Understanding Of Norms Research Articles

Decolonial Futures

Abstract This roundtable showcases how different Asian, Pacific Islander, and Indigenous communities in Colorado are fighting for sovereignty of their homelands. It reorients the question of “homelands” to highlight the experiences of communities whose homelands remain occupied by settler-colonial and imperial nation-states, like the United States, India, Israel, and China. Participants speak to the struggles of sovereignty of their communities and communities they work with, unsettling epistemological frameworks to disrupt normative understandings of home, migration, and diaspora.

Introduction: New Approaches to Music and Sound

AbstractThis introduction to the Journal of the Gilded Age and Progressive Era’s special issue, “New Approaches to Music and Sound,” provides a historical sketch of American music and the American soundscape at the turn of the twentieth century. It also offers a discussion of relevant historiography, taking stock of recent work in sound studies and its influence on research on music and sound of the period. Finally, it introduces the four research articles featured in this special issue and marks their contributions to our understandings of listening practices, normative understandings of audition and speech, and the sonic dimensions of politics and capitalism, race and national identity, imaginings of the past and visions for the future in the late nineteenth and early twentieth centuries.

Tracking the Relationship Between Media Literacy and Political Participation Across Different Generations

Many scholars argue that media literacy is crucial for the development of citizenship and political engagement, especially in the digital environment. While a positive relationship between news consumption and political participation has long been established, we still lack sufficient knowledge on how media literacy influences political participation. Studies about the connection between media literacy and political engagement do not point to a clear relationship between the two. Most studies on media literacy and participation focus on young media users, overlooking generational differences in news consumption. Moreover, studies should also acknowledge the expanding repertoires of political participation in a digitally networked environment. This study uses a news media literacy (NML) scale and an extended political participation scale to analyse the relationship between media literacy and different dimensions of political participation, taking into account generational differences among news audiences. Data from the survey on media literacy is used, and regression analysis is used to assess the relationship between media literacy and political participation. The results are not unequivocally in line with the normative understanding of the relationship between media literacy and civic engagement. Although media literacy education programmes have a positive impact on some forms of political participation, there is no significant relationship between news media literacy and political participation. There is also a generational gap in news media literacy and political participation. The results call for further validation of the NML scale and research of inequalities in news media literacy.

Towards a Citizen- and Citizenry-Centric Digitalization of the Urban Environment: Urban Digital Twinning as Commoning

In this paper, we make a case for (1) a sociotechnical understanding and (2) a commoning approach to the governance of digital twin technologies applied to the urban environment. The European Union has reinstated many times over the willingness to pursue a citizen-centric approach to digital transformation. However, recent studies show the limits of a human right-based only approach in that this overlooks consequences of data-driven technologies at societal level. The need to synthesize an individual-based and collective-based approach within an ecosystemic vision is key, especially when it comes to cities, which are complex systems affected by problems whose solutions require forms of self-organization. Tackling the limitations of current tech-centered and practice-first city digital twin (CDT) projects in Europe, in this article, we conceptualize the idea of urban digital twinning (UDT) as a process that is contextual, iterative, and participatory. Unpacking the normative understanding of data-as-resource, we claim that a commoning approach to data allows enacting a fair ecosystemic vision of the digitalization of the urban environment which is ultimately both citizen- and citizenry-centric.

The Development Trend of Chinese History Studies in the United States from Philip C. C. Huang's Theory

The development of Chinese history research in the United States has undergone a transformation from a "Western-centered view" to a "China-centered view". In this new era, scholars of Chinese history call for a new change in research methods. Philip C.C.Huang, a Chinese-American, puts forward the "crisis of normative understanding" and the "four traps" in the study of modern Chinese history. The purpose of this paper is to analyze the breakthrough of Philip C.C.Huang's theory of Chinese history research on the original model and its promotion of Chinese history research in the United States. Starting from Philip C.C.Huang's study of Chinese history, the article analyzes the transcendence of his theory to the previous dichotomy and tries to summarize the development trend of Chinese history research in the United States. It is found that Philip C.C.Huang's theory transcends the dichotomy of Chinese and Western concepts and breaks through the limitations of both theoretical and empirical research, and his Chinese-American identity as a "marginalized person" also provides evidence of the authenticity and objectivity of his theory, which, however, still needs to be further improved. This study identifies the core ideas and shortcomings of Huang's theory and helps to promote a more scientific and convincing study of American Chinese history.

