Translation: A Relational Practice

2021 ◽  
pp. 144-159
Author(s):  
Annika Haas ◽  
Emily Apter
Keyword(s):  
Relational Practice

scholarly journals Vegan YouTubers Performing Ethical Beliefs

Religions ◽  
2020 ◽  
Vol 12 (1) ◽  
pp. 7
Author(s):  
Kim Harding ◽  
Abby Day
Keyword(s):  
Great Britain ◽  
Religious Beliefs ◽  
Digital Content ◽  
Beliefs And Practices ◽  
Research Participants ◽  
Ethical Beliefs ◽  
Relational Practice ◽  
The Social ◽  
Youtube Videos ◽  
Question Survey

In Great Britain, “religion or belief” is one of nine “protected characteristics” under the Equality Act 2010, which protects citizens from discrimination in the workplace and in wider society. This paper begins with a discussion about a 2020 ruling, “Jordi Casamitjana vs. LACS”, which concluded that ethical vegans are entitled to similar legal protections in British workplaces as those who hold philosophical religious beliefs. While not all vegans hold a philosophical belief to the same extent as Casamitjana, the ruling is significant and will be of interest to scholars investigating non-religious ethical beliefs. To explore this, we have analysed a sample of YouTube videos on the theme of “my vegan story”, showing how vloggers circulate narratives about ethical veganism and the process of their conversion to vegan beliefs and practices. The story format can be understood as what Abby Day has described as a performative “belief narrative”, offering a greater opportunity to understand research participants’ beliefs and related identities than, for example, findings from a closed-question survey. We suggest that through performative acts, YouTubers create “ethical beliefs” through the social, mediatised, transformative, performative and relational practice of their digital content. In doing so, we incorporate a digital perspective to enrich academic discussions of non-religious beliefs.

“Depends who it is”: Towards a relational understanding of the use of adult-child touch in residential child care

2021 ◽  
pp. 147332502199087
Author(s):  
Lisa Warwick
Keyword(s):  
Child Care ◽  
Adult Child ◽  
Ethnographic Study ◽  
Theory And Practice ◽  
Specific Context ◽  
Relational Practice ◽  
Residential Child Care ◽  
Care Workers ◽  
Contextual Understanding ◽  
Emergent Literature

This article theorises adult-child touch in residential child care as a relational practice, contributing to an emergent literature on residential child care, and conceptualises residential child care as a Lifespace. It responds to an on-going debate surrounding the use of touch in the sector, which has attracted academic attention since the early 1990s as a result of abuse scandals, the ensuing ‘no touch’ policies and a growing body of research identifying touch as an important aspect of child development. The paper draws upon a six-month ethnographic study of residential child care, which was explicitly designed to observe everyday interactions between residential care workers and young people. The findings suggest that touch cannot be discussed in isolation from either relationships or a contextual understanding of relationships in the specific context of residential child care. The study found that touch is unavoidable, relational and that dichotomous understandings of touch continue to present issues for both theory and practice.

Humor in Couple Relationships: An Opportunity for Therapeutic Inquiry

2021 ◽  
Vol 40 (1) ◽  
pp. 1-16
Author(s):  
Wendy Talbot
Keyword(s):  
Couples Therapy ◽  
Couple Therapy ◽  
Relationship Development ◽  
Discursive Practice ◽  
Couple Relationship ◽  
Communication Tool ◽  
Complex Dynamic ◽  
Relational Practice ◽  
Therapeutic Benefits ◽  
Therapeutic Possibilities

Humor has been a focus of therapy literature for over a century and is considered an essential communication tool and important component of therapeutic relationships. Yet couple therapy literature does not feature humor as a relational practice or strategy for couples’ relationship development. When humor presents in a therapy conversation it offers opportunities for therapists to explore the implications and meanings for the couple relationship, potentially contributing to new and enhanced relationship experience. This article provides vignettes from one couple therapy conversation to illustrate therapeutic possibilities for exploration of couples’ humor. Therapists are encouraged to pay attention to humor as a complex, dynamic, discursive practice with therapeutic benefits for couples’ therapy.

scholarly journals Para além da Educação a Distância: Práticas Formativas e Relacionais em um Curso de Ciências Biológicas

EAD em FOCO ◽  
2015 ◽  
Vol 5 (1) ◽  
Author(s):  
Germana Costa Paixão ◽  
Ana Ciléia Pinto Teixeira Henriques ◽  
Francisco Fábio Castelo Branco ◽  
Eloisa Maia Vidal
Keyword(s):  
Biological Sciences ◽  
Higher Education ◽  
Distance Education ◽  
Distance Learning ◽  
Education Technology ◽  
State University ◽  
Relational Practice ◽  
Short Time ◽  
Affective Skills

As práticas de formação que incentivam o desenvolvimento das habilidades afetivas em estudantes têm sido avaliadas no contexto de ensino a distância no Brasil. O estudo tem como objetivo apresentar práticas formativas e relacionais desenvolvidas no curso de Ciências Biológicas na modalidade a distância de uma universidade estadual no Ceará. É um estudo descritivo-reflexivo em forma de estudo de caso que discute experiências em andamento, sendo estas: Monitoria Acadêmica; Vida em Foco; Ciência na Escola e Musicalizando a Biologia. As atividades têm procurado desenvolver nos alunos o espírito de colaboração e da experiência de realidade em que, em um curto espaço de tempo, estarão inseridos. Acredita-se que, dessa forma, se permite um ensino mais crítico e reflexivo, no qual novas ferramentas são oportunizadas e que podem romper a hierarquia ainda persistente entre professores e alunos. Palavras-chave: Ensino; Atitude; Educação a distância; Educação superior; Tecnologia da educação.Beyond the Distance Education: Formation and Relational Practice in a Biological Sciences CourseAbstract Training practices that encourage the development of affective skills in students have been valued in the context of distance learning (DL) in Brazil. The study aims to provide formative and relational practices developed in the course of Biological Sciences in the distance mode of a state university in Ceara. It is descriptive-reflective research in the form of case study that discusses the following ongoing experiments: Academic Monitoring; Life in Focus; Science in School and Musicalizing Biology. The activities have sought to develop in students the spirit of collaboration and the experience of reality in which they, in a short time, will be placed. It is believed that  this way allows more critical and reflective teaching, in which new tools become available for DL that will break the persistent hierarchy between teachers and students.Keywords: Teaching; Attitude; Distance education; Higher education; Education technology.

scholarly journals Relational Practice in Nursing: A Case Analysis

2016 ◽  
pp. 9-13 ◽  
Author(s):  
Ping Zou
Keyword(s):  
Personal Experience ◽  
Case Analysis ◽  
Cultural Safety ◽  
Relational Practice ◽  
Patient Interaction ◽  
Future Practice

In this essay, the concept of relational practice and its relevance to nursing will be analyzed; a personal experience of nurse-patient interaction will be described; relational practice will be applied as a lens to analyze my episode of nurse-patient interaction; other concepts, including culture and cultural safety, will be integrated into the discussion; and, finally, the implications of relational practice for my future practice will be explored.

Communication as Relational Practice of Leading

2015 ◽  
pp. 53-80
Author(s):  
Lone Hersted ◽  
Mette Vinther Larsen ◽  
Jørgen Gulddahl Rasmussen
Keyword(s):  
Relational Practice
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