Relevant bibliographies by topics / Sociocultural investigation

Academic literature on the topic 'Sociocultural investigation'

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Published: 4 June 2021
Last updated: 20 February 2023

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Journal articles on the topic "Sociocultural investigation"

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Harutyunyan, Gohar, and Margarit Hovhannisyan. "Gender from Sociocultural Perspective." Armenian Folia Anglistika 9, no. 1-2 (11) (October 15, 2013): 123–29. http://dx.doi.org/10.46991/afa/2013.9.1-2.123.

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The pre introduced by R. Lakoff back in 1975sent article attempts to reveal the relevance of the distinctive provisions in male and female speech to modern English and Armenian. Extracts from fiction have been used as data for the investigation. Unlike English, in Armenian authors have had an opportunity to carry out their practical research based on the analysis of the answers to the questions prepared in advance.
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Lyubymova, Svitlana. "Associative Experiment in the Study of Sociocultural Stereotype." Studies About Languages, no. 36 (July 1, 2020): 85–96. http://dx.doi.org/10.5755/j01.sal.0.36.23814.

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As complex phenomena of social and cultural experience, sociocultural stereotypes manifest in behav­ioural, material and verbal spheres. Notable advances in the study of various aspects of sociocultur­al stereotypes in humanities have not eliminated the necessity of their study in research paradigm of cognitive-linguistics that incorporates psycholinguistic methods within interpretative framework. An in-depth study of sociocultural stereotypes requires rigorous empirical investigation of language evidence received from competent speakers in experimental situations. The experimental work provides a high level of empirical accuracy to verify emotional evaluation and pragmatic presuppositions conveyed by sociocultural stereotypes. The aim of this study was to unveil the meaning of a sociocultural stereotype flapper in contemporary culture and to model its cognitive structure on results of associative exper­iment. This sociocultural stereotype was chosen for its importance in changing standards of women behaviour in modern American culture. Flappers were young and daring American women, whose look and behaviour were criticised rigorously by traditionalists. An associative experiment conducted in the Lock Heaven College of Pennsylvania University showed the stereotype of flappers, though emerged in 1920s, still exists in national consciousness as a stereotypical image and a symbol of the epoch. The work contributes to the methodology of systematising experimental data in cognitive-linguistic research.
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Gale, Michael, Marisa Franco, Erin Reese, Heidi Hutman, and Yu-Wei Wang. "Sociocultural Factors and Referral Outcome: An Exploratory Investigation." Journal of College Student Psychotherapy 34, no. 3 (March 29, 2019): 198–210. http://dx.doi.org/10.1080/87568225.2019.1592729.

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Faber, Shawna, Suzanne de Castell, and Mary Bryson. "Renal Failure: Toward a Sociocultural Investigation of an Illness." Mind, Culture, and Activity 10, no. 2 (May 2003): 143–67. http://dx.doi.org/10.1207/s1532-7884mca1002_4.

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Hilppö, Jaakko, Lasse Lipponen, Kristiina Kumpulainen, and Anna Rainio. "Children’s sense of agency in preschool: a sociocultural investigation." International Journal of Early Years Education 24, no. 2 (April 2, 2016): 157–71. http://dx.doi.org/10.1080/09669760.2016.1167676.

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Maksymovska, N., and T. Bosenko. "Animation sociocultural activities management." Culture of Ukraine, no. 77 (September 28, 2022): 43–50. http://dx.doi.org/10.31516/2410-5325.077.05.

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The purpose of the article is further generalization of animation sociocultural activities management within the context of general theory and practice of culture management and characteristic features of realization of contemporary cultural practices, investigation of ASCA management within the context of general culture processes management system under conditions of destabilization of society. The methodology. Based on the systematic approach, contemporary culture management analysis method and sociocultural animation con-cepts generalization method were used. Connection between culture management and animation acti-vities was explicated. Synthesis of scientific stances enables proposing a new take on general and specific aspects of managing contemporary sociocultural animation. Comparison of scientific stances enables uncovering development prospects of culture practices in the post-crisis period and provides an opportunity to propose their transformation direction. The results. Investigation of animation sociocultural activities management within contemporary scientific and practical contexts is multi-leveled (broad and narrow context). Connection to applied cultural studies enables analyzing ASCA management as maintenance of quality of sociocultural interaction, creation of organizational conditions for invigorating society subjects and regulating culture-creating being in the post-crisis period. Connection of different culture management levels enables implementation of the animation effect of sociocultural activities in various constituents of a respective field (teaching, recreation, tourism etc.). Effectiveness of regulating sociocultural animation depends on systematic view on its performance under conditions of contemporary culture senses creation, coherence of management and integration levels of means of animation, coordination of performance of main management functions, taking into account its specificity within the culture space, and ensuring adherence to animation activities principles. The scientific topicality. Contemporary global challenges (pandemics, military conflicts, total informatization) upon encountering permanent issues of society (socioeconomic troubles, ideological rigidity and value instability) become not only causes for change of a culture model, but also cause a search for productive innovative answers, which will become the basis for further culture-creation in the post-crisis period. Effectiveness of the idea of animation in the sociocultural field was proven both in theoretical research and thanks to realization of cultural practices. It is known that animation is the synonym for invigoration, sometimes even identified as social creativity, and is a factor of overcoming social extinction and alienation. The practical significance. Culture management enables not only realization of management functions, but also accompanies motivation of subject stance, hastens interaction in the culture field, supports and leads to carrying out initiative in a sociocultural space. Innovative approaches to sociocultural animation are brought into being through topical practices, which require thorough planning, organization, coordination and effectiveness control. Thanks to culture management, not only technical and material resources for activation of animation idea through understanding, explaining, promoting and realizing it in specific actions are regulated, but also intellectual, creative and information ones as well, which modernizes contemporary sociocultural processes.
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Hilppö, Jaakko, Lasse Lipponen, Kristiina Kumpulainen, and Antti Rajala. "Visual tools as mediational means: A methodological investigation." Journal of Early Childhood Research 15, no. 4 (January 13, 2016): 359–73. http://dx.doi.org/10.1177/1476718x15617795.

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In this study, we investigated how Finnish children used photographs and drawings to discuss their preschool day experiences in focus groups. Building on sociocultural perspectives on mediated action, we specifically focused on how these visual tools were used as mediational means in sharing experiences. The results of our embodied interaction analysis highlight the relevance of visual tools for the participants and the task at hand in the moment-to-moment, micro-level flow of interaction and its material environment. More specifically, our analysis illuminates different ways in which the visual tools were relevant for participating children and adults when sharing and talking about their experiences. In all, our study advances present-day understanding regarding how sociocultural and embodied interaction frameworks can guide visual research with children.
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Kileng’a, Aron. "An Investigation into the Sociolinguistics of Asu Personal Names in Same, Tanzania." July to September 2020 1, no. 2 (July 7, 2020): 20–29. http://dx.doi.org/10.46606/eajess2020v01i02.0018.

