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Descripción
Fichas por Emily Fenton, actualizado hace más de 1 año
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Creado por Emily Fenton
hace casi 10 años
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| Pregunta | Respuesta |
| Globalization (2 aspects) | 1. Intensified compression of the world 2. Our increasing consciousness of the world (and our ability to contain it) |
| Anti-Globalization | Not necessarily against all global networks, but often against capitalistic nature of globalization; some feel that globalization favours the elite and is an example of Western neo-Imperialism |
| Cultural Globalization | Contemporary cultural mixing and morphing, often enabled by population movement Helped along by increased electronic communication (access to other cultures from comfort of home) |
| Cathedral of Consumption | Site of consumption/consumerism which is internationally successful |
| McDonaldization | Way of rationalizing commodification Focus on efficiency in societies; so society runs the way a fast food chain does |
| Colonialism (3 things) | 1. "Conquest and control of other people's land and goods" (Loomba) 2. Oxford English dictionary focuses only on new locality (settlers) 3. Interaction between inhabitants and settlers |
| Illustrations of Colonized/Colonizer in Literature (3) | 1. The Tempest (play by William Shakespeare) 2. Odyssey (by Homer) 3. Where the Wild Things Are (children's book by Maurice Sendak) |
| Colonialism vs. Imperialism | Colonialism: takeover of territory; appropriation of material resources Imperialism: ideological concept which upholds the legitimacy of the economy and military power of one nation over another (Colonialism is an aspect of imperialism, but imperialism can continue when colonialism ends) |
| Post-colonialism vs. Postcolonialism | With the "-": referring to colonialism temporally Without the "-": referring to colonialism ideologically (that's what we are working with) |
| Three Phases of Decolonization (British Empire) | 1. American Independence (late 18th C) 2. Creation of "dominions" (late 19th-early 20th C); Canada, Australia, New Zealand, South Africa 3. Independence of India, Pakistan, Ceylon, Ghana, Nigeria, Caribbean after WWII |
| Commonwealth Literature | From the 1950's, term describing literatures written in English from countries with a history of British colonialism (ex. Canada, Australia) Emphasized "unity in diversity" of Commonwealth states, but always with Great Britain at the centre |
| Psychopathology of Colonization | Frantz Fanon (1925-1961) wrote Black Skin, White Masks - The Experiences of a Black Man in a White World (1952) Discussed socio-psychological effects of colonialism, and the objectification of people with different skin colour |
| Edward Said | (1932-2003) Palestinian-American literary theorist who wrote Orientalism in 1978 Constructed discourse focusing on the other; how the West constructs/produces/reproduces an idea of the Orient (as being sensual, violent, mysterious, etc); by creating an "other", one creates himself |
| Postcolonial Literary Theory | Stimulated by Orientalism (feminism, anthropology), there was a wave of rereading English literature from a postcolonial framework in order to analyze aspects of colonialism Ex. Reading of Jane Eyre by Charlotte Brontë, which saw Jane as the colonizer and the woman in the attic as the "other" |
| Holy Trinity of Postcolonial Theory (3 Theorists) | 1. Edward Said (1932-2003) 2. Homi Baba (1949- ) 3. Gayatri Chakravorty Spivak (1942- ) |
| Homi Baba | Focused on the encounter between the colonized and colonizer, attempting to deconstruct the binary and point out that the colonizer's identity was also constructed through interaction with the colonized (as well as the other way around) Theses: Mimicry, Hybridity |
| Mimicry | Process of colonized mimicking colonizers identity, but not quite the same (slightly altered); double articulation of the colonized as they sometimes take on two identities |
| Hybridity | Culture of the two (colonized and colonizer) become hybridized, which intervenes with the traditional power structure. Hybridization empowers the colonized and breaks down authority of colonizer |
| Gayatri Chakravorty Spivak | Criticizes both Baba and Said for simplifying colonialism too much; Spivak acts as the voice of the "subaltern": there can be no strict rules that govern all colonial interaction |
| Subaltern | Lowest social positions in colonies and postcolonial peoples (outside hegemonic power structure) |
| Appadurai's "Scapes" (5) | 1. Ethnoscape: peoples' movements 2. Mediascape: media and how it represents the world 3. Technoscape: global configuration of technology 4. Financescape: distribution of global capital 5. Ideoscape: distribution of ideologies 'Scapes describe the way everything is linked and interacting |
| Galton's Problem | Francis Galton, 1889 For the first time, there was an emphasis on cultural exchange (not just imposition) in colonialism. His thesis is that different cultures develop and adopt similar characteristics as a result of cultural exchange |
| Galton's Problem in Reverse | John Clark Relates Galton's problem with the idea of "modernity", which Clark believes is a firmly Western phenomena: so, only modern cultures can really have cultural interaction with the West? The idea that modernity is culturally dependent |
| Facilitating Factors of Cultural Exchange (4) | 1. Intercultural trade (ex. Silk Road) 2. Introduction to foreign religions 3. Political and military forces (ex. Western colonialism 4. Social factors (ex. Migrant workers after WWI/II) |
