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The management of international business activities today necessarily includes the market communication of socio-political activity in emerging markets. Critique of market communication of socio-political activity in emerging markets varies from seeing it as something organisations say rather than do to suggesting existing market communication as embracing a simplistic view of communication and socio-political activity in emerging markets. In this chapter, communication and language as social practice is introduced as a possible way to explore market communication and socio-political activity in emerging markets as part of a more complex activity. Various perspectives from philosophical and sociological traditions are used in combination with marketing and management views on and empirical examples of communication and socio-political activity in emerging markets. This chapter illustrates how market communication may be seen as socio-political activity in emerging markets rather than the audit and report of it.

The purpose of this paper is to address the intensive spread of the English language in Central and Eastern Europe as an aspect of postsocialist transition.

The paper analyses the discourses and ideologies related to the spread of English in postsocialist Poland, drawing on insights from critical discourse analysis and language ideology. The empirical material discussed comprises newspaper articles dealing with the topic of language policy in Poland, with a focus on the media campaign, “battle for English”.

The paper finds that the spread of English is facilitated by powerful discourses propagating the knowledge of English together with the ideology of neo‐liberal economic and social transformation. The exploration of the discourses inherent in the story of the “battle for English” enables the links between the linguistic practices applied by individual actors and the ideologies conveyed by the discourses found in mainstream media to be made explicit.

An awareness of the mechanisms of discourse and ideology allows us to question both the drive behind and the social impact of the spread of English in Central and Eastern Europe.

The paper offers a novel theoretical and empirical contribution to the understanding on postsocialist transition.

Despite the importance of the first Chinese language movement in the early 1970s that elevated the status of Chinese as an official language in British Hong Kong, the movement and the colonial state’s response remained under-explored. Drawing insights primarily from Bourdieu and Phillipson, this study aims to revisit the rationale and process of the colonial state’s incorporation of the Chinese language amid the 1970s.

This is a historical case study based on published news and declassified governmental documents.

The central tenet is that the colonial state’s cultural incorporation was the tactics that aimed to undermine the nationalistic appeal in Hong Kong society meanwhile contain the Chinese language movement from turning into political unrest. Incorporating the Chinese language into the official language regime, however, did not alter the pro-English linguistic hierarchy. Symbolic domination still prevailed as English was still considered as the more economically rewarding language comparing with Chinese, yet official recognition of Chinese language created a common linguistic ground amongst the Hong Kong Chinese and fostered a sense of local identity that based upon the use of the mother tongue, Cantonese. From the case of Hong Kong, it suggests that Bourdieu’s conceptualisation of state formation paid insufficient attention to the international context and the non-symbolic process of state-making itself could also shape the degree of the state’s symbolic power.

Extant studies on the Chinese language movement are overwhelmingly movement centred, this paper instead brings the colonial state back in so to re-examine the role of the state in the incorporative process of the Chinese language in Hong Kong.

The purpose of this paper is to explain the reversal of language hierarchy in a Finnish multinational corporation (MNC) from a political perspective. This paper situated the language hierarchy in the historical context of the colonial-style relationship between Finland and Russia. From a post-colonial perspective, the colonial legacy of Russia has had an influence on language strategy and everyday translation work in the Finnish multinational until the present day.

This paper undertook a case study based on qualitative secondary analysis of existing data sets. These data sets originated from two previously conducted studies of the same Finnish MNC.

The findings revealed a reversal of the traditional corporate language hierarchy. Russian, as the host country language of powerful local subsidiaries, rose to the top of the hierarchy at the expense of English, the common corporate language, and other languages. The colonial-style relationship was enacted by professional and paraprofessional translators who collaborated by using “the master’s language and imitating the master’s voice” to reap the strategic benefits of local responsiveness.

In contrast to previous work drawing on post-colonial theory in the study of MNCs, this paper represents the headquarters in Finland as the “colonised” party and the Russian subsidiaries as the “coloniser.” Owing to its colonial legacy, Russian, the host country language, became very powerful and influenced the language strategy of the entire MNC. This paper conceptualized translation as a multilevel phenomenon and offers a holistic explanation of why the language hierarchy in the Finnish MNC was reversed.

The purpose of this paper is to explore whether highly educated refugees have the potential to become active members of the UK knowledge economy and to identify what socio‐political factors are currently excluding/marginalising them.

The empirical work consists of semi‐structured interviews conducted with 15 highly educated refugees residing in the UK. The interviews, which contain theory‐driven and open‐ended questions, elicited how refugees themselves perceive their post‐migration experiences, and especially their employment experiences in the UK.

The participants do not perceive themselves as passive and incompetent, as they are often portrayed. They also claim that their exclusion/marginalisation from the UK economy is not due to any lack of qualifications and skills from their side, but due to ongoing discriminatory processes and to the long process of getting their qualifications validated.

The use of a single method and a cross‐sectional design does not allow an understanding of whether and to what extent the findings apply to other disadvantaged populations, which could be clarified through a comparative, longitudinal study.