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Many Ethnic Community Languages (ECLs) in Tanzania are demographically and socioculturally pressured mainly by Kiswahili and English to a lesser extent. The ECLs which were previously used in elementary education, local administration and religious activities currently do not have any place in any official domain and thus are limited to home and other few immediate domains. Due to this unequal coexistence of the languages, many ECLs are considered endangered, calling for efforts from stakeholders to prevent the death of such a precious cultural heritage. By documenting the social aspects of Asu personal names, this paper is a contribution to such initiatives like The Languages of Tanzania Project aiming at documenting Tanzanian ECLs in every possible area and means. The paper used participant observation, in-depth interview and self-intuition to investigate personal names of a Bantu speaking people called Vaasu (Asu) of Northern Tanzania, considering naming as an important aspect of the society. The paper looked at Asu names within the purview of linguistic anthropology considering names as not being arbitrary labels but sociocultural tags that have sociocultural functions and meanings. By using thematic analysis technique, the paper analysed and discussed the typology of the names including family names, circumstantial names, theophorous names, flora and fauna names, to mention but a few. The paper further examined the changing nature of Asu naming system and practice as dictated by cultural contact mainly with Swahili and Christian/ western culture. The paper eventually recommends for further investigation on issues surrounding naming practices and strategic measures to prevent this important African cultural resource.
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Sluss, Dorothy J., and Andrew J. Stremmel. "A Sociocultural Investigation of the Effects of Peer Interaction on Play." Journal of Research in Childhood Education 18, no. 4 (January 2004): 293–305. http://dx.doi.org/10.1080/02568540409595042.

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Schiff, Rachel, and Ofra Korat. "Sociocultural factors in children’s written narrative production." Written Language and Literacy 9, no. 2 (December 31, 2006): 213–46. http://dx.doi.org/10.1075/wll.9.2.03sch.

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Narrative themes, such as search and discovery, are universal and transcend the modularity of language, culture, time, and physical setting. Narratives share a cohesive organizational structure. This study, by assessing children’s written versions, examines their understanding and integration of the story structure of a series of simple black and white line drawings. The study was conducted with students from the second, fourth, and sixth grades in low and high SES schools. Our results showed that the written narratives of the low SES groups, across the grade levels, had fewer narrative structure elements (overall, inter, and intra episode relationships) than those of their high SES counterparts. Although the results for the high SES groups show a relationship between the narrative structure elements and text length, this relationship is not evident in the low SES results. These results may have implications for future investigation and possible application in educational policy, especially for low SES populations.
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Dissertations / Theses on the topic "Sociocultural investigation"

1

Moore, Sarah. "Ribbon-wearing : a sociocultural investigation." Thesis, University of Kent, 2006. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.443763.

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Faber, Shawna. "Renal failure : a sociocultural investigation of an illness." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape7/PQDD_0018/NQ46342.pdf.

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Sim, Patrick Puay-I. "A Sociocultural Investigation of Learning and Transition in SFEC." Thesis, Linköping University, Department of Behavioural Sciences and Learning, 2007. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-14905.

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With the advent of globalisation driving the People.s Republic of China to embrace its future, the local government has shown great enthusiasm promulgating one of the oldest industries. Foreign higher educational providers that operate in China through the mode of joint venture cooperatives between a Chinese and foreign institution of higher learning are becoming increasingly .knowledgeable-hungry. public or private universities and colleges. Such operations commonly known as Sino-foreign educational cooperatives

(SFEC), are hotly spawned on the mainland, enrolling Chinese students through the division of responsibilities, roles and resources. The Chinese party is mostly responsible for the hardware support, supplying facilities and logistics as the part of the bargain, whereas the foreign party provides the intellectual software of academic programs. The locus of this qualitative study aims to present and investigate a distinct phenomenon of learning in SFEC through the theories of sociocultural perspective encumbered in a transitional context; Sino-foreign (SF) graduates to other workplace communities. Without common interests of social interaction, co-participation, and transformation, SFEC are often discredited due to various factors. The learning aims will feature participative and transformative themes that feature qualitative and interpretive methods. Thus, this research involves interviewing four relevant participants from the likes of two Chinese nationals and two non-Chinese, and how they view learning in SFEC applied to a transitional context, the workplace. My furtherance of analysis will generally stress learning, co-participation and transformative learning in activities that circumvents discriminatory elements of artifacts, identity profiling, relationships, commitment and workplace employment for the necessary transition. In the initial research phase, it did seem that putting learning into community practice in China was essential. In the closing stages, thoughts will flow to the legitimisation of participative and transformative learning, which forms the backdrop of this original theme of research gathered through previous works of similar purview. Prawatt and Floden (1994) remark that knowledge, and the belief that knowledge is the result of social interaction and language usage, and thus is a shared, rather than an individual, experience. Presumably, my chosen theories frame the interactive and shared communal nature of the Chinese society and learning systems.


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Hughes, Jane Ellen. "A sociocultural investigation into teaching and learning in postgraduate accountancy." Thesis, Open University, 2008. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.497382.

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Choo, Lay Hiok, and n/a. "Cross-Cultural Collaboration Between Parents and Professionals in Special Education: a Sociocultural and Ethnomethological Investigation." Griffith University. School of Education and Professional Studies, 2005. http://www4.gu.edu.au:8080/adt-root/public/adt-QGU20051114.154210.

