange for English educators, these can be marked by a push and pull between the expansion of the dialogical space and a tendency to rein it back in through reinforcing traditional power dynamics.Originality/valueReddit is an understudied site for extending professional networks and fostering conversations among educators, providing a novel approach to understanding these dynamics through dialogical theory.

Public Sphere Creates Independence for Coastal Women in Encouraging the Household Economy of Small-Scale Fishermen in Karangsong Village, Indramayu Regency

Marine climate change has resulted in a decline in the economic level of fishermen, especially small-scale fishermen who depend on marine resources to meet their daily needs. In addition, the poverty experienced by fishermen reflects economic vulnerability due to low and unstable incomes, which are caused by fluctuating market prices, a lack of alternative livelihoods, insufficient cooperation and support networks, and the prevalence of illegal fishing practices. By carrying out dialogue in the public sphere effectively, a supportive environment can be created for small-scale fishermen to optimize the potential of the public sphere in improving the family economy through increasing human resource skills. In this framework, coastal women play a vital role in the economic activities of small-scale fishermen's households through alternative economies. This research aims to investigate the role of dialogue in the public sphere to improve the economy of small-scale fishermen in coastal areas and explore the role of women in efforts to improve the family economy. This research uses a qualitative descriptive method with a case study approach. The research results show that dialogue in the public sphere has been recognized as a means of building better understanding between various parties in society, as well as the importance of involving women in family economic decision-making. This research provides implications from the concept of dialogue theory in the public sphere, reflecting the concept of community participation and creating mutual agreement through open communication and the exchange of ideas in formulating solutions to improve the family economy.

Cognitive foundations of the formation of communicative competencies in the theory of dialogue

Abstract The study of cognitive mechanisms involved in the process of developing communicative competencies, particularly from the perspective of dialogue theory, is relevant and necessary to improve communicative activity and its effectiveness. The purpose of this research is to study the cognitive-communicative interaction in the process of dialogical communication and the cognitive conditionality of the development of communicative competencies. The methods of frame, cognitive and communicative analysis, and the analytical-synthetic method were used in the study. The main frame structures of dialogic speech were considered: using one frame and similar ways of verbalization, using one frame and different ways of verbal expression, and using two frames with different thematic or semantic content. The study examined cognitive-communicative interaction in dialogic communication and the cognitive basis for developing communicative competencies. Among the important conclusions is the discovery of three primary dialogical unity frame structures. It has been found that cognitive functions affect successful communication. The study demonstrated how cognitive-communicative interaction fosters the development of communicative competencies. It was also determined that dialogue structure relates to response shifts represented as interrelated frames. The study concludes that future research should focus on studying cognitions in communicative contexts and improving foreign language communication.

Невопрошающее молчание студентов как коммуникативная неудача: причины явления и способы преодоления

The article considers one of the types of communicative failure often found in pedagogical practice – the absence of questions from students in situations, implying, demanding, or disposing of them. The author, relying on pragmalinguistics and the theory of dialogue, proposed a definition of this kind of communicative failure, called unquestioning silence, as the non-meeting of the consciousnesses of participants in educational communication (student-student, student-teacher) in the event of questioning. 6 reasons for such a non-meeting are highlighted: 1) a state of epistemological concern; 2) a tendency to epistemic egoism in its extreme version; 3) fear or unwillingness to take risks; 4) recognition of the practice of questioning as hierarchical; 5) disinterest in Another, as in homo cogitans; 6) poor development of the technique and culture of questioning. The suspicion of academic disciplines in inefficiency is particularly considered in the context of the paradigm "life as a continuous business project." A behavior model focused on this paradigm assumes, in particular, the assessment of an activity as profitable and profitable for personal and professional development (now or potentially, but preferably in the shortest possible time). Questioning as a tool of cognition, self-knowledge, and reflection is a natural and necessary form of activity for mastering the content of the discipline. The initial prejudice or the conviction formed during training that a certain discipline is ineffective for personal and professional development leads to the recognition of many types of educational interaction as ineffective, including asking, which usually requires significant cognitive efforts, interest, and attention from the student, which from the point of view of using resources in such an economic-oriented attitude (moreover, negative or indifferent) to the subject seems irrational. A possible programminimum of actions is indicated to develop the ability to ask questions. Its invariant part boils down to such operations as developing an interest in Another as a cognizing subject, searching for or choosing a questioning partner, studying typologies of questions, mastering them and practicing them frequently, examining the heuristic potential of questions, and establishing a dictionary of successful, skillful, deep questions. It is emphasized that the culture of questioning should be improved by both sides of the educational process: students and the teacher.

