Mary-Ann Constantine and Gerald Porter
- Published in print:
- 2003
- Published Online:
- January 2012
- ISBN:
- 9780197262887
- eISBN:
- 9780191734441
- Item type:
- chapter
- Publisher:
- British Academy
- DOI:
- 10.5871/bacad/9780197262887.003.0009
- Subject:
- Music, Ethnomusicology, World Music
This chapter discusses the way song fragments function in the work of four novelists: James Joyce, D.H. Lawrence, Christina Stead, and Charles Dickens. It considers silencing, particularly of women, ...
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This chapter discusses the way song fragments function in the work of four novelists: James Joyce, D.H. Lawrence, Christina Stead, and Charles Dickens. It considers silencing, particularly of women, as an aspect of fragmentation. It shows that women have long been associated with silence, despite having a cultural stereotype of garrulousness. The chapter also determines that intertexts empower the reader due to the ‘multi-accentuality’ of cultural texts and practices.Less
This chapter discusses the way song fragments function in the work of four novelists: James Joyce, D.H. Lawrence, Christina Stead, and Charles Dickens. It considers silencing, particularly of women, as an aspect of fragmentation. It shows that women have long been associated with silence, despite having a cultural stereotype of garrulousness. The chapter also determines that intertexts empower the reader due to the ‘multi-accentuality’ of cultural texts and practices.
Mrinalini Chakravorty
- Published in print:
- 2014
- Published Online:
- November 2015
- ISBN:
- 9780231165969
- eISBN:
- 9780231537766
- Item type:
- book
- Publisher:
- Columbia University Press
- DOI:
- 10.7312/columbia/9780231165969.001.0001
- Subject:
- Literature, Criticism/Theory
This book confronts the importance of cultural stereotypes in shaping the ethics and reach of global literature. The text focuses on the seductive force and explanatory power of stereotypes in ...
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This book confronts the importance of cultural stereotypes in shaping the ethics and reach of global literature. The text focuses on the seductive force and explanatory power of stereotypes in multiple South Asian contexts, whether depicting hunger, crowdedness, filth, slums, death, migrant flight, terror, or outsourcing. It argues that such commonplaces are crucial to defining cultural identity in contemporary literature and shows how the stereotype's ambivalent nature exposes the crises of liberal development in South Asia. The text considers the influential work of Salman Rushdie, Aravind Adiga, Michael Ondaatje, Monica Ali, Mohsin Hamid, and Chetan Bhagat, among others, to illustrate how stereotypes about South Asia provide insight into the material and psychic investments of contemporary imaginative texts: the colonial novel, the transnational film, and the international best-seller. Probing circumstances that range from the independence of the Indian subcontinent to poverty tourism, civil war, migration, domestic labor, and terrorist radicalism, the book builds an interpretive lens for reading literary representations of cultural and global difference. In the process, it also reevaluates the fascination with transnational novels and films that manufacture global differences by staging intersubjective encounters between cultures through stereotypes.Less
This book confronts the importance of cultural stereotypes in shaping the ethics and reach of global literature. The text focuses on the seductive force and explanatory power of stereotypes in multiple South Asian contexts, whether depicting hunger, crowdedness, filth, slums, death, migrant flight, terror, or outsourcing. It argues that such commonplaces are crucial to defining cultural identity in contemporary literature and shows how the stereotype's ambivalent nature exposes the crises of liberal development in South Asia. The text considers the influential work of Salman Rushdie, Aravind Adiga, Michael Ondaatje, Monica Ali, Mohsin Hamid, and Chetan Bhagat, among others, to illustrate how stereotypes about South Asia provide insight into the material and psychic investments of contemporary imaginative texts: the colonial novel, the transnational film, and the international best-seller. Probing circumstances that range from the independence of the Indian subcontinent to poverty tourism, civil war, migration, domestic labor, and terrorist radicalism, the book builds an interpretive lens for reading literary representations of cultural and global difference. In the process, it also reevaluates the fascination with transnational novels and films that manufacture global differences by staging intersubjective encounters between cultures through stereotypes.
Tony Crowley
- Published in print:
- 2005
- Published Online:
- September 2007
- ISBN:
- 9780199273430
- eISBN:
- 9780191706202
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780199273430.003.0002
- Subject:
- Literature, World Literature
This chapter gives an of the beginnings of linguistic colonialism proper in Ireland under Henry VIII, and the consolidation and hardening of the policy under Elizabeth I and James I. Central to the ...
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This chapter gives an of the beginnings of linguistic colonialism proper in Ireland under Henry VIII, and the consolidation and hardening of the policy under Elizabeth I and James I. Central to the strategy of the colonists was the attempt to subjugate Ireland militarily and culturally, including the conversion of the country to Protestantism. The varying practices of colonial enforcement are examined, ranging from Henry's gradualist reformism to the extreme measures enacted during Elizabeth's reign and that of James. Attention is drawn to the limited impact of linguistic colonialism on Gaelic culture before the defeat of the Gaelic chieftains in 1601, and the subsequent Flight of the Earls in 1607. Consideration is given to the attitudes and stereotypes of the colonizers and the native population as expressed in the English and Gaelic literature of the period.Less
This chapter gives an of the beginnings of linguistic colonialism proper in Ireland under Henry VIII, and the consolidation and hardening of the policy under Elizabeth I and James I. Central to the strategy of the colonists was the attempt to subjugate Ireland militarily and culturally, including the conversion of the country to Protestantism. The varying practices of colonial enforcement are examined, ranging from Henry's gradualist reformism to the extreme measures enacted during Elizabeth's reign and that of James. Attention is drawn to the limited impact of linguistic colonialism on Gaelic culture before the defeat of the Gaelic chieftains in 1601, and the subsequent Flight of the Earls in 1607. Consideration is given to the attitudes and stereotypes of the colonizers and the native population as expressed in the English and Gaelic literature of the period.