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This thesis examines the issue of parent participation and cultural diversity in the Australian special education context. Previous research in the U.S. had suggested that the low participation by parents of culturally diverse backgrounds was due to cultural barriers that hindered their partnership with professionals. In reviewing and critiquing this previous research, it became clear that the key concepts of collaboration, disability and culture required reconceptualisation. The theoretical tools deployed in this reconceptualisation are drawn from sociocultural theory and ethnomethodology. Seventeen parents of Chinese and Vietnamese backgrounds and 20 professionals were interviewed regarding the provision of special education for children attending either a special school or special education unit. Follow-up interviews were carried out to probe specific issues related to the salience of culture in parent-professional communication, their understanding of disability, and barriers to parent participation. In addition, the communication books that were passed between parents and professionals on a regular basis were obtained for 7 of the children. These books provide a unique insight into the way parents and professionals accomplished the category of Child-with-a-disability during their entries regarding the mundane practicalities of school and home. In suspending judgment about parent-professional collaboration, this thesis adopts the multiple foci of sociocultural analysis to gain a critical understanding of parent-professional relationships through time and across personal, interpersonal, community and institutional settings. Within this framework, this thesis found that parents and professionals prefer and enact a 'communicating' type of parent participation. Their preferences seemed to depend on a range of circumstances such as their work commitments, financial resources, language resources and changing educational goals for the child. The approach taken in the thesis also affords the specification of diverse models of collaboration (e.g. obliging/directing, influencing/complying, respectful distancing, coordinating, collaborating), each of which may be regarded as worthwhile and acceptable in specific local circumstances. This study found that overall the parent-professional relationship was a trust-given one in which participants unproblematically regarded the professionals as experts. The professionals' reports revealed them to be doing accounting work - creating a moral view of the good parent and good professional. The emphasis on context in both sociocultural and ethnomethodological approaches reframes parental and professional discourse about disability as being context-driven. In employing Membership Categorisation Analysis (MCA) to examine parents' and professionals' descriptions of the child in the communication book and the research interviews, positive as well as negative attributes of the child were obtained. Interpreting the findings in terms of the context of home and school reveals how negative attributes of the child became foregrounded. For example, the orientation to the child as lacking capacity to remember was an outcome of parents and professionals orienting to their (institutional) roles and responsibilities to manage the practicalities of school. The comparison of views reveals strong agreement between the parents and professionals about the child. Interpreting the data based on the task-at-hand of particular data collection settings provides one explanation. For instance, the communication book is a site where parents and professionals align with each other to co-construct a version of the child. Culture is not treated as a static set of traits and behavioural norms that accounts for the communication difficulties between Western-trained professionals and culturally-diverse parents. Rather, culture is theorised in this thesis as an evolving set of semiotic resources and repertoires of practice that participants draw upon and enact in their everyday activities. Using MCA, the ways in which participants deployed cultural categories, the social ends achieved by such deployment, and the attributes they assigned to these cultural categories, are documented. This approach takes cultural difference to be a resource that people use to account for conflicts, rather than as a determining cause of conflict. The documentation of how participants legitimised their explanations to add credibility to their accounts captures their moment-by-moment cultural categorisation work. In comparison to prior research, the significance of this approach is that it looks seriously at the parents' and professionals' mundane and enacted notions of collaboration and participation, the child with a disability, and culture. This thesis has interwoven several data sources and applied complementary analytics in order to reveal and understand some of the everyday complexity of cross-cultural parent professional interaction in the special education context. There is reason to look carefully at the daily achievements of the participants for it is where the intricacies of a phenomenon lie.
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Choo, Lay Hiok. "Cross-Cultural Collaboration Between Parents and Professionals in Special Education: a Sociocultural and Ethnomethological Investigation." Thesis, Griffith University, 2005. http://hdl.handle.net/10072/365667.

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This thesis examines the issue of parent participation and cultural diversity in the Australian special education context. Previous research in the U.S. had suggested that the low participation by parents of culturally diverse backgrounds was due to cultural barriers that hindered their partnership with professionals. In reviewing and critiquing this previous research, it became clear that the key concepts of collaboration, disability and culture required reconceptualisation. The theoretical tools deployed in this reconceptualisation are drawn from sociocultural theory and ethnomethodology. Seventeen parents of Chinese and Vietnamese backgrounds and 20 professionals were interviewed regarding the provision of special education for children attending either a special school or special education unit. Follow-up interviews were carried out to probe specific issues related to the salience of culture in parent-professional communication, their understanding of disability, and barriers to parent participation. In addition, the communication books that were passed between parents and professionals on a regular basis were obtained for 7 of the children. These books provide a unique insight into the way parents and professionals accomplished the category of Child-with-a-disability during their entries regarding the mundane practicalities of school and home. In suspending judgment about parent-professional collaboration, this thesis adopts the multiple foci of sociocultural analysis to gain a critical understanding of parent-professional relationships through time and across personal, interpersonal, community and institutional settings. Within this framework, this thesis found that parents and professionals prefer and enact a 'communicating' type of parent participation. Their preferences seemed to depend on a range of circumstances such as their work commitments, financial resources, language resources and changing educational goals for the child. The approach taken in the thesis also affords the specification of diverse models of collaboration (e.g. obliging/directing, influencing/complying, respectful distancing, coordinating, collaborating), each of which may be regarded as worthwhile and acceptable in specific local circumstances. This study found that overall the parent-professional relationship was a trust-given one in which participants unproblematically regarded the professionals as experts. The professionals' reports revealed them to be doing accounting work - creating a moral view of the good parent and good professional. The emphasis on context in both sociocultural and ethnomethodological approaches reframes parental and professional discourse about disability as being context-driven. In employing Membership Categorisation Analysis (MCA) to examine parents' and professionals' descriptions of the child in the communication book and the research interviews, positive as well as negative attributes of the child were obtained. Interpreting the findings in terms of the context of home and school reveals how negative attributes of the child became foregrounded. For example, the orientation to the child as lacking capacity to remember was an outcome of parents and professionals orienting to their (institutional) roles and responsibilities to manage the practicalities of school. The comparison of views reveals strong agreement between the parents and professionals about the child. Interpreting the data based on the task-at-hand of particular data collection settings provides one explanation. For instance, the communication book is a site where parents and professionals align with each other to co-construct a version of the child. Culture is not treated as a static set of traits and behavioural norms that accounts for the communication difficulties between Western-trained professionals and culturally-diverse parents. Rather, culture is theorised in this thesis as an evolving set of semiotic resources and repertoires of practice that participants draw upon and enact in their everyday activities. Using MCA, the ways in which participants deployed cultural categories, the social ends achieved by such deployment, and the attributes they assigned to these cultural categories, are documented. This approach takes cultural difference to be a resource that people use to account for conflicts, rather than as a determining cause of conflict. The documentation of how participants legitimised their explanations to add credibility to their accounts captures their moment-by-moment cultural categorisation work. In comparison to prior research, the significance of this approach is that it looks seriously at the parents' and professionals' mundane and enacted notions of collaboration and participation, the child with a disability, and culture. This thesis has interwoven several data sources and applied complementary analytics in order to reveal and understand some of the everyday complexity of cross-cultural parent professional interaction in the special education context. There is reason to look carefully at the daily achievements of the participants for it is where the intricacies of a phenomenon lie.
Thesis (PhD Doctorate)
Doctor of Philosophy (PhD)
School of Education and Professional Studies
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Needham, Martin. "Learning to learn in supported parent and toddler groups : a sociocultural investigation." Thesis, University College London (University of London), 2011. http://discovery.ucl.ac.uk/10020632/.

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Over the last 50 years research has consistently suggested that some types of adult guidance can improve upon 'pure discovery learning' (Mayer, 2004). In the preschool age group studies have suggested that pedagogical strategies identified with Scaffolding, Sustained Shared Thinking, and Co-construction can be advantageous to children's later educational success (Siraj-Blatchford & Sylva, 2004). This thesis examines the cultural practices of adults supporting children's learning in 'free play' during practitioner facilitated 'Parent and Toddler Group' sessions to consider the extent to which these children are being guided towards participating in collaborative learning interactions (Rogoff 1998) by both practitioners and parents. The investigative approach adopted is informed by Socio-cultural theory (Hedegaard & Fleer, 2008, Rogoff, 1998) and develops the complementary use of affordance theory (Gibson, 1979) to investigate the learner as part of a system of mutually effective elements. The thesis draws on observations of 12 children's interactions in two ethnographic case studies set in context by interview and survey data. The thesis identifies and describes a range of modes of interaction employed in the case study parent and toddler groups. The thesis shows how children's experiences vary as a result of the balance of modes that they experience. It suggests strategies to broaden parents' and practitioners' awareness of promoting children's learning through a range of modes of interaction. The study findings echo those of international studies suggesting that early education contexts may encourage individual and peer-learning much more frequently than collaborative learning with adults (Pramling-Samuelsson & Fleer, 2009, Rogoff, 1998).
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Bird, Michael John. "Rethinking formative assessment from a sociocultural perspective : a practitioner investigation in a history classroom." Thesis, Open University, 2011. http://oro.open.ac.uk/49115/.