| Acculturation | Non-West adapting to Western culture |
| Appropriation | West incorporating non-West cultural aspects into own culture (usually actively/consciously) |
| Chinese and European Porcelain | Chinese porcelain (china) was discovered by Marco Polo, and became so popular in Europe that Europe tried to make their own. The fake porcelain from Europe became more popular (ex. Blue Willow), and so China started producing "fake" porcelain in order to trade with Europe |
| Tin Tin's Translations | Tin Tin translations reflect and represent different cultural values; sometimes the entire storyline needs to be adjusted when translated (for example) from French to Arabic, or English Old Tin Tin books illustrate colonialism, which has become a controversial subject today; should the books be banned? |
| Afrofuturism | Term from Mark Dery, 1995 in "Black to the Future" A strategy of exploring black experience within sci-fi; used to question and explore African histories Often represents the idea of aliens enslaving the humans (like most sci-fi), but for African history this is interesting because this has happened in Africa (in a way) |
| Paul Simon's "Graceland" | The album cover of Graceland has no reference or mention of the band who Simon recorded the album with (Ladysmith Black Mambazo). The recording took place during a cultural boycott during South African apartheid. Simon ignored the ban to record the album, because he was asked to go. |
| Universal Grammar (Chomsky) | Humans have the innate ability to learn language; all languages have similar structures, which is not dependent on cultural differences |
| Language Acquisition Device (LAD) | An aspect of the human brain which makes it easier for children to learn languages; an instinctive mental capacity for language acquisition |
| Tomasello's Usage-Based Approach | Cognitive abilities come from socio-cultural environments; we learn to "read" social situations |
| Linguistic Relativity Principle | (Benjamin Lee Whorf) Users of different grammars are pointed by their own grammar to different observations and evaluations; therefore different forms of grammar not equivalent but result in different views of the world |
| Aspects of Linguistic Relativity (2) | 1. Strong hypothesis (linguistic determinism): structure of language determines thought and worldview; thought is bounded by language 2. Weak hypothesis: structure of language influences non-linguistic behavior |
| Universal Lexical Fields | The idea that some language terms are universal and not dependent on which language you are looking at Ex. "human body" is a lexical field to a certain extent; all languages have words for "head, trunk, upper limbs, lower limbs"; however, what we mean by the word "leg" might vary (does it include the foot?) |
| Three Frames of Reference | 1. Relative: seeing self as point of departure 2. Absolute: directions which are independent of the speaker ("uphill") 3. Intrinsic: directions which we base on cultural knowledge ("front" of house is that facing the street) |
| Motion and How Languages Refer to it | Some languages focus on the goal of motion, and some languages focus on the manner of motion (culture-specific) |
| Communicative Competence | Knowledge of how to communicate in certain situations; possibly a human trait (makes us different from robots) |
| Pragmatics | The ability to interpret language; how we understand language in context - use of background knowledge, etc |
| Cooperative Principle | Interlocutors WANT to be understood, and so work together to create meaning and understanding |
| Pragmatic Failure | Misunderstandings which arise from the inability to understand a speech act (not grammar-based); can also happen between two native speakers. Pragmalinguistic failure and sociopragmatic failure |
| Pragmalinguistic Failure | Pragmatic force is assigned to certain linguistic structures, which does not correspond to the force native speakers normally assign to that structure (misuse of words?) |
| Sociopragmatic Failure | Cross-culturally different assessments of social discourse, power relations, rights/obligations, impositions, taboo subjects, etc. Cross-cultural "iceberg" because some cultural context is obvious, but most is not |
| Pragmatic Transfer (Pragmalinguistic Failure) | When non-native speakers use forces/aspects from their native language and transfer them to the target language Ex. "Can you pass the salt" is, in English, a request for salt. However, directly translated to Russian it is a question of ability |
| Teacher-Induced Errors (Pragmalinguistic Failure) | Teachers teach students to speak in full, complete sentences, even though that is not how it would commonly be said. Ex. Q: would you like to come to my party? A: yes, I would like to come to your party |
| Three Types of Understanding Problems | 1. Non-understanding: listener indicates they are not understanding (ex. "what?") 2. Misunderstanding: listener interprets utterance differently than the speaker intended 3. Understanding with uncertainty: listener thinks they understand, but as the conversation continues they realize they did not and have to go back |
| Lingua Franca | Language which is used for communication between speakers without a shared native tongue Ex. English, French, Portuguese, pidgin languages |
| 3 Varieties of English Speaking | 1. Inner: English as a native language 2. Outer: English as a national language 3. Expanding: English as a foreign language |
| Why English? | English is developing into a lingua franca, not because it is easier to learn than other languages, but because of the power behind it. Some say it is "accidental"; English has been at the right place the right times (British Empire, Industrial Revolution, economic power in 20th century) |
