A sociolinguistic study of address terms in a Nigerian university’s staff club

2021 ◽  
Vol 57 (4) ◽  
pp. 677-707
Author(s):  
Eyo O. Mensah
Keyword(s):  
Social Interactions ◽  
Social Identity Theory ◽  
Analytical Framework ◽  
Language Play ◽  
Personal Names ◽  
Construction Of Identity ◽  
The Hierarchical Structure ◽  
A Site ◽  
The University ◽  
Address Terms

Abstract This article explores the sociopragmatic functions of address terms in social interactions at the University of Calabar Senior Staff Club. It takes into perspective the metalinguistic categories of address terms, their motivations, and the cultural and sociolinguistic parameters that determine their choice among Club members. The study is rooted in social identity theory and community of practice (CoP) analytical framework as are theorized in contemporary sociolinguistic literature. The study identifies nicknames, titles, acronyms, formulaic appellations, clipped personal names and extended personal names as the primary types of address terms in the Club, and articulates that the use of address terms is a social construction of identity that enacts intimacy, fosters collective belonging, and enhances solidarity. Conversely, address terms can also reinforce social division and inequality given the hierarchical structure of the Club which does not license reciprocal use of some address terms. The study concludes that address terms are a site of highly creative use of language which is reflexively framed through humour, clipping, lengthening, language play and other linguistic devices. Generally, address terms provide mechanisms for members to bond socially and adapt flexibly to the socio-academic environment of the Club.

Learning the anthropology of development: the university as a site of knowledge construction and identity formation

Journal ◽  
2015 ◽  
Vol 5 (1) ◽  
Author(s):  
Tanya Jakimow
Keyword(s):  
Identity Formation ◽  
Lifelong Learning ◽  
Knowledge Construction ◽  
Multiple Identities ◽  
Classroom Teachers ◽  
Practical Skills ◽  
Student Reactions ◽  
A Site ◽  
The University ◽  
Anthropology Of Development

Recent work exploring student reactions to the anthropology of development highlights the importance of going beyond simply imparting practical skills, or alternatively delivering content that offers an unrelenting critique (Djohari 2011; Handler 2013). In this paper, I argue that by casting an anthropological eye on the classroom, teachers can provide a learning environment in which students transform into reflective ‘novice’ practitioners equipped for lifelong learning. This involves making explicit the processes of knowledge construction in the classroom, and by extension, the development field. It entails providing the resources through which students can become social beings in the development sector, with attention to expanding the possibilities for the formation of multiple identities. 

An Example to Us All: Child Development and Identity Construction in Early 20th-Century Playgrounds

10.1068/a3237 ◽  
2000 ◽  
Vol 32 (4) ◽  
pp. 599-616 ◽  
Author(s):  
Elizabeth A Gagen
Keyword(s):  
Child Development ◽  
Public Space ◽  
20Th Century ◽  
The United States ◽  
Development Theory ◽  
Gender Identities ◽  
Construction Of Identity ◽  
A Site ◽  
Us Cities

At the turn of the 20th century, children's play came under new and heightened scrutiny by urban reformers. As conditions in US cities threatened traditional notions of order, reformers sought new ways to direct urban-social development. In this paper I explore playground reform as an institutional response that aimed to produce and promote ideal gender identities in children. Supervised summer playgrounds were established across the United States as a means of drawing children off the street and into a corrective environment. Drawing from literature published by the Playground Association of America and a case study of playground management in Cambridge, MA, I explore playground training as a means of constructing gender identities in and through public space. Playground reformers asserted, drawing from child development theory, that the child's body was a conduit through which ‘inner’ identity surfaced. The child's body became a site through which gender identities could be both monitored and produced, compelling reformers to locate playgrounds in public, visible settings. Reformers' conviction that exposing girls to public vision threatened their development motivated a series of spatial restrictions. Whereas boys were unambiguously displayed to public audiences, girls' playgrounds were organised to accommodate this fear. Playground reformers' shrewd spatial tactics exemplify the ways in which institutional authorities conceive of and deploy space toward the construction of identity.