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This thesis investigates and analyses the practice of formative assessment, or assessment for learning (AfL) in a secondary school context. It is oriented from a personal account of my practice, both as a researcher and a teacher and charts the challenging journey of change in both. Assessment for learning (AfL) as it was presented in staff training at my school did not engage pupils in my history classes. This experience defied the recommendations of those who claimed that greater learner autonomy and better results could be achieved using it (Black et al2003; Black and Wiliam, 2006a). My department linked AfL to summative test performance so that faults by individual students could be identified and targeted. This was a view of formative assessment that ran counter to' what many researchers working in AfL intended. Lesson observations, interviews with staff and pupils in the Drama Department, which the school held up as a model of best AfL practice, revealed that this was a common approach which produced similar results. Nevertheless, observations of practice in drama did reveal a more spontaneous and emergent form of formative assessment embedded in pupils' and teachers' interactions and dialogue. It appeared much more purposeful in terms of pupils' learning but it remained unrecognised by teachers and school leaders. The thesis explores this conundrum by establishing what is problematic with the enactment of the practices advocated at institutional level and seeks to understand formative assessment based on sociocultural learning theories, which view learning as situated and social. It uses tenets distilled from the theories and observed practice to inform how similar conditions could be created that would enable a formative assessment dialogue that engages pupils in their learning to emerge in the subject of history. The main study employs a sociocultural action research design taking account of Rogoffs three planes of analysis and foregrounding the interactions in the history settings to explore the intervention in my practice to generate a formative learning discourse. Detailed analysis of interactions and dialogue within classroom settings and interviews with pupils focused on the impact of changes and lessons learned.
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Leadbetter, Jane. "A sociocultural and activity theoretical investigation of the changing patterns of professional practice in educational psychology services." Thesis, University of Birmingham, 2002. http://etheses.bham.ac.uk//id/eprint/242/.

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This thesis describes an investigation into the changing professional practice of educational psychology services in England and Wales with particular reference to the consultation meetings held between educational psychologists and teachers in the schools they visit. The study uses sociocultural and activity theory models and research to structure and guide the analysis and in particular utilises a developmental work research methodology. As part of the investigation a historical-genetic account of evolving EP services describes their progress, the contradictions and underlying psychological paradigms governing practice since the beginnings of the twentieth century. A second phase of the research describes and analyses some of the working practices of EP services based on a national survey conducted in 1998 in England and Wales utilising data from 92 Local Education Authority Educational Psychology Services. The final phase of research considers the mediating artefacts, activity levels and contradictions that form important elements of the meetings between EPs and teachers. The study concludes that role of educational psychologists historically and currently is heavily restricted by their employment basis and the resulting enforced focus upon children with special needs. The use of sociocultural and activity theoretical approaches is highly recommended as a theoretically rich and creative paradigm. Developmental work research methodology, although in its infancy, provides a flexible but robust framework for structuring the recursive research process.
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Osborne, Jane. "An investigation of the romantic ballet in its sociocultural context in Paris and London, 1830 to 1850." Thesis, Rhodes University, 1991. http://hdl.handle.net/10962/d1002028.

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Historians have made a considerable contribution to the study of the Romantic ballet in terms of chronological development, the Romantic movement in the arts and the contribution of specific dancers and choreographers; very little research has been attempted to date on the interrelationship between the dance form and the wide range of human experience of the period. This holistic approach provides insight into form, content and stagecraft; political, economic and social influences; the prevailing artistic aesthetic and cultural climate; sex, gender and class issues; and the priorities, value system and nuances of the times. Recent work by historians and social scientists (eg Brinson 1981, Adshead 1983, Spencer 1985, Hanna 1988, Garafola 1989) advocates a recognition of the role of social and cultural systems in the evaluation of dance. This approach further ackowledges the equal status of all cultures, and has opened up areas of African performing dance in cultural systems outside the west. My parallel investigation of the gumboot dance in its South African context, which appears in Appendix B, provides an example. The first half of the nineteenth century was characterized by the disruptive beginnings of the emergent industrial world, centred in Paris and London; and the Romantic ballet tradition reached its greatest heights at this time. Chapter one establishes the political, economic, social and artistic environment, and identifies middle class dominance as a key factor. Chapters two and three focus primarily on the three great ballets of the age, La Sylphide, 1832, Giselie, 1841, and Pas de Quatre, 1845, as expressions of the essential duality of the times, and of Romantic synaesthesia in the arts, which enabled them to transcend the pedestrian bourgeois materialism of faciliatators and audience. Chapter four examines the images of the idealized ballerina and the 'Victorian' middle class woman in relation to bourgeois male attitudes to female sexuality, gender and class. The conclusion sums up the themes of duality, middle class influence, and the Romantic aesthetic, and discusses the prevalent notion that this period was identified as a 'golden age' of the Romantic ballet.
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Books on the topic "Sociocultural investigation"

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H, Kahn Peter, and Kellert Stephen R, eds. Children and nature: Psychological, sociocultural, and evolutionary investigations. Cambridge, Mass: MIT Press, 2002.

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Knobel, Michele, and Colin Lankshear. Researching New Literacies: Design, Theory, and Data in Sociocultural Investigation. Lang Publishing, Incorporated, Peter, 2017.

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Knobel, Michele, and Colin Lankshear. Researching New Literacies: Design, Theory, and Data in Sociocultural Investigation. Lang Publishing, Incorporated, Peter, 2017.

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An investigation of the sociocultural consequences of outer continental shelf development in Alaska. Anchorage, AK (949 E. 36th Ave., Anchorage 99508-4302): U.S. Dept. of the Interior, Minerals Management Service, Alaska Outer Continental Shelf Region, 1995.

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A, Fall James, Utermohle Charles J, Barnhart Jeffrey, United States. Minerals Management Service. Alaska OCS Region., and Alaska. Dept. of Fish and Game. Division of Subsistence., eds. An investigation of the sociocultural consequences of outer continental shelf development in Alaska. Anchorage, AK (949 E. 36th Ave., Anchorage 99508-4302): U.S. Dept. of the Interior, Minerals Management Service, Alaska Outer Continental Shelf Region, 1995.

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A, Fall James, Utermohle Charles J, Barnhart Jeffrey, United States. Minerals Management Service. Alaska OCS Region. Social and Economic Studies Unit., and Alaska. Dept. of Fish and Game. Division of Subsistence., eds. An investigation of the sociocultural consequences of outer continental shelf development in Alaska. Anchorage, AK (949 E. 36th Ave., Anchorage 99508-4302): Minerals Management Service, 1995.

