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Article
Publication date: 3 April 2023

Ufuk Keleş

The purpose of this study is to seek answers to how receiving his PhD at the University of Alabama influenced the author’s ongoing academic discourse socialization as an…

Abstract

Purpose

The purpose of this study is to seek answers to how receiving his PhD at the University of Alabama influenced the author’s ongoing academic discourse socialization as an international graduate student coming from Turkey. To that end, the author incorporates second language and academic discourse socialization theories with the concept of “desire” in TESOL.

Design/methodology/approach

In this autoethnographic paper, the author discusses his academic discourse socialization as an international graduate student in the form of an evocative autoethnography of socialization. The author uses data gathered through his personal memory in the form of self-reflections. Using Chang’s “chronicling the past strategy” (2008, p. 72), the author prepared a data chart, which included information regarding the data source, its mode, time, venue and stories gleaned. The author used this data chart as a self-generated document to guide him through the selection process of his personal memories in an organized way while writing mystory.

Findings

The findings show that his academic discourse socialization was mainly influenced by the attitudes of local US citizens’ and existing members of international communities in both on- and off-campus settings. Over time, his academic discourse socialization turned out to be a complex process where the author oftentimes found himself struggling to find an entry point in extracurricular conversations and interactions.

Research limitations/implications

The author recommends further research to focus on the inner worlds of both old(er) timers and newcomers to understand the challenges, emotions and nuances that are at play in both L2 socialization and academic discourse socialization of international students.

Originality/value

In this autoethnographic study, the author offers a unique example of an international PhD student’s transnational socialization experiences. Future international students, higher education administrators, faculty members and local graduate students may learn from his autoethnography and approach their future academic relationships in a more informed way.

Details

Studies in Graduate and Postdoctoral Education, vol. 14 no. 3
Type: Research Article
ISSN: 2398-4686

Keywords

Article
Publication date: 26 December 2023

Baburhan Uzum, Bedrettin Yazan, Sedat Akayoglu and Ufuk Keles

This study aims to examine how teacher candidates (TCs) in Türkiye and the USA navigate their intercultural communication skills in a telecollaboration project.

Abstract

Purpose

This study aims to examine how teacher candidates (TCs) in Türkiye and the USA navigate their intercultural communication skills in a telecollaboration project.

Design/methodology/approach

Forty-eight TCs participated (26 in Türkiye and 22 in the USA) in the study. TCs discussed critical issues in multicultural education on an online learning platform for six weeks. Their discussions were analyzed using content and discourse analysis.

Findings

The findings indicated that TCs approached the telecollaborative space as a translingual contact zone and positioned themselves and their interlocutors in the discourse by using the personal pronouns; I, we, you and they. When they positioned themselves using we (people in Türkiye/USA), they spoke on behalf of everyone included in the scope of we. Their interlocutors responded to these positionings either by accepting this positioning and responding with a parallel positioning or by engaging in translingual negotiation strategies to revise the scope of we and sharing some differences/nuances in beliefs and practices in their community.

Research limitations/implications

When TCs talk about their culture and community in a singular manner using we, they frame them as the same across every member in that community. When they ask questions to each other using you, the framing of the questions prime the respondents to sometimes relay their own specific experiences as the norm or consider experiences from different points of view through translingual negotiation strategies. A singular approach to culture(s) may affect the marginalized communities the most because they are lost in this representation, and their experiences and voices are not integrated in the narratives or integrated with stereotypical representation.

Practical implications

Teachers and teacher educators should first pay attention to their language choices, especially use of pronouns, which may communicate inclusion or exclusion in intercultural conversations. Next, they should prepare their students to adopt and practice language choices that communicate respect for cultural diversity and are inclusive of marginalized populations.

Social implications

Speakers’ pronoun use includes identity construction in discourse by drawing borders around and between communities and cultures with generalization and particularity, and by patrolling those borders to decide who is included and excluded. As a response, interlocutors use pronouns either to acknowledge those borders and respond with corresponding ones from their own context or negotiate alternative representations or further investigate for particularity or complexity. In short, pronouns could lead the direction of intercultural conversations toward criticality and complexity or otherwise, and might be reasons where there are breakdowns in communication or to fix those breakdowns.

Originality/value

This study shows that translingual negotiation strategies have explanatory power to examine how speakers from different language backgrounds negotiate second and third order positionings in the telecollaborative space.