scholarly journals Writing on the Ground

2017 ◽  
Vol 27 ◽  
pp. 19-23 ◽  
Author(s):  
Janna Klostermann
Keyword(s):  
Social Practice ◽  
University Administrators ◽  
Student Writers ◽  
The Everyday ◽  
Recent Statement ◽  
A Site ◽  
The University

This essay responds to the recent “Statement on Writing Centres and Staffing” (Graves, 2016), making visible differing conceptualizations of writing in it. More particularly, I will make visible traces of the statement that position writing as a measurable skill, aligning with the priorities of university administrators, and traces of the statement that position writing as a complex social practice, aligning with the needs of student writers and writing centre tutors/specialists. I trouble understandings of writing that maintain the university as a site of exclusion, while pushing for future contributions that take seriously the everyday, on the ground work of student writers and writing centre tutors/specialists.

scholarly journals Beyond the academic’s dilemma: Transdisciplinary and existential perspectives of re-enchantment

2015 ◽  
Vol 11 (2) ◽  
Author(s):  
Rennie Naidoo
Keyword(s):  
Analytical Framework ◽  
Dialectical Tensions ◽  
Dialectical Approach ◽  
Sustainable Future ◽  
The World ◽  
The Subject ◽  
The University

The purpose of this article is to stimulate debate about the developing paradoxes and dilemmas facing the university academic. This article argues that academics are increasingly being steeped in an inauthentic existence due, at least partly to, egocentrism and sociocentrism. A modest transdisciplinary- existential analytical framework is applied as an intellectual method to reflect on the prevailing monological perspectives stifling the role of academics, in working towards building a more sustainable future. Using concepts such as the subject, facticity and transcendence, the article investigates the dialectical tensions between some of these monological perspectives and proposes avenues to create new possibilities to progress the role of the academic. The article argues that the multilogical perspectives of transdisciplinary thinking and the empowering perspectives of existential thinking can provide academics with the necessary conceptual tools to transcend egocentrism and sociocentrism. While it is likely that new contradictions will emerge as a result of this synthesis, open-minded academics are urged to ignite their imaginative powers and take up the challenge of creating and acting on new possibilities. A transdisciplinary-existential dialectical approach can provide a richer understanding of present dilemmas in academia and the world, and suggest more satisfying paths to a sustainable future.

scholarly journals 41SM32 on Little Saline Creek in Smith County, Texas

2015 ◽  
Author(s):  
Timothy K. Perttula ◽  
Mark Thaker
Keyword(s):  
Archaeological Site ◽  
Network Member ◽  
East Texas ◽  
University Of Texas ◽  
The North ◽  
Post Oak ◽  
A Site ◽  
The University ◽  
The City ◽  
Smith County

A review of early trinomial numbers for sites located in Smith County in East Texas indicated that between 1938 and 1943 Jack Hughes identified and collected from at least 37 sites listed on the Texas Historic Site Atlas. From 1938 to 1941 his site locations randomly occur throughout the County; interestingly there are no sites recorded in 1942. In 1943 he recorded about 14 sites along Black Fork Creek and its tributaries, this being mostly west of the City of Tyler. The primary purpose in reviewing the available archaeological information about these early recorded sites was to re-visit selected sites if necessary and to update information that was recorded beginning almost 80 years ago. An entry contained on a Texas Archeological Research Laboratory at The University of Texas (TARL) site card indicated that Hughes collected artifacts from a site (41SM32) located on Little Saline Creek, near the much better known Alligator Pond site (41SM442) that had been recorded in 2011 by Mark Walters. The Alligator Pond site is on property owned by Thacker, a Texas Archeological Stewardship Network member. 41SM32 is a prehistoric archaeological site that was found and recorded in September 1940 by Jack Hughes, who later went on to a career as a professional archaeologist in Texas. The site is on Little Saline Creek, a northward-flowing tributary to the Sabine River about 10 km to the north, in the Post Oak Savannah of East Texas.