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Kellert, Stephen R., and Peter H. Kahn Jr. Children and Nature: Psychological, Sociocultural, and Evolutionary Investigations. MIT Press, 2002.

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Children and Nature: Psychological, Sociocultural, and Evolutionary Investigations. The MIT Press, 2002.

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Kellert, Stephen R., and Kahn Peter H. Jr. Children and Nature: Psychological, Sociocultural, and Evolutionary Investigations. MIT Press, 2002.

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Peter H., Jr. Kahn (Editor) and Stephen R. Kellert (Editor), eds. Children and Nature: Psychological, Sociocultural, and Evolutionary Investigations. The MIT Press, 2002.

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Book chapters on the topic "Sociocultural investigation"

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Sonnenschein, Susan, Linda Baker, and Robert Serpell. "The Early Childhood Project: A 5-Year Longitudinal Investigation of Children’s Literacy Development in Sociocultural Context." In Literacy Development and Enhancement Across Orthographies and Cultures, 85–96. Boston, MA: Springer US, 2009. http://dx.doi.org/10.1007/978-1-4419-0834-6_6.

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Kim, Tae-Young. "3. The Theoretical Interface between Complex Dynamic Systems Theory and Sociocultural Theory in L2 (De)Motivation Research: A Qualitative Investigation." In L2 Selves and Motivations in Asian Contexts, edited by Matthew T. Apple, Dexter Da Silva, and Terry Fellner, 29–50. Bristol, Blue Ridge Summit: Multilingual Matters, 2016. http://dx.doi.org/10.21832/9781783096756-004.

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Siry, Christina, Sara Wilmes, Kerstin te Heesen, Doriana Sportelli, and Sandy Heinericy. "Young Children’s Transmodal Participation in Science Investigations: Drawing on a Diversity of Resources for Meaning-Making." In Sociocultural Explorations of Science Education, 61–85. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-82973-5_4.

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Pedreira, Patricia B., Hannah-Rose Mitchell, Amanda Ting, and Youngmee Kim. "Sociocultural Investigation of Cancer Caregiving." In Cancer Caregivers, edited by Allison J. Applebaum, 70–82. Oxford University Press, 2019. http://dx.doi.org/10.1093/med/9780190868567.003.0005.

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This chapter provides theoretical perspectives and empirical findings on the role of sociocultural factors in caregiving involvement, caregiving stress, caregivers’ unmet needs, and caregivers’ quality-of-life outcomes. This chapter concludes that taking socioculturally tailored and targeted approaches is promising for identifying subgroups of caregivers who are vulnerable to the adverse effects of cancer in the family and developing evidence-based interventions. To improve caregiver quality of life and minimize caregiver morbidity and premature mortality, sociocultural resources and risk factors should be further studied and integrated into clinical practice. Transdisciplinary and cross-cultural collaborations are necessary to achieve the ultimate goals of the emerging field of cancer caregiver research and practice around the globe.
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Campbell, Katy, Richard A. Schwier, and Heather Kanuka. "Investigating Sociocultural Issues in Instructional Design Practice and Research." In Handbook of Research on Culturally-Aware Information Technology, 49–73. IGI Global, 2011. http://dx.doi.org/10.4018/978-1-61520-883-8.ch003.

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This chapter is a narrative account of the process involved to initiate a program of research to explore how instructional designers around the world use design to make a social difference locally and globally. The central research question was, “Are there social and political purposes for design that are culturally based?” A growing body of research is concerned with the design of culturally appropriate learning resources and environments, but the focus of this research is the instructional designer as the agent of the design. Colloquially put, if, as has been suggested, we tend to design for ourselves, we should understand the sociocultural influences on us and how they inform our practices. We should also develop respect for, and learn from, how various global cultures address similar design problems differently. The authors report the results of a preliminary investigation held with instructional designers from ten countries to examine culturally situated values and practices of instructional design, describe the research protocol developed to expand the investigation internationally, and share emerging issues for instructional design research with international colleagues. In this chapter, the authors link their earlier work on instructional designer agency with the growing research base on instructional design for multicultural and/or international learners. This research takes the shape of user-centred design and visual design; international curriculum development, particularly in online or distance learning; and emphasis on culturally appropriate interactions. We have suggested that instructional designers’ identity, including their values and beliefs about the purpose of design, are pivotal to the design problems they choose to work on, the contexts in which they choose to practice, and with whom. Our interest in the culture of design, then, is less process-based (how to do it) than interrogative (why we do it the way we do). And that has led us to ask, “Is there one culture of instructional design, or are there many, and how are these cultures embodied in instructional designers’ practice?” The idea of design culture is well established. Most notably, investigations of professional culture have attracted significant attention (Boling, 2006; Hill, J., et. al., 2005; Snelbecker, 1999). These investigations have concentrated on how different professions, such as architecture, drama, engineering and fine art approach design differently, with the goal of informing the practice of design in instructional design (ID). The decision-making processes of design professionals have also been illuminated by scholars like Donald Schon (1983) who described knowing-in-action and suggested the link between experience, (sociocultural) context, and intuition with design made visible through reflective practice.
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Epshtein, Mikhail. "The Sociocultural Outlook for Education and Business Interaction." In Business Community Engagement for Educational Initiatives, 1–24. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-6951-0.ch001.

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The chapter, which is an introduction to the book, discusses language features and ways of describing the phenomenon of cooperation between business and education, and attempts to describe the field of existing projects that require study and reflection. Some of these projects are described in this book. The objective of the book (and of this chapter as an introduction for this book) is to present the existing experience of such an interaction to the community concerned, to try to see together with the participants of the process, what works yet and what doesn't, what ins and outs appear during this interaction, and what are the positive effects of the cooperation. Such talk about existing practices of business and education interaction will let us discover trends, propose possible ways of collaborative work, and propose modes for further investigation of this phenomenon.
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Johri, Aditya. "Online, Offline and In-Between." In Computer-Supported Collaborative Learning in Higher Education, 283–312. IGI Global, 2005. http://dx.doi.org/10.4018/978-1-59140-408-8.ch014.

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Online collaborative learning is a situated activity that occurs in complex settings. This study proposes a sociocultural frame for theorizing, analyzing, and designing online collaborative- learning environments. The specific focus of this study is: learning as situated activity, activity theory as a theoretical lens, activity system as an analytical framework, and activity-guided design as a design framework for online learning environments. Using data gathered from a naturalistic investigation of a global online collaborative-learning site, this study reveals how these lenses and frameworks can be applied practically. The study also identifies the importance of design iterations for learning environments.
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Meizel, Katherine. "Finding a Voice." In Multivocality, 25–48. Oxford University Press, 2020. http://dx.doi.org/10.1093/oso/9780190621469.003.0002.

