title: Encountering the ethics of engaged scholarship

authors: Cheney, George

subjects: applied research

abstract: This commentary offers reflections on the preceding articles and frames ethics of community engagment by (organizational) communication scholars in terms of broader issues about the enterprises of applied research. The brief essay considers how we approach and position ethics (writ large) in our work and then offers the following dialectics for consideration: openness versus protection, privilege versus equality, distance versus empathy, listening versus advising, and representation versus intervention.

text: Encountering the ethics of engaged scholarship This commentary offers reflections on the preceding articles and frames ethics of community engagment by (organizational) communication scholars in terms of broader issues about the enterprises of applied research. The brief essay considers how we approach and position ethics (writ large) in our work and then offers the following dialectics for consideration: openness versus protection, privilege versus equality, distance versus empathy, listening versus advising, and representation versus intervention.

year: 2008

title: Aphorisms and archipelagos: Relationality in modernist studies

authors: Long, Maebh

subjects: Literary Studies

abstract: Modernist studies, these days, is on the move. Global, planetary, transnational, postcolonial, and geomodernist rubrics map new routes of aesthetic interconnection and change as the geographical and temporal reaches of modernism are extended. Monographs and collections speak of mobility, dynamism, and hybridity across the local and the global, as texts trace out identities and contexts that are, as Jahan Ramazani puts it, ‘discretely located and thoroughly enmeshed, networked, cross-racialized’ (16). Eric Hayot and Rebecca Walkowitz, to take one example, write of ‘shifting concept[s] of fixity and centrality’ (3) in their New Vocabulary for Global Modernism (2016), and embrace modernism as a series of changing frames that react to local conditions, international systems, and a plurality of other spatial and temporal scales (8). Their book presents the moving parts of modernism through different lenses, allowing its global reach to present new terms and revitalise old ones, as changing local and international relations present different views.

text: Aphorisms and archipelagos: Relationality in modernist studies Modernist studies, these days, is on the move. Global, planetary, transnational, postcolonial, and geomodernist rubrics map new routes of aesthetic interconnection and change as the geographical and temporal reaches of modernism are extended. Monographs and collections speak of mobility, dynamism, and hybridity across the local and the global, as texts trace out identities and contexts that are, as Jahan Ramazani puts it, ‘discretely located and thoroughly enmeshed, networked, cross-racialized’ (16). Eric Hayot and Rebecca Walkowitz, to take one example, write of ‘shifting concept[s] of fixity and centrality’ (3) in their New Vocabulary for Global Modernism (2016), and embrace modernism as a series of changing frames that react to local conditions, international systems, and a plurality of other spatial and temporal scales (8). Their book presents the moving parts of modernism through different lenses, allowing its global reach to present new terms and revitalise old ones, as changing local and international relations present different views.

year: 2019

title: Developing community and social psychology for Aotearoa: Experiences from a New Zealand programme of indigenization

authors: Thomas, David R.

subjects: indigenous psychology

abstract: Experiences related to developing an indigenous community and social psychology
in the teaching of psychology at the University of Waikato in Aotearoa/New Zealand
are described. The process of localization emphasizes the need to interpret
"universal" concepts in terms of local cultural patterns and to elaborate psychological
concepts derived from the cultures of indigenous peoples. The localization of
psychology in New Zealand involves: (a) differences between the dominant United
States cultural pattern, in which much English-language psychology is embedded,
and New Zealand cultural patterns; and (b) differences between the dominant
Pakeha (Anglo-New Zealander) cultural patterns and the cultural patterns of
indigenous Maori peoples. These cultural differences involve contrasts between
individualistic and collective conceptions of self-identities and social identities, and
alternative conceptions of community needs.
Three processes relevant to localization are outlined: socio-cultural contextualization,
agenda-setting, and knowledge of cultural styles. Socio-cultural contextualization
refers to the relevance of psychological knowledge, taught in dominant national
institutions, to local social, cultural and political systems. Agenda-setting focuses on
how the dominant themes in teaching and research within psychology are selected,
and the relevance of these themes to community needs. Knowledge of local cultural
styles is required to describe and teach professional roles that are congruent with
such cultural styles.

text: Developing community and social psychology for Aotearoa: Experiences from a New Zealand programme of indigenization Experiences related to developing an indigenous community and social psychology
in the teaching of psychology at the University of Waikato in Aotearoa/New Zealand
are described. The process of localization emphasizes the need to interpret
"universal" concepts in terms of local cultural patterns and to elaborate psychological
concepts derived from the cultures of indigenous peoples. The localization of
psychology in New Zealand involves: (a) differences between the dominant United
States cultural pattern, in which much English-language psychology is embedded,
and New Zealand cultural patterns; and (b) differences between the dominant
Pakeha (Anglo-New Zealander) cultural patterns and the cultural patterns of
indigenous Maori peoples. These cultural differences involve contrasts between
individualistic and collective conceptions of self-identities and social identities, and
alternative conceptions of community needs.
Three processes relevant to localization are outlined: socio-cultural contextualization,
agenda-setting, and knowledge of cultural styles. Socio-cultural contextualization
refers to the relevance of psychological knowledge, taught in dominant national
institutions, to local social, cultural and political systems. Agenda-setting focuses on
how the dominant themes in teaching and research within psychology are selected,
and the relevance of these themes to community needs. Knowledge of local cultural
styles is required to describe and teach professional roles that are congruent with
such cultural styles.

year: 1994-08