Highly educated refugees have the potential to become knowledge‐workers, but certain barriers they face suppress this potential. This is why future policies should continuously support refugee agencies and communities that play a vital role in refugees’ lives and work‐related adaptation and encourage the creation of new ones where they are most needed.

This research, by “giving voice” to the selected participants, reveals the existing contrast between highly educated refugees’ own perceptions and the negative socio‐political discourse surrounding them and highlights the contribution that this population can make to the UK knowledge economy.

Discourses of racism have always circulated within US classrooms and, in the current sociopolitical climate, they move with a renewed sense of legitimacy, entitlement and violence. This paper aims to engage the consequences of these shifts for the ways that racism works in university-based classrooms and, more specifically, through the authors’ own teaching as White language and literacy educators.

This teacher narrative reconceptualizes moments of racialized violence in the courses, as constructed via circulating discourses of racism. The authors draw attention to the ways that we, as White educators, authorize and are complicit in this violence.

This paper explicates a praxis of questioning, developed through efforts to reflect on our complicity in and responsibility for racial violence in our classrooms. The authors offer this praxis of questioning to other White language and literacy teachers as a heuristic for sensemaking with regard to racism in classrooms.

The authors situate this paper within a broader struggle to engage themselves and other White educators in work for racial justice and invite others to take up this praxis of questioning as an initial step toward examining the authors’ complicity in – and authorization of – discourses of racism.

The presented study aims to address the subject of educating youngsters in cross-border regions to be responsible persons, tourists, hosts and neighbours, to accept cultural pluralism, and to raise awareness that knowledge of neighbouring countries' languages supports cross-border cooperation.

The approach double-checked theory and legal regulation, and children's knowledge of neighbouring countries' (Slovenia, Hungary, Austria, and Croatia) languages was empirically researched. Indirectly, parental attitudes were examined. The study focused on Slovene and Hungarian languages and on their trans-border (or: cross-border) tourism as a cultural rather than economic topic.

Cross-border tourism depends also on mutual understanding as a precondition of ethics of interdependence as a precondition of the requisite holism of one's approach via social responsibility enabling the well-being of both tourists and hosts. The socio-linguistic and socio-cultural aspects of neighbouring regions, e.g. Slovenia's Prekmurje and Hungary's Örseg, can support positive interaction between ethnic groups and enhance effective cross-border collaboration, including tourism. Poor knowledge of neighbouring countries' languages submits communities to third languages and hinders these trans-border experiences, making the regions a shared destiny maintaining their cultures, languages and identity. Language learning therefore must start at the earliest possible age.

This case study advocates cross-border educational and cultural policy that (primary) schools should increase the awareness of the dependence of cross-border peace, positive stereotypes, economies and tourism on knowledge of neighbouring countries' languages and socially responsible (young/future) persons, tourists and hosts.

The purpose of this paper is to examine shared principles of “irreducibility” or “undecidability” in second‐order cybernetics, architectural design processes and Leibniz's geometric philosophy. It argues that each discipline constructs relationships, particularly spatio‐temporal relationships, according to these terms.

The paper is organized into two parts and uses architectural criticism and philosophical analysis. The first part examines how second‐order cybernetics and post‐structuralist architectural design processes share these principles. Drawing from von Foerster's theory of the “observing observer” it analyses the self‐reflexive and self‐referential modes of production that construct a collaborative architectural design project. Part two examines the terms in relation to Leibniz's account of the “Monad”. Briefly, developing the discussion through Kant's theory of aesthetics, it shows that Leibniz provides a “prototype” of undecidable spatial relations that are also present in architectural design and second‐order cybernetics.

The paper demonstrates that second‐order cybernetics, architectural design and metaphysical philosophy enable interdisciplinary understandings of “undecidability”.

The paper seeks to improve understanding of the geometric processes that construct architectural design.

The paper explores interdisciplinary connections between the disciplines, opening up potential routes for further examination. Its analysis of the aesthetic and geometric value of the Monad (rather than its perspectival value) provides a particularly relevant link for discussing the aesthetic production and experience of spatial relations in second‐order cybernetics and contemporary architectural design.

The purpose of this paper is to investigate how Wikipedians are motivated, or discouraged, to contribute to Farsi (Persian) Wikipedia.

In this grounded theory study, face‐to‐face semi‐structured interviews were conducted with a sample of 15 active users of Persian Wikipedia. The interviews then were transcribed and coded using Strauss and Corbin's method which included constant comparison of data.

Editing and writing incentives, as well as deterrents, were extracted from the data. Findings indicated that motivating factors can be classified into two categories of internal and external. Internal motivations could be individual or cognitive motivations or be related to Wikipedia structure. Also, some factors such as permanent access to the internet can be considered as external motivations for contribution to Wikipedia. On the other hand, content production and improvement of Wikipedia in local language was the strongest reason for contribution; entertainment was the weakest motivation. Positive feedback from other users can be the strongest factor that encourages users to stay in Wikipedia and continue their contribution.

This is the first study on Persian Wikipedia and one of the few qualitative studies on Wikipedia. It proposes a new categorization of encouraging and discouraging factors for Wikipedians.