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Chapter 1 begins with an investigation of the history and implications of the phrase “find your voice,” its celebration of individualism and auto-essentialism, and its connections to neoliberal culture. The chapter also explores how singers trained in the western classical tradition create and experience multivocality, as well as the explicit and implicit sociocultural meanings they make in the process. Furthermore, it addresses the vital question “What is my voice?,” and the diverse ways in which classically trained singers who practice multivocality answer as they cross genres and singing styles, and as they navigate across difficult geographical, cultural, and musical borders.
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Johri, Aditya. "Online, Offline, and In-Between." In Global Information Technologies, 1854–65. IGI Global, 2008. http://dx.doi.org/10.4018/978-1-59904-939-7.ch133.

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Online collaborative learning is a situated activity that occurs in complex settings. This study proposes a sociocultural frame for theorizing, analyzing, and designing online collaborative- learning environments. The specific focus of this study is: learning as situated activity, activity theory as a theoretical lens, activity system as an analytical framework, and activity-guided design as a design framework for online learning environments. Using data gathered from a naturalistic investigation of a global online collaborative-learning site, this study reveals how these lenses and frameworks can be applied practically. The study also identifies the importance of design iterations for learning environments.
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Doris, Meyer. "Tears and Emotions in Greek Literary Epitaphs." In Greek Epigram from the Hellenistic to the Early Byzantine Era, 176–91. Oxford University Press, 2019. http://dx.doi.org/10.1093/oso/9780198836827.003.0011.

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Chapter 11 examines emotions in literary epigrams that employ the motifs of grief and weeping, starting with selected funerary epigrams by Callimachus and Posidippus and concluding with subversive and renewed uses in Lucillius and Gregory of Nazianzus. The investigation is based on ancient philosophical and rhetorical theories and modern studies on emotions, including the sociocultural approach of ‘emotional history’. As a result, we can see how much Hellenistic poets were influenced by philosophical concepts of the fourth and third centuries BCE and how they reinterpreted their literary models to suit the requirements of their own times. The literary epitaphs of Lucillius, the satirist, condemn false emotions of presumptuous intellectuals in Rome during the first century CE, while the Christian epigrams of Gregory are shown to be inspired by bucolic and biblical motifs.
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Conference papers on the topic "Sociocultural investigation"

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Gutiérrez Cedillo, Jesús Gastón, and Miguel Ángel Balderas Plata. "Socio-cultural and environmental benefits from familiar orchards, in semirural localities at central highlands of Mexico." In Virtual City and Territory. Barcelona: Centre de Política de Sòl i Valoracions, 2016. http://dx.doi.org/10.5821/ctv.8134.

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The aim of the study was to analyze the sociocultural and environmental perception of agro ecosystems with familiar orchard (AEFO) owners, in semirural localities at ecological transition zone of the State of Mexico. Methodology includes four steps: Geographic characterization of localities and AEFO; 2) Analysis of social benefits that orchards provide; and 3) Analysis of the influence that AEFO has over familiar life quality. The investigation was realized at twelve localities in three municipalities of the State of Mexico, mean bye structured and semi structured interviews, accomplished with on field direct observation Familiar orchards provide to families multiple social, environmental, ecologic, economic and cultural benefits; they contribute to have medicinal, condiments, ornamental, even ceremonial plants; for familiar consumption, sales or exchanges. These spaces are also managed for small scale domestic animals nourishment, to obtain fuel material, raw material for construction and fences for protection. Therefore, familiar orchards are considered important agro ecosystems at semirural localities, that function mean bye complex relations between all their components. The sociocultural and environmental benefits provided by these multifunctional productive agro systems, may become an important strategy of social cohesion and alimentary security for rural families, and at same time, one way to preserve the regional natural resources.
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Holgueras Galán, Artevic, Anna Doquin de Saint-Preux, and Rocío Santamaría Martínez. "Pluricultural competence and VIQTORIA didactic model action in Spanish as a Foreign Language learning systems." In Fifth International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2019. http://dx.doi.org/10.4995/head19.2019.9480.

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This paper is about a didactic action model named VIQTORIA that intervenes in the process of pluricultural competence acquisition. This work aims to characterize how the postulates of the VIQTORIA model are fulfilled on printed and digital learning systems commonly used in Spanish as a Foreign Language teaching. In order to achieve that, five criteria support the creation of a corpus that classifies 10 learning systems into two categories. The systems are characterized using a diagnostic tool composed of 338 items grouped in 60 parameters, which are distributed in 9 blocks. These blocks capture the four postulates of VIQTORIA: the qualification of the competition, the structuring of the thematic core, the didactic iteration and the operativization of the skills acquisitions device, as well as the constructs that operationalize the pluricultural competence: the Sociocultural Proximity and the Linguistic Posture. The quantitave nature of the diagnostic tool favors the triangulation of results. However, this work is part of a broader heuristic investigation in which the emergence of theory is predominant. Even though the results suggest a considerable room for improvement, the systems analysed, by their digital nature, are involved in constant evolution which could lead to them overcoming the limitations of the traditional teaching-learning paradigm.
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Lehmann, Katharina. "The project “DiverCity – intercultural urban perception”." In 24th ISUF 2017 - City and Territory in the Globalization Age. Valencia: Universitat Politècnica València, 2017. http://dx.doi.org/10.4995/isuf2017.2017.6470.

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The project "DiverCity" observes spatial diversity in cities from an intersectional point of view and analyzesdifferent forms of urban life with an interdisciplinary approach. The main reason for this research is given by raising sociocultural coexistences living together in urban spaces; a subject that occupies the man from the beginning of his settlements, actually since the early development of cities. In spite of the social changes that are produced within modern urban lifes, the debate about social life very often seems more a matter rooted in politics than in everyday life itself. Societies generate solutions and create its own concept of coexistence, very since allowing joint relationships between different spheres and social groups. But how is this actually done? These dynamics are precisely the main object of investigation in the "DiverCity" project. It therefore focuses its study on socio-cultural minorities and their perception of urban space. This is basically examined in two cities of different dimensions, a small and larger city in Germany, Lüneburg and Hamburg. The investigated minority groups are Muslims, people with disabilities, homeless people and homosexuals. Using empirical social research methods, especially based on semi-structured interviews and participant observation, the urban and spatial perception of the mentioned groups was examined and compared to each other. The presentation shows the first results of the analyzes carried out in Hamburg and Lüneburg as well as the planned extension of the project and its realization in Argentina.
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Shobeiri, Sanaz. "Age-Gender Inclusiveness in City Centres – A comparative study of Tehran and Belfast." In SPACE International Conferences April 2021. SPACE Studies Publications, 2022. http://dx.doi.org/10.51596/cbp2021.xwng8060.