Geoarchaeology and Bayesian Statistical Modeling of Radiocarbon Dates from 40CH171, a Multicomponent Shell-Bearing Site in Cheatham County, Tennessee

2019 ◽  
pp. 75-90
Author(s):  
D. Shane Miller ◽  
Thaddeus G. Bissett ◽  
Tanya M. Peres ◽  
David G. Anderson ◽  
Stephen B. Carmody ◽  
...  
Keyword(s):  
Site Formation ◽  
State University ◽  
Radiocarbon Dates ◽  
University Of Tennessee ◽  
Middle Tennessee State University ◽  
Blue Creek ◽  
Middle Archaic ◽  
Cumberland River ◽  
A Site ◽  
The University

Using multiple lines of evidence from 40CH171, including opportunistic sampling, geoarchaeology analysis, and Bayesian radiocarbon modeling, this chapter constructs a site formation process narrative based on fieldwork conducted from 2009 to 2010 by the University of Tennessee, Middle Tennessee State University, and the Tennessee Division of Archaeology. This chapter argues that the shell-bearing strata were deposited relatively close to an active channel of the Cumberland River and/or Blue Creek during the Middle Holocene (ca. 7170–6500 cal BP). This was followed by an abrupt shift to sandier sediments, indicating that deposition after the termination of the shell-bearing deposits at the Middle Archaic/Late Archaic boundary took place in the context of decreasing distance from the site to the Cumberland River and Blue Creek.

Comprehensive Reform of the University Governance System in China

2019 ◽  
pp. 68-81
Author(s):  
Yan Wang ◽  
Ruixue Li
Keyword(s):  
Decision Making ◽  
Governance Structure ◽  
Analytical Framework ◽  
University Governance ◽  
Leadership Position ◽  
Governance System ◽  
World Class ◽  
Comprehensive Reform ◽  
The University ◽  
Tongji University

This chapter introduces and discusses changes with respect to the university governance system in China which is in the process of creating a world-class university by taking Tongji University as an example. It presents an analytical framework on the basis of four powers: (1) the internal democratic nature of the governance structure, (2) the external involvement in university governance, (3) the level of centralization of the decision-making authority in the university, and (4) the concentration of authority in an individual leadership position versus authority in a collective body or spread over various collective bodies. It analyzes and summarizes the reforms of three colleges at Tongji University in these four aspects and puts forward some reasonable suggestions for other universities.

Integrated reporting and change: evidence from public universities

2020 ◽  
Vol 32 (2) ◽  
pp. 291-310 ◽  
Author(s):  
Silvia Iacuzzi ◽  
Andrea Garlatti ◽  
Paolo Fedele ◽  
Alessandro Lombrano
Keyword(s):  
Public Sector ◽  
Analytical Framework ◽  
Integrated Reporting ◽  
Content Type ◽  
Creation Process ◽  
The Public ◽  
A Value ◽  
Service Logic ◽  
Key Aspects ◽  
The University

PurposeThis paper aims to set out the case for integrated reporting (IR) and its potential to lead to change in the public sector by examining it in practice and analyzing the challenges associated with its implementation.Design/methodology/approachThe paper investigates the role of IR in the public sector through the development of a theoretical framework applied to a case study focused on the University of Udine in Italy.FindingsIR can be considered more as an incremental than a groundbreaking transformation of existing arrangements and approaches. The analysis revealed that the vagueness, complexity and intrinsic discrepancy between the IR concept and its operationalization brought the University of Udine to challenge and debate the IR approach and ultimately, to reconceptualize and implement its own version that better fitted its strategic aims, its intended audience and its status as a public entity.Research limitations/implicationsThe application of the findings to other contexts should be further investigated, while the analytical framework should be applied to different settings and could be enriched to add knowledge and sharpen the paradigms of integrated thinking and value co-creation. Moreover, the interviews focused on people directly involved in the preparation of the integrated report, excluding other stakeholders. Further research could explore their perceptions of IR and focus on their understanding of the IR as well as the value co-creation process.Practical implicationsThe findings provide decision makers with insights about how IR can be promoted to enhance its impact on value co-creation. The key processes to be considered for a public organization are integrated thinking and value co-creation, while the key aspects to be investigated in an integrated report for the public sector are materiality and stakeholder engagement. Yet, the IR framework is missing indications on how to account for stakeholders' inputs, outputs and outcomes in a value co-creation process, which is fundamental in a public service logic.Originality/valueThe results shed further light on two fundamental phenomena in the public sector, namely, integrated thinking and value co-creation. The paper also answers the call for more empirical research on IR's rhetoric and practice and on its concrete role in the value creation process.

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