Communicating Resilience: A Discursive Leadership Perspective

In this essay we challenge whether current conceptions of optimism, hope, and resilience are complete enough to account for the complexity and nuance of developing and maintaining these in practice. For example, a quick perusal of popular outlets (e.g., Forbes, Harvard Business Review) reveals advice to managers urging them to “be optimistic,” or “be happy” so that these types of emotions or feelings can spread to the workplace. One even finds simple advice and steps to follow on how to foster these types of things in the workplace (McKee; Tjan). We argue that this common perspective focuses narrowly on individuals and does not account for the complexity of resilience. Consequently, it denies the role of context, culture, and interactions as ways people develop shared meaning and reality. To fill this gap in our understanding, we take a social constructionist perspective to understand resilience. In other words, we foreground communication as the primary building block to sharing meaning and creating our worlds. In so doing, we veer away from the traditional focus on the individual and instead emphasise the social and cultural elements that shape how meaning is shared by peoples in various contexts (Fairhurst, Considering Context). Drawing on a communication, discourse-centered perspective we explore hope and optimism as concepts commonly associated with resilience in a work context. At work, leaders play a vital role in communicating ways that foster resilience in the face of organisational issues and events (e.g., environmental crises, downsizing). Following this lead, discursive leadership offers a framework that positions leadership as co-created and as the management of meaning through framing (Fairhurst, Power of Framing). Thus, we propose that a discursive leadership orientation can contribute to the communicative construction of resilience that moves away from individual perspectives to an emphasis on the social. From a discursive perspective, leadership is defined as a process of meaning management; attribution given by followers or observers; process-focused rather than leader-focused; and as shifting and distributed among several organizational members (Fairhurst Power of Framing). By switching from the individual focus and concentrating on social and cultural systems, discursive leadership is able to study concepts related to subjectivity, cultures, and identities as it relates to meaning. Our aim is to offer leaders an alternative perspective on resilience at the individual and group level by explaining how a discursive orientation to leadership can contribute to the communicative construction of resilience. We argue that a social constructionist approach provides a perspective that can unravel the multiple layers that make up hope, optimism, and resilience. We begin with a peek into the social scientific perspective that is so commonplace in media and popular portrayals of these constructs. Then, we explain the social constructionist perspective that grounds our framework, drawing on discursive leadership. Next, we present an alternative model of resilience, one that takes resilience as communicatively constructed and socially created. We believe this more robust perspective can help individuals, groups, and cultures be more resilient in the face of challenges

The digital brain switch: managing rapid transitions between role identities in a digital world

In this paper, we present initial findings from an EPSRC-sponsored multi-disciplinary research project investigating how digital technologies and social media affect role transitions across work-life domains. The research uses an innovative combination of visual diaries and narrative interviews to capture micro-transitions (‘switches’) and explore these with participants in the context of their overall lives. Findings from a pilot study with academics are reported here in terms of: emergent digital boundary management strategies; triggers for rapid switching and the effects of this; and the function of meta roles and multi-role cognitions. The research contributes to current thinking in work-life literature in terms of devising innovative methods, focusing on the micro- transitional and in considering the role of the digital and social media in boundary management

THE PATTERNS OF CODE SWITCHING IN TEACHING AND LEARNING KITAB KUNING AND ITS IMPLICATIONS TO THE JAVANESE LANGUAGE MAINTENANCE

Alih kode dapat terjadi pada unit keluarga, kelompok sosial, juga dalam pengajaran/pembelajaran di kelas. Tulisan ini mendeskripsikan pola alih kode pada pengajaran kitab kuning yang dalam prakteknya, setidaknya terdapat tiga kode bahasa digunakan secara bergantian, yaitu bahasa Arab, bahasa Jawa ragam lawas dan yang umum dipakai, serta bahasa Indonesia. Kitab kuning lazim digunakan di lingkungan pesantren, madrasah dan sekolah berbasis Islam, khususnya di Jawa. Pola pemakaian bahasa dalam pengajaran kitab kuning ini menarik untuk dikaji. Pengajaran ini mengandung implikasi positif terhadap pemertahanan bahasa Jawa, khususnya pada ragam lawas. Ragam tersebut mendapat ruang untuk tetap hidup melalui pengajaran kitab kuning

Media use, learning approaches and achievement

Media multi-tasking and learning approaches as predictors of academic success – is students' use of media counter-productive

Estudios acerca del establecimiento de conexiones entre enunciados hablados: ¿qué pueden contribuir a la promoción de la construcción de una representación coherente del discurso por parte de los estudiantes?

The aim of this article is to provide an overview of how the establishment of discourse connections among spoken statements has been studied by approaches to discourse analysis and psycholinguistic studies, in order to highlight what variables appear to be important for understanding how comprehension of spoken discourse can be facilitated. The consideration of discourse analysis approaches allows us to think about the role of the establishment of discourse connections among speech acts in the classroom, the uses of contextualization cues by bilingual students, the identification of social and cultural notions in teachers’ discourse, and the interactional effects of teachers’ interventions. Preliminary psycholinguistic studies contribute to our understanding of the role of establishing causal connections and integrating adjacent statements through the presence of discourse markers in the comprehension of spoken discourse by college students. The results of these approaches and studies provide insight into students’ comprehension of classroom discourse, and hold the potential for implications for instruction.El propósito de este artículo es realizar un recorrido a través de enfoques de análisis del discurso y estudios de psicolingüística que han investigado el establecimiento de conexiones entre enunciados hablados, a fin de destacar las variables que parecen ser centrales para facilitar la comprensión. La consideración de los enfoques del análisis del discurso nos permitirán pensar acerca del rol del establecimiento de conexiones entre actos del lenguaje en el aula, las funciones de las claves de contextualización, la identificación de las nociones sociales y culturales en el discurso de los profesores, los efectos de las intervenciones de los profesores en la interacción con los estudiantes. Los estudios preliminares de psicolingüística contribuirán a nuestra comprensión del rol del establecimiento de conexiones causales e integración de enunciados adyacentes a través de marcadores del discurso por parte de estudiantes universitarios. La consideración de estos enfoques y estudios nos ayudarán a pensar acerca de las contribuciones que sus propuestas y métodos pueden hacer al enriquecimiento de nuestro entendimiento de cómo los estudiantes comprenden el discurso producido durante las clases.Fil: Yomha Cevasco, Jazmin. Universidad de Buenos Aires; Argentina. Consejo Nacional de Investigaciones Científicas y Técnicas; ArgentinaFil: Broek, Paul van den. Leiden University; Países Bajo

Creating a ‘new space’: code-switching among British-born Greek-Cypriots in London

This paper, located in the traditions of Interactional Sociolinguistics (Gumperz 1982) and Social Constructionism (Berger and Luckmann 1966), explores code-switching and identity practices amongst British-born Greek-Cypriots. The speakers, members of a Greek-Cypriot youth organization, are fluent in English and (with varying levels of fluency) speak the Greek-Cypriot Dialect. Quantitative and qualitative analyses of recordings of natural speech during youth community meetings and a social event show how a new ‘third space’ becomes reified through code-switching practices. By skilfully manipulating languages and styles, speakers draw on Greek-Cypriot cultural resources to accomplish two inter-related things. First, by displaying knowledge of familiar Greek-Cypriot cultural frames, they establish themselves as different from mainstream British society and establish solidarity as an in-group. Secondly, by using these frames in non-serious contexts, and at times mocking cultural attitudes and stereotypes, they challenge and re-appropriate their inherited Greek-Cypriot identity, thereby constructing the identity of British-born Greek-Cypriot youth