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Extended Abstract and [has] the potential to stimulate local and regional economies” (p.3). A city centre or town centre has been recognised as the beating heart and public legacy of an urban fabric either in a small town, medium-sized city, metropolis or megalopolis. Within this spectrum of scales, city centres’ scopes significantly vary in the global context while considering the physical as well as the intangible and the spiritual features. Concerns such as the overall dimensions, skyline, density and compactness, variety of functions and their distribution, comfort, safety, accessibility, resilience, inclusiveness, vibrancy and conviviality, and the dialectics of modernity and traditionalism are only some examples that elucidate the existing complexities of city centres in a city of any scale (overall dimension) (for further details see for instance Behzadfar, 2007; Gehl, 20210; Gehl and Svarre, 2013; Hambleton, 2015; Lacey et al., 2013; Madanipour, 2010; Roberts, 2013). Regardless of the issue of the context, Gehl (2010) define city centres as interconnected with new concepts such as “better city space, more city life” and “lively and attractive hub for the inhabitants” (pp. 13–15). Roberts (2006) explains the notion of a city centre or town centre as a space “in which human interaction and therefore creativity could flourish”. According to her, the point can realise by creating or revitalising 24-hour city policies that can omit the “‘lagerlout’ phenomenon, whereby drunken youths dominated largely empty town centres after dark” (pp. 333–334). De Certeau (1984) explains that a city and subsequently a city centre is where “the ordinary man, a common hero [is] a ubiquitous character, walking in countless thousands on the streets” (p. V). Paumier (2004) depicts a city centre particularly a successful and a vibrant one as “the focus of business, culture, entertainment … to seek and discover… to see and be seen, to meet, learn and enjoy [which] facilitates a wonderful human chemistry … for entertainment and tourism These few examples represent a wide range of physical, mental and spiritual concerns that need to be applied in the current and future design and planning of city centres. The term ‘concern’, here, refers to the opportunities and potentials as well as the problems and challenges. On the one hand, we —the academics and professionals in the fields associated with urbanism— are dealing with theoretical works and planning documents such as short-to-long term masterplans, development plans and agendas. On the other hand, we are facing complicated tangible issues such as financial matters of economic growth or crisis, tourism, and adding or removing business districts/sections. Beyond all ‘on-paper’ or ‘on-desk’ schemes and economic status, a city centre is experienced and explored by many citizens and tourists on an everyday basis. This research aims to understand the city centre from the eyes of an ordinary user —or as explained by De Certeau (1984), from the visions of a “common hero”. In a comparative study and considering the scale indicator, the size of one city centre might even exceed the whole size of another city. However, within all these varieties and differences, some principal functions perform as the in-common formative core of city centres worldwide. This investigation has selected eight similar categories of these functions to simultaneously investigate two different case study cities of Tehran and Belfast. This mainly includes: 1) an identity-based historical element; 2) shopping; 3) religious buildings; 4) residential area; 5) network of squares and streets; 6) connection with natural structures; 7) administrative and official Buildings; and 8) recreational and non-reactional retail units. This would thus elaborate on if/how the dissimilarities of contexts manifest themselves in similarities and differences of in-common functions in the current city centres. With a focus on the age-gender indicator, this investigation studies the sociocultural aspect of inclusiveness and how it could be reflected in future design and planning programmes of the case study cities. In short, the aim is to explore the design and planning guidelines and strategies —both identical and divergent— for Tehran and Belfast to move towards sociocultural inclusiveness and sustainability. In this research, due to the COVID-19 Pandemic, the studies of the current situation of inclusiveness in Belfast city centre have remained as incomplete. Thus, this presentation would like to perform either as an opening of a platform for potential investigations about Belfast case study city or as an invitation for future collaborations with the researcher for comparative studies about age-gender inclusiveness in city centres worldwide. In short, this research tries to investigate the current situation by identifying unrecognised opportunities and how they can be applied in future short-to-long plans as well as by appreciating the neglected problems and proposing design-planning solutions to achieve age-gender inclusiveness. The applied methodology mainly includes the direct appraisal within a 1-year timespan of September 2019 – September 2020 to cover all seasonal and festive effects. Later, however, in order to consider the role of the COVID-19 Pandemic, the direct appraisal was extended until January 2021. The complementary method to the direct appraisal is the photography to fast freeze the moments of the ordinary scenes of the life of the case study city centres (John Paul and Caponigro Arts, 2014; Langmann and Pick, 2018). The simultaneous study of the captured images would thus contribute to better analyse the age-gender inclusiveness in the non-interfered status of Tehran and Belfast. Acknowledgement This investigation is based on the researcher’s finding through ongoing two-year postdoctoral research (2019 – 2021) as a part of the Government Authorised Exchange Scheme between Fulmen Engineering Company in Tehran, Iran and Queen’s University Belfast, Northern Ireland. The postdoctoral research title is “The role of age and gender in designing inclusive city centres – A comparative study of different-scale cities: Tehran and Belfast” in School of Natural and Built Environment of the Queen’s University of Belfast and is advised by Dr Neil Galway in the Department of Planning. This works is financially supported by Fulmen Company as a sabbatical scheme for eligible company’s senior-level staff. Keywords: Age-gender, Inclusiveness, Sociocultural, City Centre, Urban Heritage, Tehran, Belfast
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Adam Assim, Mohamad Ibrani Shahrimin Bin, and Mohamad Maulana Bin Magiman. "Sociocultural Imperatives of Collaborative Interactions among Malaysian Indigenous and Non-Indigenous Children in an Educational Environment." In GLOCAL Conference on Asian Linguistic Anthropology 2020. The GLOCAL Unit, SOAS University of London, 2020. http://dx.doi.org/10.47298/cala2020.16-1.

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This paper seeks to describe the vital traits of sociocultural artifacts within collaborative social interactive patterns exhibited by indigenous and non-indigenous children in a computer environment. The case investigative method was used in one pre-primary centre in metropolitan Perth, Western Australia, to examine the patterns of collaboration among young children whilst working with computers. To assess the children’s current social skills and computer competence, and their general social interaction with peers, the researcher interviewed the children and their teacher through a semi-structured interview, to guide the discussion. Both observational comments, descriptions and data analyses were presented with anecdotes. 243 interactions were identified and classified into 16 interaction patterns. The frequency of occurrence of identified interactions was analysed in the form of descriptive statistics. Factors facilitating the collaborative interaction of children whilst engaged in computer activities were found to be related to the sociological imperatives of the immediate contexts of the social interactions involved. Associated with the main findings were three major variables: (1) The classroom teacher variable (philosophy and educational beliefs, task-structure and computer management); (2) the software variable (sociocultural appropriateness, developmentally appropriateness, content, design, and programmed task-structure); and (3) the child variable (computer competency and attitude towards computer, social goals, social skills, and personal relationship with collaborators). By identifying the imperatives of sociocultural traits of collaborative social interactions of children, and factors that may facilitate or inhibit these interactions, sociologists, social anthropologists, educationists, linguists, and early childhood educators will be in a better position to integrate the computer into their classroom and to promote positive sociocultural-appropriate prosocial interaction among indigenous and non-indigenous children whilst engaged at the computer.
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Vérézubova, Ekatérina. "Le champ lexical de l’eau et son imaginaire dans les cultures française et russe (étude comparative)." In XXV Coloquio AFUE. Palabras e imaginarios del agua. Valencia: Universitat Politècnica València, 2016. http://dx.doi.org/10.4995/xxvcoloquioafue.2016.3792.