Between “devoted mothers” and “disability advocates”: When Korean mothers of developmentally disabled adults become committed to social change

AbstractThis study explores how mothers of children who are young adults with developmental disabilities in South Korea experience identity strain and tension when they engage in advocacy on behalf of their children. Based on in‐depth interviews with 20 mothers in Korea who are members of parents’ advocacy groups, this article found that women experienced feelings of tension that arose when they deviated from normative understandings of what it means to be “devoted mothers.” Furthermore, they created two alternative versions of maternal roles—professional “I” mothers and professional “WE” mothers—that supported their identities as “disability advocates” in order to alleviate their emotional experiences. Such differences led them to practice different styles of advocacy in their interactions with disability welfare services. Based on these findings, this article discusses identity strain that emerges during the mothers’ political engagement on behalf of their disabled children. In doing so, it contributes to expanding current attention to parental advocacy activities in order to more deeply understand women's agential power to force social change and to act against existing state policies and power.

Comparative analysis of local adaptation processes in the future across peri-urban India to support transformations to sustainability

Peri-urban transformations in emerging economies like India demand scientific attention given their impact on global environmental change processes. Some studies examine past or ongoing peri-urban adaptation processes, but insight into future adaptation needs and aspirations of peri-urban communities is lacking. Also, it is unknown how the high degree of informality that characterizes peri-urban areas, interacts with formal institutions to shape or enable more sustainable adaptation pathways. This study addresses these scientific gaps, using an existing typology of adaptation processes to investigate plausible future adaptation pathways in three peri-urban villages in India, near Pune, Hyderabad, and Kolkata cities. On-site field research followed by a Delphi-study were used to develop normative adaptation pathways for livelihood and household water use with local actors. The pathways represent development trajectories and adaptation strategies over the next 15 years in the livelihood and household water sectors. Pathways data was thereafter analyzed and compared in terms of drivers of vulnerability and opportunity, adaptation processes, and formal and informal institutions. Our ex-ante study identifies general and context specific drivers of vulnerability and opportunity shaping different peri-urban transformations. Results reveal similarities in future drivers, whose impact on peri-urban livelihoods and household water is context dependent. This comparative analysis contributes a deeper understanding of future adaptation needs by highlighting patterns in locally preferred adaptation processes for different drivers and water-use sectors. This normative understanding reveals preferences of local communities who are otherwise marginalized from decision-making arenas. A combination of adaptation processes will be needed to respond to the various drivers, only some of which are achievable through informal institutions. Formal government intervention will be essential for stimulating innovation, intensification, and revitalization forms of adaptation. Institutional adjustments will be key to shaping local agency and future adaptive capacity away from a business-as-usual trajectory.

Performing the norm in the Global North: migrant parents’ positions and participation within Icelandic schools

Parental involvement, presented as a normative construct, is widely considered a key strategy important to educational inclusion and democratic citizenship. Yet, migrant parents continue to experience exclusion within national educational settings. This study focused on the positions and participation of fourteen immigrant and refugee parents within Icelandic schools. Findings suggest that, regardless of the kind or level of involvement practised, all the parents were affected by positional boundaries in relation to their parenting practices, whereby many struggled to become involved only to find their knowledge and experiences invalidated. Such internal exclusion occurs in sharp contrast to the inclusive and democratic citizenship ideals presented as part of Icelandic educational policy and works against parents’ hopes for inclusive futures. We suggest applying Arendt’s metaphor of visiting as a way to disrupt binary power dynamics and normative understandings of parent practices and to rethink the process of parental involvement and inclusion within education.