PUTIN AND BIDEN’S SPEECHES ON THE RUSSIAN INVOLVEMENT IN UKRAINE: DIALOGUE AND POLEMICS

Throughout the world’s long tradition with war, it has often been raised as a question whether any war was worth waging, and if so, when and how? The reply to this philosophical maze of extreme convictions differs depending on whom you ask. In this present article, we tackled the ideological differences that lead to the discrepancies between answers given by Russia and the United States of America. For this, we took as primary sources the speeches of 24 February 2022 that Vladimir Putin and Joe Biden made on Russia’s immediate involvement in Ukraine. We tried to look for dialogic clash over the choice of diction as a major ideological stance, relying on Michael Bakhtin’s theory of dialogism and his notions of hidden polemics and parody to illustrate the condemnation of the war on one end and its justification on the other. The aim was to extrapolate the themes tackled and their sequence by referring to the just war theory in its three divisions jus ad bellum, jus in bello, and jus post bellum which together structure the ancient practice of the art of war in its distinct phases. Biden and Putin heavily bid on these notions to give their viewpoints legal and ethical legitimacy and convince the international community of their just causes. Through this study, we found that the presidents stylized their speeches to follow each other’s, giving responses in an implicit and tacit manner, which we uncovered as hidden polemics in their styles of diction. We have also discovered that both presidents evoked their nemesis’ violation of the just war theory and defended their own just cause and respect for international regulation. This study falls within the field of discourse analysis that is a key element in understanding politics on the levels of presidential speeches.

Envisioning ecopolitical futures: Reading climate fiction as political theory

Scholarship on how speculative knowledges can contribute to envisioning sustainable futures is thriving. There is less attention to the specific ways in which political theory as speculative knowledge is relevant to these scholarly discussions. This article fosters this link by suggesting reading climate fiction as political theory. The article follows a four-step analysis. First, it clarifies the importance of pluralising and decolonising the knowledges through which climate change is engaged politically. Second, it introduces the concept of ecopolitical imaginary to capture collective visions for sustainable futures, showing the relevance of the theorising endeavour. Third, it elucidates the idea that placing political theory and climate fiction in dialogue can help envisage alternative ecopolitical imaginaries for future world ordering. Finally, it reads Robinson’s Ministry for the Future as an experiment in political thinking: an ecopolitical imaginary that helps to think through the challenges involved in countering the colonial logic of global climate governance and the Eurocentric universalism underpinning it. The overarching argument is that reading climate fiction as political theory offers insight into envisioning just sustainable futures.

"Talking About Funerals Won't Make You Dead": Dialogic Tensions in Death Café Design and Facilitation.

Death Cafes (DCs) explicitly encourage conversation and constitute space to explore the dialogue around death and dying. This study draws on scholarship from communication and dialogue theory to explore the design features and facilitation practices used within DC meetings. Through qualitative analysis of the DC webpage and interviews with facilitators, the study uncovers how DC facilitators structure and manage conversations to help attendees normalize death conversations and manage the death anxiety of others in their lives. The analysis highlights three main tensions within the DC structure and facilitation guidelines: structure versus openness, authority versus equality, and conversation versus information. These fundamental contradictions are inherent in DCs, and facilitators need to manage them in order to promote meaningful dialogue among DC participants. This study deepens the theorizing around DC facilitation practices and has implications for death and dying practitioners hoping to foster dialogue about end-of-life topics.