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La présente recherche porte sur l’étude comparative des aspects socioculturels de l’emploi des mots liés au champ lexical de l’eau en français et en russe. Nous partons de la représentation de la langue-culture comme d’un continu permettant de relever les particularités de la vision du monde des sujets parlants à travers les connotations et les emplois des mots dans des contextes différents. Ce sont les aspects affectif, imagé, mais aussi l’aspect évocateur, ou « de milieu » que nous avons choisi comme points de repère dans notre recherche. Nous utilisons dans notre démarche les données de dictionnaires et procédons à l’analyse des proverbes, dictons, expressions imagées et des contes français et russes pour découvrir les particularités du monde imaginaire, des associations nationales dans les langues-cultures respectives (il s’agit de la convergence totale, partielle ou absence de convergence de l’image. Cette étude devrait être complétée par l’emploi terminologique des mots et expressions du champ lexical de l’eau qui sont, dans la langue française, très souvent formés par la voie métaphorique (vive-eau, morte-eau signifiant la marée montante ou descendante, eau morte et eau vive renvoyant à l’eau stagnante ou l’eau qui coule), alors que la langue russe préfère réserver l’image au langage de la littérature (eau vive et morte dans les contes russes). De plus, les mots appartenant au champ lexical de l’eau sont largement employés en français dans la sphère de finances (verser, versement, liquidités, flux financiers, etc.) et, moins largement, en russe (sous forme d’emprunts, calques le plus souvent). Ces investigations de termes « aquatiques » dans les deux langues permettront de relever les nuances de leur emploi et de leurs connotations dont la connaissance est d’une grande importance pour les traducteurs.DOI: http://dx.doi.org/10.4995/XXVColloqueAFUE.2016.3792
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Dahó masdemont, Marta. "Del paisaje al territorio. Prácticas fotográficas y giro geográfico / From landscape to territory. Photographic practices and geographical turn." In I Congreso Internacional sobre Fotografia: Nuevas propuestas en Investigacion y Docencia de la Fotografia. Valencia: Universitat Politècnica València, 2017. http://dx.doi.org/10.4995/cifo17.2017.6904.

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En las últimas dos décadas, la atención a lo geográfico se ha manifestado de forma exponencial en el ámbito de la investigación artística hasta el punto de formalizarse en una nueva perspectiva definida como ‘el giro geográfico’. Aludiendo a un conjunto de prácticas esencialmente diversas, el giro geográfico también implica un desplazamiento especialmente ambivalente cuando toca ámbitos antes cooptados por el concepto ‘paisaje’. Si la concepción clásica de paisaje, entendido como constructo cultural, trae consigo una pesada carga sociocultural pues durante siglos sus representaciones contribuyeron en naturalizar las desigualdades borrando los rastros de los procesos históricos que dieron forma al territorio, un lento y progresivo proceso parece haber escorado en dirección opuesta los intereses de muchos artistas. De la idea de paisaje como imagen, es decir, de una idea normativa de paisaje como aquello a lo que el territorio se parece o debería parecerse idealmente, estamos pasando a una idea de territorio como espejo y síntoma de una transformación continua, incierta, entrópica que nos afecta a todos. Atendiendo a la necesidad de establecer un mapa de circunstancias que nos ayude a pensar en aquello que traza a nivel investigativo esta creciente recurrencia a lo geográfico, tanto visual como teóricamente, en esta comunicación articularemos algunas consideraciones respecto a los marcos epistemológicos que pone en juego la perspectiva abierta por el giro geográfico en relación a las prácticas fotográficas que han abordado la reflexión entorno al territorio. Si la representación paisajística clásica logró escabullirse del rechazo de las vanguardias históricas gracias a la tangente ofrecida por la fotografía y su forma de mostrar las radicales transformaciones del territorio a partir de la segunda guerra mundial, en el siglo XXI, los desastres provocados por las políticas neoliberales han atraído la atención hacia la interdependencia de acontecimientos simultáneos en espacios geográficamente distantes. Sin embargo, esta nueva tesitura plantea no pocos desafíos a la práctica fotográfica. En esta comunicación nos centraremos en dos de ellos. De una parte, el reto que supone lidiar fotográficamente con un agenciamiento de la territorialidad cada vez más complejo y violento, no solo por el alcance transnacional de las empresas que operan a nivel global sino por los propios mecanismos de funcionamiento de desterritorialización y reterorrialización. De otra parte, el desafío que acompaña la confrontación critica de aquello que la fotografía puede finalmente ‘representar’, de cómo lidia con ‘lo representativo’, siguiendo en este punto la nueva ontología de la fotografía propuesta por Ariella Azoulay. Podríamos resumir ambos aspectos de esta forma: la invisibilidad de la soberanía con la que opera el capitalismo global (como se mueven los hilos de los tratados internacionales en cuanto a los mercados financieros, legislación mercantil, sistemas de cultivo, transporte, trabajo o la creciente privatización de recursos) es inversamente proporcional a la visibilidad de sus consecuencias territoriales, sociales y medioambientales. La polaridad es explícita pero muy compleja. Frente a la abstracción que caracteriza el capitalismo, ¿qué posibilita la rotación ofrecida por el giro geográfico? ¿Cómo afecta a las prácticas fotográficas? ¿Qué desplazamientos supone respecto a una cultura paisajística? Dicho en otras palabras, ¿Qué aspectos arrastra esta transición del paisaje al territorio? En esta comunicación proponemos reflexionar entorno a estas interrogaciones a la luz de algunos casos de estudio especialmente idóneos para ahondar en los procesos de reconceptualización de lo geográfico.
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Reports on the topic "Sociocultural investigation"

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Buathong, Thananon, Anna Dimitrova, Paolo Miguel M. Vicerra, and Montakarn Chimmamee. Years of Good Life: An illustration of a new well-being indicator using data for Thailand. Verlag der Österreichischen Akademie der Wissenschaften, August 2021. http://dx.doi.org/10.1553/populationyearbook2021.dat.1.

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While Thailand has achieved high levels of economic growth in recent decades, poverty at the local level has been increasing. Indicators of human development at the national level often mask the differences in well-being across communities. When responding to the need for sustainable development research, the heterogeneity of a population should be emphasised to ensure that no one is left behind. The Years of Good Life (YoGL) is a well-being indicator that demonstrates the similarities and differences between subpopulations in a given sociocultural context over time. The data used in this analysis were collected from Chiang Rai and Kalasin, which are provinces located in regions of Thailand with high poverty rates. Our main results indicate that the remaining years of good life (free from physical and cognitive limitations, out of poverty and satisfied with life) at age 20 among the sample population were 26 years for women and 28 years for men. The results varied depending on the indicators applied in each dimension of YoGL. Our analysis of the YoGL constituents indicated that cognitive functioning was the dimension that decreased the years of good life the most in the main specification. This study demonstrates the applicability of the YoGL methodology in investigating the wellbeing of subpopulations.
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