| English as an International Language | The idea that English does not belong to any one group or nation, but that as it is more widely used it is incorporated into the culture and lives of the users |
| Global English vs. English as a Global Language | Global English: all Englishes morphing into one, separate language English as a Global Language: world language which is spoken outside of the "homelands" by populations not normally associated with English |
| English in the EU Parliament | If everyone is able to speak English, they could switch to English and save time and money on translations However: it means something to power relations to use English, and some hypothesize that English is a "killer language" and is a threat to the diversity of languages in Europe |
| World English | English which has been adopted and localized, usually influenced by indigenous languages English changes because different speech communities need different things from language. For example, Singlish is a mixture of English as well as multiple Asian languages (including Malay, Cantonese, etc) |
| Reasons for Multilingual Public Signs (4) | 1. Increases reach 2. Profiling/prestige 3. Shows identity (Italian restaurant in the Netherlands uses Italian on menus) 4. Provides information about the target community |
| 4 Typologies of Multilingualism | According to Mechtild Reh (2004) 1. Duplicating multilingualism: exactly the same message in more than one language (ex. IKEA instructions) 2. Fragmentary multilingualism: parts of the information are translated 3. Overlapping multilingualism: partially the same information, slightly different wording (ex. "too the platforms" vs. "naar de treinen") 4. Complementary multilingualism: different parts of the information are in different languages (ex. advertisements with key words in English, but most in Dutch) |
| Linguistic Imperialism (Philipson) | "Favoring one language over others in ways that parallel societal structuring" |
| Linguistic Empires | Combines cultural values and languages, as well as control of state and economy Requires the assumption of intrinsic linguistic superiority (among other superiorities) |
| 3 Types of Colonization | 1. Progressive territorial expansion 2. Exploitation of bodies 3. Colonization of the minds: colonized people take on values, norms (and language) from dominant power |
| Why is Language Use Subtractive? | As you get better at the imperial language (or any new language), you lose the connection to other languages you know (possibly native) |
| 2 Actors of Linguistic Imperialim | 1. Religious missionaries: concerned with education as well as spiritual imposition; this means language 2. Governmental institutions: this means systematizing language promotion/language spread |
| Defining Minorities (5) | 1. Defined by social majority 2. Sometimes ethnic, religious and/or linguistic basis 3. Power relations: exclusion, discrimination 4. Set of attitudes: group identification within group and prejudice from without 5. Set of behaviors: self-segregation from within group and discrimination/exclusion from without |
| Basics of Religion | Belief + practice = religion |
| Multifaceted Notion of Religion (Mooney) (5) | 1. Broad in comprehension of religion 2. New age movements (language shift) 3. Religion is a cultural practice 4. Religion is an ideology 5. Religion is a central conception of identity |
| Structural Functionism | Relates human capacity to create and transmit culture with more generalized capacity to cope with the environment |
| Art as a Category of Culture (4) | 1. Instrumental: tool used to understand culture 2. Direct expression of culture 3. Recognition/defamiliarization of existing world views 4. Political statement |
| Three Perspectives on Globalization and Art | 1. Art as a pan-human, inherently global feature 2. Globalization of the art world economically/politically 3. Critical reflection on globalization (ex. Enjoy Poverty documentary) |
| Why do we Make Art? (4) | 1. Art for art's sake 2. Art as a magical device (to influence, for example, the hunt) 3. As a representational system, creating meaning 4. Shared neurological process which makes us experience similar phenomena |
| Iconoclasm | Deliberate destruction of religious icons and other symbols or monuments of ones own culture Why? Because images carry power, and by destroying the image, you can destroy the power the image has (ex. Protestants destroying Catholic icons during the Reformation) |
| Secular Iconoclasm | Destruction, not of religious icons, but of historical or important figures because they represent something culturally Ex. Removal of the Saddam Hussein statue in Baghdad in 2003 |
| Three Types of Portraits | Different types of portraits represent intercultural differences 1. Generic portrait: physical traits which aren't a likeness, but say something about the person (wealth, class, etc) 2. Enemblematic: use of symbolic markers (clothes, objects) to make up the portrait, telling a "life story" (ex. Totem poles) 3. Representational: portraits capturing a likeness |
| Fukuyama's End of History | The idea that there are no more significant historical events because the existence of democracy marks the end of ideological struggle |
| Clash of Civilizations (1993) | Samuel Huntington The idea that struggle comes from cultural conflicts (clashes of civilizations); religious and cultural identity is as important in international meetings as the ideological, political or economic |