‘Through guilt and resilience, we author ourselves’: a collaborative autoethnography of Vietnamese PhD student mothers / ‘A través de la culpa y la resiliencia, nos escribimos a nosotras mismas’: una autoetnografía de madres doctorandas vietnamitas

In this article, we employed collaborative autoethnography to explore the experiences of ourselves as four Vietnamese PhD student mothers who crossed national borders in pursuit of further education and encountered multiple challenges along the way. Based on Bakhtin’s theory of dialogism, we unpacked our experiences by presenting ongoing dialogues that influenced thoughts about our doctoral studies and mothering practices. On the one hand, we recounted our experiences of mother guilt, life–work balance and escalating tensions in the academic journeys and our constant struggle to conform to the moral norms bound by the political and cultural ideologies prescribed to Vietnamese women. At the same time, we displayed our resilience through our self-dialogues, which helped us counter the social norms to author our voices.

Stakeholder engagement and nonprofit organizations' (NPOs) accountability: a social media-based study of the Australian 2019/2020 bushfire crisis

PurposeThis study aims to examine the impact of stakeholder engagement on accountability, within nonprofit organizations (NPOs). Given the pivotal role NPOs play in disaster management and community welfare, it is crucial to gain an understanding of the obligations of NPOs, in terms of their disaster responses and accountability.Design/methodology/approachUsing a case-study approach, the investigation features a content analysis of social media comments regarding the Australian Red Cross’ (ARC) funds’ allocation during the 2019/2020 bushfires, followed by a similar analysis of ARC's reports. Inspired by Carnegie et al.'s (2021) definition of accounting as a social science, this study uses dialogic theory and a transformative participatory framework, to evaluate how interactive stakeholder engagement influenced accountability strategies used by the NPO, to ensure its sustainable development.FindingsThe findings reveal that there was a significant increase in stakeholder engagement on social media, following negative media coverage, with participants voicing concerns over ARC’s method of funds’ allocation, delays in funds distribution and seemingly excessive administrative costs. ARC addressed these concerns by issuing Bushfire Reports, and conducting online Q&A sessions, in a bid to establish transparency. This study emphasizes how dialogic accounting can challenge accounting's limited scope – one that often overlooks ecological concerns and social justice.Originality/valueThis study uses the perspective of dialogic accounting theory to explore the relationship between stakeholder engagement on social media, and NPO accountability. It demonstrates how robust stakeholder engagement can challenge NPOs to establish accountability, thereby bridging the information gap between themselves and the public. The use of dialogic accounting theory allows the study to shift from the traditional focus of accounting research, which is the financial objectives of powerful entities, to the voices of the marginalized, the stakeholders, who are impacted by NPO decisions, and, in doing so, it highlights the potential for NPOs to foster accountability, and so advance sustainable development initiatives.

Curating 'the good story': Care as representative performance in Danish veteran rehabilitation.

In this article, we explore the intricacies of veteran care and show how care practices come to incorporate veterans' 'self-performances' to raise political attention and funding for future rehabilitation activities. By bringing into dialogue theories of care and theories of performance and representation, we illustrate how a seemingly classic form of care-veteran rehabilitation-takes the form of representative performance. Drawing on ethnographic fieldwork and interviews with the Danish Invictus Games team, we demonstrate how politics, research and TV documentaries are integrated into veteran care practices. Through this integration, mentally wounded veterans, while performing 'themselves' for shifting audiences with shifting agendas, come to assume the roles of both caregivers and care receivers. Crucially, we highlight that wounded veterans, while undertaking their personal rehabilitation journey, are curated into and (un)willingly positioned as representatives of others. By showing how caring for wounded veterans goes hand in hand with caring for fictive, future wounded veterans and for political, research and media agendas, this article offers new ways of thinking of and with care.