Cadar, Isbal And Cultural Da'wah Problems In Normative-Historical Islam: An Overview Of Da'wah Communication

Islam is a religion brought by the Prophet Muhammad sallallaahu ‘Alaihi Wasallam which is a mercy for the universe. But lately, there have been several issues of cornering Islam, namely Islamophobia. This is because sometimes the application of Islam normatively and also its application in the real world that we call the term historical Islam occurs in conflict things, so in this case the approach of humanism, the wisdom of thinking, mutual respect and mutual respect in order to create a safe life and peace. The data analysis method that the researcher uses is a descriptive analysis method, which explains the data with the elaboration based on theories, one of the theory is M. Amin Abdullah's theory of normative and historical Islam. This research is in the form of library research. The results of this study are the solution to the normative and historical problem of Islam, namely missionary communication that is humanist, advising, embracing, not criticizing and not forcing and remaining in the arms of ukhuwah Islamiyah as long as these differences can still be tolerated and does not come out of the boundaries of sharia 'at Islam itself. Why does humanist da'wah communication become a middle way to reconcile normative or historical understanding? Because in fact the problem is not the difference itself, but how we respond to these differences.

Lifting the Veil: A Study of Ismat Chughtai’s “Lihaf”

‘Queer’ is defined as anything which is against the ‘normal’, ‘biological’, ‘God-given’ or ‘natural’. Queer theory is a field of study within gender and sexuality that challenges normative understandings of gender, sexuality, and identity. It emerged in the late 20th century and seeks to deconstruct traditional notions of binary gender and heterosexual norms, questioning societal assumptions about sexuality and identity. Queer theory broadens the scope of its analysis to include all types of behaviors that entail “queer” forms of sexuality because it is concerned with all kinds of sexuality which are “queer” in this regard. It rejects the notion that one’s sexuality is a fundamentalist in nature, something defined by genetics or assessed by immutable moral and truth standards, in line with feminist theory and gay/lesbian studies. The most controversial & popular work of Ismat Chughtai, “Quilt,” or “Lihaf” was authored in 1941 and released by Adab-e-Latif, a literary magazine sometime later in 1942 voicing a woman’s sexual desires and setting an example of liberation of women from the shackles of the society which suppresses their need to be vocal about their sexual needs. The present research article aims at evaluating Ismat Chughtai’s short story, which delves deeply into a woman’s sexual needs and focuses on female sexuality. It also goes a long way towards examining a woman’s conscious decision to choose an alternative sexuality over her naturally heterosexual behavior.

Built pedagogy and educational citizenship in an Australian alternative learning environment

The impact of built pedagogy has received increased focus within educational research, however to date there has not been a sustained focus on alternative learning environments. The research reported in this paper explored the experiences of young people enroled in a Flexible Learning Options (FLO) programme in South Australia. Interviews with 30 young people were undertaken both at the beginning and end of the school year in 2021, and ethnographic observations of the learning space were also undertaken. Thematic analysis identified four key aspects of the built pedagogy in the programme space, with a specific focus on safety and educational citizenship. The space allowed young people to take time out for themselves, helping them to feel they were in a safe place. The space also facilitated a sense of place through its open plan, though aspects of the built pedagogy potentially introduced an emphasis upon normative understandings of educational citizenship. The paper concludes by considering recommendations for how FLO programmes may, through their built pedagogy, better meet the needs of all students.

Emergence of Hybrid CSR Models as a Conflict‐Driven Communicative Process in a Nordic Welfare State

AbstractThis paper offers an understanding of how hybrid models of corporate social responsibility (CSR) – models combining society‐centric mandatory (implicit) and business‐centric voluntary (explicit) approaches to CSR – are communicatively constructed through institutional struggles over the roles and responsibilities of business in society, in the context of a Nordic welfare state. We develop a model of hybridization as a dialectical process of communicative activity, framing and counter‐framing, in which conflict and contestation over normative understandings about CSR drive the process. The model explains the emergence of hybrid models of CSR in terms of gradually evolving issue development and frame changes that are driven by discursive struggles over moral obligations of business in society, appropriate configuration of legitimacy relationships, and appropriate institutional arrangements for CSR governance. In contrast to prevailing accounts, which tend to theorize hybridization as resulting from isomorphic, mimetic, and normative pressures, our account explicitly attends to the politics of hybridization.

