Journal Articles

Permanent URI for this collectionhttps://mro.massey.ac.nz/handle/10179/7915

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Has files: YesSubject: search.filters.subject.20 Language, Communication and Culture

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Now showing 1 - 8 of 8
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    A Cross-Cultural Analysis of Teacher Confirmation and Student motivation in China, Korea, and Japan
    (Immigrantinstitutet, 1/07/2018) Shen T; Croucher SM
    With an understanding that instructional communication and learning behaviors differ culturally, this study investigates the relationship between teacher confirmation and student motivation among Chinese, Korean, and Japanese students. Students in China (n = 718), Korea (n = 362), and Japan (n = 350) completed surveys assessing their perceived teacher confirmation and student motivation. Results indicate teacher confirmation is positively correlated with student motivation in each nation. There is also a significant difference among these groups on teacher confirmation and student motivation. The results showed there was a higher level of perceived teacher confirmation and student motivation in China, with Korean students scoring the lowest on perceived teacher confirmation and student motivation.
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    Themes of connection and progress in rural television: New Zealand’s Country Calendar 1990–2015
    (SAGE Publications, 2020-02) Fountaine S
    Airing for over 50 years, New Zealand’s Country Calendar (CC) television show tells the stories of those who live and work on the land. This article presents a thematic analysis of 25 years of programme content, identifying a balance of ‘connection’ and ‘progress’ themes across this time frame, linked to the political economy of NZ broadcasting and agriculture. The concept of the rural idyll helps explain the connection theme’s focus on family, community, a passion or dream, and history and tradition. However, CC’s version of the rural idyll goes beyond nostalgia and the expression of shared social ideals to include the practical, day-to-day ‘work’ of contemporary farming. Ultimately, CC’s content is shaped by the broadcasting and agricultural policies and structures which impact its funding, subjects and socio-economic environment.
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    Re-entry cultural adaptation of foreign-educated academics at Chinese universities
    (Immigrantinstitutet, 1/12/2020) Li M; Croucher S; Wang M
    This study investigates the re-entry acculturative experiences and challenges facing foreign-educated returnees working at Chinese universities. Fifteen returnees from five universities in a southwestern province of China participated in semi-structured interviews. The study, using the ABC theoretical framework, highlights the acculturative process of returned academics in terms of role expectations, transformed identities, and cultural learning. The process involves challenges and unmet expectations, including low salaries, heavy workloads, unsupportive administrative bureaucracy, political control, and lack of a healthy academic community culture. The findings show that re-entry acculturation is a never-ending process. Returnees need constantly to realign their expectations and to negotiate and reinterpret shifting realities.
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    The uses of fear: Spatial politics in the Australian white-vanishing trope
    (American association of Australian Literary Studies, 2009) Tilley EN
    This article discusses the fear of the unknown exhibited in the trope of Australian literature involving disappearing whites. The various forms of the trope are described, which include tales of lost children, missing explorers, or disappearing drovers. The exhibition of the white European fear of the unknown area beyond the European sphere of influence within such stories is noted.
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    Friends, enemies, and agonists: Politics, morality and media in the COVID-19 conjuncture
    (SAGE Publications, 31/05/2022) Phelan S
    The radical democratic theorist Chantal Mouffe has long criticized the moralization of politics in its neoliberalized Third Way form. The argument informs her analysis of the rise of the far right, which she suggests has partly been enabled by moralizing antagonisms that inhibit a culture of agonistic political contestation. This paper uses Mouffe to think about the current condition of mediatized public discourse, extending her critique of moralized politics to a wider set of targets. I illuminate the argument through an analysis of a BBC Newsnight report that thematizes the ‘toxic’ nature of public debate about the science of COVID-19. I show how the report internalizes sedimented ‘culture war’ discourses about the polarized nature of today’s public culture and, in the process, offers oblique insights into how far-right discourses are normalized. I end by considering some of the limitations of Mouffe’s work as a resource for thinking about how to counteract the far right.
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    A better start to literacy learning: findings from a teacher-implemented intervention in children’s first year at school
    (Springer Nature B.V, 8/01/2019) Gillon G; McNeill B; Scott A; Denston A; Wilson L; Carson K; Macfarlane AH
    This study investigated the feasibility of a teacher implemented intervention to accelerate phonological awareness, letter, and vocabulary knowledge in 141 children (mean age 5 years, 4 months) who entered school with lower levels of oral language ability. The children attended schools in low socioeconomic communities where additional stress was still evident 6 years after the devastating earthquakes in Christchurch, New Zealand in 2011. The teachers implemented the intervention at the class or large group level for 20 h (four 30-min sessions per week for 10 weeks). A stepped wedge research design was used to evaluate intervention effects. Children with lower oral language ability made significantly more progress in both their phonological awareness and targeted vocabulary knowledge when the teachers implemented the intervention compared to progress made when teachers implemented their usual literacy curriculum. Importantly, the intervention accelerated children’s ability to use improved phonological awareness skills when decoding novel words (treatment effect size d = 0.88). Boys responded to the intervention as well as girls and the skills of children who identified as Māori or Pacific Islands (45.5% of the cohort) improved in similar ways to children who identified as New Zealand European. The findings have important implications for designing successful teacher-implemented interventions, within a multi-tier approach, to support children who enter school with known challenges for their literacy learning.
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    Trump’s populism, la trahison des clercs and embracing dissent
    (SAGE Publications, 2018) Sligo F
    This article explores President Trump’s populist politics and its implications for scholars in communication studies, examining how Trump’s supporters need to be better understood within their own context. The thinking of Laclau, Mouffe and others, based particularly on observations of European populism, is employed to shed light on how populist social trends may undermine the legitimacy of rational public discourse and foster public acceptance of authoritarianism. Their perspective also gives insights into means by which scholars can better understand their own responsibility to avoid falling into the trap of invective-swapping seen during the US 2016 presidential campaign. In so doing, the article suggests ways whereby scholars can work towards the protection of a free society and help resolve the crisis of populism in ethical, informed and nuanced ways that help to arrest a drift to authoritarianism.