| Primitivism | Art form that rose alongside colonialism; modern artists influenced by the "primitive" art seen in the colonies, believing that somehow these "simple" people capture the essence of life Ex. Paul Gaugin's representations of Tahiti |
| Global Art Market | Controversial because it draws into debate the question of who really owns art? The nation where it was made? The population who identifies with it most? The descendents of the creator? Ex. Elgin Marbles taken from Parthenon and are still in British museums; should they go back to Greece? |
| Venice Biennale | Exhibition which takes place in Venice every two years (since 1895) where participating countries show the best art from their country at that moment. Often representing the nation or critiquing nationalism |
| 3 Subjects of Stuart Hall | 1. Enlightenment subject: rational individual responsible for his own decisions 2. Sociological subject: rational individual,, but whose identity is created through interactions with society 3. Postmodern subject: individual whose identity is fragmented, changing and fluid (unstable) |
| Ownership of Virtual Space | Physical space has always been defined by ownership, but with the rise of computer technology, who really owns virtual space? Represents a shift from the importance of physical matter to INFORMATION |
| Vitruvian Man (and criticisms) | White, heterosexual, Enlightened male Challenged by post-structuralism (questions Enlightenment/rationality), postcolonialism (questions importance of being white), feminism (questions importance of being male) |
| The Posthuman | Used to be considered a science fiction subject, but has actually come to be in the form of bionics, cyborgs etc. Donna Harraway questions whether wearing contacts is enough to consider humans non-natural |
| Posthuman Predicament | Blurring boundaries between both human and animal, as well as human and technological The rise of the nature-cultural continuum (grey area about what is a human) |
| 4 Horsemen of the Posthuman Apocalypse (Braidotti) | 1. Nanotechnology 2. Biotechnology 3. Information technology 4. Cognitive Science |
| 3 Blows to the Human Ego (according to Freud) | 1. When Copernicus showed us the earth is not the centre of the universe 2. When Darwin told us that humans are not unique but just a summation of evolutionary process 3. When Freud told us that the mind is not actually under our control, but controlled entirely by the subconscious |
| Living vs. Inanimate Objects (according to Plessner) | Life is embodied and therefore has boundaries/borders; inanimate objects have contours which we ascribe to them |
| Positionality | Relation between our borders and our environment |
| Stages of Embodiment (3) | 1. Open positionality: inside and outside, but no centre of experience (ex. plants) 2. Centric positionality: mediates border behavior centrally (ex. animals) 3. Ex-centric positionality: aware of centric experiences (ex. humans: is his body, is in his body and is aware of being in his body) |
| Extrahumanism | Individual enhancements (ex. wearing contacts, hearing aid) |
| Transhumanism | Creation of new life (ex. genetic modification, changing species) |
| Posthumanism (narrow sense) | Creating artificial life forms (ex. robots) |
| Two Famous "Non-Natural" Animals | Herman the Bull: first transgenic bovine (injected human genes into it) Dolly the Sheep: first mammal to be cloned |
| Anthropomorphism | Personification/human attributes given to something that is non-human (we actually search for human characteristics) |
| Uncanny Valley | Humans often create robots so they have certain human features (anthropomorphism). However, the uncanny valley is the theory that as robots features look more like natural human beings, there is a dip in familiarity and a feeling of revulsion (and fear) in the human viewer |
| Narrative Identity Theory | French philosopher, Ricoeur Identity is a compilation of life events which we describe in a temporal and causal story - a "life story". It draws connections between past, present and future, with themes and characters and plots. |
| Facebook Timeline | Illustrates Narrative Identity Theory, because it tells the story of our life and allows us to quantify the self (collect data on ourselves as well as others) |
| Importance of Selfies/Tinder | Selfies: a way of constructing our identity; selfies say something about you (where you are, who you are with, how you look), and emphasizes the importance of the exterior to our identity Tinder: slightly different because it is a construction of identity based on what we think others will like about us |
| David Eggers' "The Circle" | Novel based around a Facebook-like program, where everyone has to share everything about themselves. Similar to George Orwell's "1984" "Secrets are lies, sharing is caring, privacy is theft" |
| 3 Ways "Enjoy Poverty" is Relevant to Our Course | 1. Connects culture, globalization and economics 2. Reality takes on monetary value (rise of the image) 3. Critical reflection on the process of globalization |
| Capitalism -> Globalization | Globalization is not a real system, but is used to cover up the system that does exist: capitalism. Globalization is romanticized, and sort of obscures the problems of capitalism |
| Paradox of Globalization | Presented as a global phenomenon, but actually it is a Western phenomenon. No matter where you are talking about it, the idea of "globalization" is embedded in Western discourse which is impossible to circumvent |
| Globalization = Neocolonialism? | Global institutions are seen/presented as a neutral force, but in fact they are an imposing force backed by Western drivers |
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