Getting a Grip on Normativity: A Phenomenological Response to Maslow’s Call for a “Humanistic Biology”

Maslow suggests that a study of “superior” human specimen might have the potential to identify biological traits that distinguish flourishing individuals from those who are languishing. Maslow’s recommendation is open to criticisms. First, his method is circular. Second, the thrust of Maslow’s project has a eugenic ring to it. However, while Maslow’s eugenic vision should be sidelined, his call for an understanding of normativity and the need to overcome the fact-value dichotomy in psychology and neuroscience are well-considered recommendations. A phenomenological approach to normativity presents a more authentically humanistic approach to consideration of normativity. Husserl’s concept of optimal givenness and Merleau-Ponty’s notion of maximum grip illustrate that normativity is a quality that can be identified at a pre-predicative, implicit level of operative intentionality. Based on an examination of the notions of optimal givenness and maximum grip, the article further suggests that, within the context of interpersonal relations, agapic love can be understood to operate as a normative and regulative idea for ethical relations. Since this form of intentionality instantiates itself into perceptual and motor habits, normative ethical relations may be subject to investigation within neuroscience, to the extent that it maintains an ongoing dialogue with phenomenology.

Fathers in Europe: Policies, constructions and practices. Introduction to the Special Collection

Objective: To introduce the readers to the Journal of Family Research’s Special Collection about fatherhood-related political frameworks, social constructions of fatherhood and masculinity, and practices of fathers in Europe. Background: Fatherhood research has proliferated in recent decades and reflects that paternal involvement is closely linked to national policies, to prevailing social normative understandings of fatherhood, and also varies in practice. Method: Except for the review article, the contributions of this Special Collection draw on empirical data, including quantitative analyses of large-scale data, such as the European Social Survey, the QUIDAN-Survey, and the DJI “Growing up in Germany” survey, and qualitative analyses of in-depth interviews. Results: The six contributions vary in focus and illustrate a wide range of approaches to the understanding of fatherhood constructions and practices as well as the political frameworks that shape contemporary fatherhood in Europe. The contributions study fatherhood in the context of the transition to parenthood, parenting practices, the composition of working environments as well as in social work practice. Conclusion: The discussion of fatherhood constructions and practices as well as related political frameworks is crucial to understanding which social conditions facilitate and hinder father involvement in Europe.

Independent learner as the ideal – normative representations of higher education students in film and television drama across Europe

ABSTRACT This article explores the normative representations of higher education students in seven films and television series from four European countries. Drawing on the concept of the ‘independent learner’ as an ‘ideal construction’, I demonstrate how these texts offer complex and at times paradoxical representations of who gets positioned as the ‘ideal’ student. Popular culture texts, such as those analysed here, I argue, contribute to framing normative understandings of students. As examples of public pedagogy, these representations have significant ramifications for the popular understanding of what it means to be a student in contemporary higher education.

Is the majority always right? Young children's normative interpretations of majority and dissenting peer behavior

AbstractThe present study investigates the social‐cognitive underpinnings of young children's bias to follow the majority. More specifically, we focus on the question of whether children not only copy the behavior of a majority of peers, but whether they also understand this majority behavior as a social norm that everyone needs to follow. Additionally, we investigated whether seeing a unanimous majority or a majority and dissenting peer makes a difference for children's normative understanding. Participants included 180 preschool‐age children (4‐to‐5 years old) who engaged in a conformity paradigm, where they either saw the behavior of a unanimous majority of peers, or additionally the behavior of a single dissenting peer, or only the behavior of two individual peers behaving differently (Control). Afterward, children mostly copied the unanimous majority and protested against others, when they deviated from this majority, thus indeed interpreting the behavior of a unanimous majority as a norm that others need to follow. However, when they had seen a majority as well as a dissenter, children's protest and copying in favor of the majority dropped. Overall, our findings show that preschool children interpret the behavior of a unanimous majority as normative. However, when children additionally see a dissenter's behavior, this normative interpretation is weakened.