Cynthia Hudley and Adele E. Gottfried (eds)
- Published in print:
- 2008
- Published Online:
- March 2012
- ISBN:
- 9780195326819
- eISBN:
- 9780199847532
- Item type:
- book
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780195326819.001.0001
- Subject:
- Psychology, Developmental Psychology
Decades of research indicate the important connections among academic motivation and achievement, social relationships, and school culture. However, much of this research has been conducted in ...
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Decades of research indicate the important connections among academic motivation and achievement, social relationships, and school culture. However, much of this research has been conducted in homogenous American schools serving middle class, average achieving, Anglo-student populations. This book argues that school culture is a reflection of the society in which the school is embedded and comprises various aspects, including individualism, competition, cultural stereotypes, and extrinsically guided values and rewards. Chapters address three specific conceptual questions: How do differences in academic motivation for diverse groups of students change over time? How do students' social cognitions influence their motivational processes and outcomes in school? And what has been done to enhance academic motivation? To answer this last question, the chapters describe empirically validated intervention programs for improving academic motivation in students from elementary school through college.Less
Decades of research indicate the important connections among academic motivation and achievement, social relationships, and school culture. However, much of this research has been conducted in homogenous American schools serving middle class, average achieving, Anglo-student populations. This book argues that school culture is a reflection of the society in which the school is embedded and comprises various aspects, including individualism, competition, cultural stereotypes, and extrinsically guided values and rewards. Chapters address three specific conceptual questions: How do differences in academic motivation for diverse groups of students change over time? How do students' social cognitions influence their motivational processes and outcomes in school? And what has been done to enhance academic motivation? To answer this last question, the chapters describe empirically validated intervention programs for improving academic motivation in students from elementary school through college.
Angela K.-Y. Leung and Brandon Koh
- Published in print:
- 2018
- Published Online:
- May 2018
- ISBN:
- 9780190455675
- eISBN:
- 9780190883317
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/oso/9780190455675.003.0001
- Subject:
- Psychology, Social Psychology
In this chapter, we propose the complementary model of culture and creativity (CMCC) to account for three pairs of contrasting forces that characterize the manners in which individuals manage their ...
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In this chapter, we propose the complementary model of culture and creativity (CMCC) to account for three pairs of contrasting forces that characterize the manners in which individuals manage their cultural experiences and that produce impacts on creative pursuits. We theorize three bidimensional psychological processes that explain the effects of culture on creativity: (a) stereotyping versus destabilizing cultural norms, (b) fixating on one cultural mindset versus alternating between cultural frames, and (c) distancing from versus integrating cultures. We contend that a broader and diversifying cultural experience offers an impetus to break down cultural confines, to oscillate between a variety of cultural perspectives, and to synthesize a multitude of ideas from different cultures, which can bring about discernible enduring benefits to creativity. We discuss the CMCC by putting it in the perspective of the state-of-the-art empirical findings on culture and creativity.Less
In this chapter, we propose the complementary model of culture and creativity (CMCC) to account for three pairs of contrasting forces that characterize the manners in which individuals manage their cultural experiences and that produce impacts on creative pursuits. We theorize three bidimensional psychological processes that explain the effects of culture on creativity: (a) stereotyping versus destabilizing cultural norms, (b) fixating on one cultural mindset versus alternating between cultural frames, and (c) distancing from versus integrating cultures. We contend that a broader and diversifying cultural experience offers an impetus to break down cultural confines, to oscillate between a variety of cultural perspectives, and to synthesize a multitude of ideas from different cultures, which can bring about discernible enduring benefits to creativity. We discuss the CMCC by putting it in the perspective of the state-of-the-art empirical findings on culture and creativity.
Olga M. Welch
- Published in print:
- 2008
- Published Online:
- March 2012
- ISBN:
- 9780195326819
- eISBN:
- 9780199847532
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780195326819.003.0010
- Subject:
- Psychology, Developmental Psychology
This chapter presents a nine-year longitudinal study designed to discover how educationally disadvantaged African American adolescents, with the potential to attend college, began to classify ...
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This chapter presents a nine-year longitudinal study designed to discover how educationally disadvantaged African American adolescents, with the potential to attend college, began to classify themselves as “scholars”. The study specifically examined Project EXCEL (Encouraging Excellence in Children Extends Learning). The program was intended to promote athletic accomplishments rather than academic excellence with the premise that a scholar identity requires more than an academically enriched curriculum to assist marginalized students in achieving their full capacity. In addition, the program also helped students in addressing cultural stereotypes through a critical understanding of the school culture of the larger society. The examination of both the development of the scholar identity and the effect of that identity on students' motivation to achieve academically is presented as well.Less
This chapter presents a nine-year longitudinal study designed to discover how educationally disadvantaged African American adolescents, with the potential to attend college, began to classify themselves as “scholars”. The study specifically examined Project EXCEL (Encouraging Excellence in Children Extends Learning). The program was intended to promote athletic accomplishments rather than academic excellence with the premise that a scholar identity requires more than an academically enriched curriculum to assist marginalized students in achieving their full capacity. In addition, the program also helped students in addressing cultural stereotypes through a critical understanding of the school culture of the larger society. The examination of both the development of the scholar identity and the effect of that identity on students' motivation to achieve academically is presented as well.