Value-based analysis of the negotiation for the construction of a church dome

In the construction industry, the signing of contracts between contractors and clients is a common practice. The entities signing these contacts have vastly different objectives in the context of the project: the contractor is motivated by the achievement of profit, while the client has objectives that can be economic, aesthetic, related to completion time, etc. According to negotiation theory, the greater the difference between the objectives of the sides, the better the contracts that can be achieved in the negotiation. Therefore, the analysis of a contractor-client negotiation in the building industry should be based on a complete understanding of the objectives of the sides. Kenney’s Value-Focused Thinking (VFT) provides a framework on which such understanding can be achieved. This paper presents a VFT-based methodology to analyze the contractor-client negotiations in the context of construction projects. The methodology is illustrated by analyzing, in retrospective, the negotiation between a construction company and a client regarding the construction of a dome for a church. The results show the usefulness of analyzing the negotiation from the point of view of the sides’ objectives.

A Study of Robot Identity Writing in Isaac Asimov’s Fiction

Isaac Asimov, a famous contemporary American science fiction writer, constructs the identity of robots through describing entities and dialogues in his short story “The Last Question”. If we compare and analyze the author’s other short stories with conceptual metaphor theory and Bakhtin’s theory of dialogue, we will find that the author pushes the development of the storyline through the constructing the robot’s identity and the blurring of the boundaries, and from then on, maps the development of the relationship between man and machine and the course of its development. The purpose of this paper is to explore the special significance of the construction of robot identity and its contribution to the development of the narrative, as well as to analyze the expectations of the human-machine relationship embedded in the novel.

College English Teaching Reform Based on Intersubjectivity Teaching Model Yongxiang Wang, Youyi Zhu et al. & Hua Yang (Ed.) (2020). Soochow University Press, Soochow, 243 pages ISBN: 978-7-5672-3390-4

With the development of college English teaching reform in China, growing attention has been paid to the improvement of teaching materials and teaching methods. This book review introduces the monograph College English Teaching Reform Based on Intersubjectivity Teaching Model written by Yongxiang Wang, Youyi Zhu et al. from three aspects, namely content, strengths, and weaknesses. It is found that through the intersubjectivity teaching model, the model which breaks the limitation of the binary opposition approach and reflects Bakhtin’s Dialogue Theory, this monograph makes a profound reflection on modern college English teaching and puts forward instructive methods for English teaching, which makes significant contributions to the reform of college English teaching in China and are worth further promoting.

Book Review

Understanding Dialogue: Language Use and Social Interaction is written by two prominent psychologists of language. It develops an elegant model to account for the cognitive mechanisms of dialogue. The Shared Workspace Framework for Dialogue is capable of explaining how individuals contribute and control their utterances and how they can manage each other’s contributions and cooperate as one system. I believe this book is worth the attention of all linguists interested in language psychology. First, dialogue is the most fundamental form of language use; second, the theory of dialogue proposed in the book represents a major advancement in the psychology of conversation; third, the theory has a wide range of applications. I believe the current review of the book is the most comprehensive summary and assessment of the book to date.

Strategi Komunikasi Caleg Petahana DPRD Kota Padang

This research aims to understand the communication strategies of incumbent candidates of the Regional House of Representatives in Padang City who were successfully re-elected in the 2024 elections. A qualitative method was used, with three candidate informants and five constituents. The data was analyzed using James E. Grunig's dialogue theory. The main findings reveal three strategies: adjustment of communication language, strengthening emotional relationships, and maintenance of good relations and empathy. This research has important implications for political communication practitioners and researchers. It highlights the significance of two-way communication and public engagement in building relationships between politicians and constituents. It also emphasizes the importance of building emotional relationships and empathy, as they contribute to increased constituent trust and support. Additionally, the research suggests adjusting communication strategies according to constituent characteristics.