Perceptions of community leaders about normative understandings of good family care of older people in rural and urban Zambia

Drawing on qualitative interviews and focus groups with 35 community leaders, this article investigates how community leaders understand norms of care for older people in Zambia. I ask what leads older people in Zambia to receive good care from family. The findings show that across both rural and urban settings, respondents related profoundly powerful norms of reciprocity in both family and community care, with older people viewed as reaping what they have sown in terms of religious and economic contributions throughout their lives. The study raises challenging questions from a rights-based perspective as to who is deserving of care.

Doing Concepts Differently

This article proposes an alternative way of using concepts in the scholarship of teaching and learning in the South. Normative understandings and uses of concepts in educational scholarship are challenged through a postphilosophical and postqualitative approach. In such an approach, concepts, instead of methods, become the generating force of research and pedagogy, as a counter to approaches which use formulaic methodologies to dictate the structure and content of pedagogy and research. Postphilosophies are predicated on a relational ontology which assumes that relationships precede entities and come into being in complex entanglements. Concepts are not seen as abstract ideas in the human mind but come into being through material arrangements as part of the world. In the paper, we develop six propositions as provocations for activating and doing concepts differently: Consent not to be singular, Render each other capable, Diffract concepts to enlarge your scholarly perspective, Make pedagogy an event, Make scholarship through research-creation, and Use writing to aerate your scholarly practice. The article extends an invitation to readers to consider doing concepts differently in their own scholarly practice.

‘Memories I want to remember, memories I want to forget’: Desire-centred Memory Work with Latin American Migrants in Australia

ABSTRACT Latin American migration to Australia spans over five decades. Despite growing Latin American diasporas in Australia, little is known in public imaginaries about the difficult histories, desires and struggles that have shaped those who fled their countries due to conflict and dictatorships. This article draws from fifteen in-depth interviews with Spanish-speaking migrants from post-conflict and dictatorial Latin America living in Australia. Engaging with decolonial knowledge and scholarship in Latin American memory studies, the article argues for desire-centred memory work in which trauma, damage and deficit narratives are decentred. Through theorising with ambiguity and participants’ voices, I reveal the potential of taking seriously everyday memories of joy, care, and desire to unsettle and nuance normative understandings of difficult histories, including Latin American migration to Australia. In doing so, I also emphasise the importance of engaging with people as epistemic subjects who are doing the difficult memory work by choosing how, when, and where to narrate and share their stories. Ultimately, this article contributes to decolonial, feminist and Southern epistemologies and understandings of memory in the wake of violence that are desire-based (Tuck, E., 2009. Suspending Damage: A Letter to Communities. Harvard Educational Review, 79 (3), 409–427) and transformative.

Giftedness and infancy/toddlerhood: A Foucauldian analysis of discursive constructions

This conceptual research study examines the discursive constructions of giftedness, infancy/toddlerhood, and economics/neoliberalism to consider their implications in gifted education. This analysis is undertaken from a Foucauldian perspective and draws from concepts such as power/knowledge, discourses, disciplines, and power relationships to illustrate how these shape individuals within the gifted education milieu. Through an analysis of the layering of discourses, and the multiple subject positions which gifted infants/toddlers experience their formation of identity(ies), the reader is presented with opportunities to examine normative and alternate understandings of power/knowledge arrangements and reconsider the subjectivity of giftedness/infancy/toddlerhood anew. A further layering of economic discourses follows to expand the discussion and consider the gifted infant/toddler within wider social and political networks of power. This subsequent layering invites the reader to reconsider the discursive positioning of the gifted infant/toddler within wider discussions of equity and social justice. A final summation is offered to consider the possibilities of further post-structural analyses to extend rethinking giftedness through other theoretical concepts.