Details

Journal for Multicultural Education, vol. 18 no. 1/2
Type: Research Article
ISSN: 2053-535X

Keywords

Book part
Publication date: 13 July 2023

Gülcan Olçum and Asena Altin Gülova

Generation Z refers to those born during a time when the internet and technology were available to practically everyone in education, social life and employment. Because…

Abstract

Generation Z refers to those born during a time when the internet and technology were available to practically everyone in education, social life and employment. Because Generation Z was born during a period of rapid technical growth and digital transition, it is also known as the ‘Digital Generation’. Digitalization is one of the developments that best symbolizes the twenty-first century, and it has both benefits and drawbacks. Because of its strong link with digitization, Generation Z is seen as the generation that experiences these benefits and drawbacks the most intensely. For this reason, the disadvantages as well as the advantages it provides to Generation Z come into question as an important issue. Generation Z benefits from digitalization in many ways, including faster and easier access to information, the elimination of time and space constraints in many issues, easier access to various needs such as shopping, education, entertainment and communication, faster completion of work that needs to be done, the ability to perform multiple tasks at the same time and the establishment of a universal perspective. Disadvantages include distraction, screen addiction beginning in childhood, diminished capacity to conduct business using traditional ways, cyber dangers and decreases in personal information security, and future risk to individual security from sharing on social media platforms. All of this highlights the necessity of understanding the benefits and drawbacks of digitalization for Generation Z, called as the Digital Generation.

Details

Two Faces of Digital Transformation
Type: Book
ISBN: 978-1-83753-096-0

Keywords

Book part
Publication date: 16 December 2009

Nilufer Narli

The EU harmonisation has created changes in the military's formal and informal influence in the directions of decreased formal and informal military influence in civilian…

Abstract

The EU harmonisation has created changes in the military's formal and informal influence in the directions of decreased formal and informal military influence in civilian politics. The EU reforms have created changes in the mindset of the citizens, by creating changes in the security culture of the citizens and in the civil-military related political culture. The desired level of alignment has not been reached. Therefore, the study examines the areas where further alignment is required. Moving from Rebecca L. Schiff's concordance theory, the article examines the relationship between the Turkish military, the civilian politics and the society before and after the EU harmonisation process. It examines the effects of the EU harmonisation process on the changes in the civil-military balance of power, and on the related security culture and political values. The analysis focuses on: (i) increased civilian control and consequent changes in the policy of accountability; (ii) transparency building in the defence sector; (iii) parliamentary oversight; and (iv) the change in the political culture related to the civil-military issues. It also investigates the extent the EU harmonisation has achieved in building democratic civil-military relations in order to align with the EU standards.

Details

Advances in Military Sociology: Essays in Honor of Charles C. Moskos
Type: Book
ISBN: 978-1-84855-893-9

Content available
Book part
Publication date: 14 December 2023

Abstract

Details

Spirituality Management in the Workplace
Type: Book
ISBN: 978-1-83753-450-0

Article
Publication date: 8 July 2024

Omar Durrah, Suhail M. Ghouse and Taher Alkhalaf

This study aims to identify both intrinsic and extrinsic factors motivating rural women to participate in entrepreneurial activities in Oman. Specifically, it seeks to clarify…

Abstract

Purpose

This study aims to identify both intrinsic and extrinsic factors motivating rural women to participate in entrepreneurial activities in Oman. Specifically, it seeks to clarify which pull and push factors influence their decisions to engage in entrepreneurship.

Design/methodology/approach

Quantitative research was conducted with a sample of 183 women entrepreneurs in rural areas of Oman. Structural equation modelling (SEM) using SmartPLS software was employed to test the research hypotheses.

Findings

The results of the research highlight the positive impact of external motivations, such as financial needs and dissatisfaction with current employment, on the entrepreneurial behaviour of rural women in Oman. These external factors play a significant role in prompting women to initiate their own projects. Additionally, the study reveals that attitudes, such as self-efficacy and the perception of social support, significantly influence women entrepreneurs' adoption of self-employment.

Practical implications

These findings offer valuable insights into the concrete incentives driving women’s entrepreneurship in rural Oman. Policymakers can utilize these insights to develop initiatives aimed at promoting the social empowerment of rural Omani women and facilitating their active participation in economic ventures, thereby contributing to Oman’s development.

Originality/value

This study presents a novel framework for enhancing women’s entrepreneurship, offering insights into the motivations and barriers influencing women's participation in rural areas of Oman. By addressing gaps in existing literature, it contributes to a deeper understanding of the entrepreneurial dynamics among rural women in Oman.

Details

International Journal of Gender and Entrepreneurship, vol. 16 no. 3
Type: Research Article
ISSN: 1756-6266

Keywords

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