1
Q
Dude Article - Who uses it? In what situations?
A
Men use it in conversations with other men, and with women they’re not attracted to. Women use it with few men, and with women when confronting, commanding authority with a barrier, and commiserating an unfortunate situation.
2
Q
Dude Article - To accomplish what? Why is it necessary? How is it limiting (esp. for men?) [Use of “Dude”]
A
Individuals use “dude” as an address, exclamation, a greeting, or a reprimand. Men especially use it to signify a camaraderie and cool solidarity.
3
Q
Cool solidarity:
A
the use of “dude” conveys an individual’s familiarity or comfort with another speaker, while also highlighting the lack of intimacy
4
Q
Hegemonic masculinity
A
most powerful form of masculinity in a certain situation
5
Q
Stance indicator
A
demonstrates your position/stance to people what you believe (vs. what you want your audience to see – framing)
6
Q
Address term:
A
name, title, nickname; i.e. dude, man, etc.
7
Q
Disfluency:
A
when someone stutters while speaking
8
Q
Framing device:
A
used to set the tone; how to take what you say; using a word to help listeners how to interpret the conversation (i.e. no offense)
9
Q
Indexicality
A
particular terms point to a particular meaning
10
Q
Fresas/Norteños - Homegirls
A
Description: Rock en Espanol, “Jocks,” Urban, middle/upper class, less Spanish, “Rebellious”
11
Q
Piporros/Sureños - Homegirls
A
Banda, not “jocks,” Rural, lower class jobs, more Spanish, “Good girls”
12
Q
Ethnography - Homegirls
A
study/writing about people by analyzing their speech and communication patterns.
13
Q
Observer’s paradox - Homegirls
A
we want to be able to observe a phenomenon but it’s difficult for people to act normally if you observe them.
14
Q
Prop 187 - Homegirls
A
“Save Our State” – sought the denial of social services to undocumented immigrants; public education and Medicaid were the main targets of the proposition, also well-baby care, emergency room visits, and school lunches.
15
Q
Fieldnotes - Homegirl
A
detailed description of what happened including what was said, who was there, how things happened, etc.
16
Q
Jottings - Homegirls
A
key components, descriptions not evaluations, concrete details and talk
17
Q
Memos - Homegirls
A
your feelings/impressions of an event/action/response/etc when analyzing people/a place/etc
18
Q
Subjective/Objective - Homegirls
A
with perspectives relative to the ethnographer/factual and without impressions
19
Q
Halfie - Homegirls
A
an individual of mixed cultural groups, strattling identities; an ethnographer is not fully in the community because he/she is taking notes and recording – always a halfie
20
Q
Gang-fans - Homegirls
A
not members of the gangs but represent them in smaller/localized fights; younger students that are not directly affiliated with the gang members; similar to being a sports fan by claiming the same clothes and colors, but not actual gang members
21
Q
Structural issues at the school – how does this affect the identities and relationships of the people there? - Homegirls
A
California Educational Codes: couldn’t go to college because the students were placed in the ESL courses, which stunted their progress in High School
Prop 187 affected students of SJHS
Cafeteria: lunch areas
22
Q
Chiquita Banana + Copacabana – what does this have to do with MD as an ethnographer? How does she find her RQ? - Homegirls
A
- MD’s gender, class, and ethnic standpoint give her a specific standpoint that is entirely subjective. Chiquita Banana was the example of a teacher walking by the Fresas and calling them CBs, which triggered a memory from MD’s childhood. Looking back on her field notes, she understands that the teacher’s reference to CB paralleled her classmates’ taunting through singing Copacabana to her
23
Q
How does she find her RQ? - Homegirls
A
- MD saw the writing on the bathroom walls, she finally saw the differences in the gangs, how they represent themselves, developed the question over time because she initially wanted to look at language acquisition
24
Q
Know the three clowning examples: Coffee, Zit, Paul - Homegirls
A
- Coffee: When MD invites T-Rex for coffee, she makes fun of MD’s drinking habit because it’s for white girls. She makes fun of her for acting like a white girl. This is a way of getting closer to one another and poking fun at how different they are.
- Zit: When MD tries to interfere a “conflict” with comments about her own zits, the girls take the opportunity to make fun of her also. In a way, clowning can make you understand that you’re all connected by this humor. You have a shared knowledge that clowning should not be taken seriously or offensively.
- Paul: The girls pick up Paul on the way back from the UCSC movie festival. They immediately begin asking him questions about his sex-life, poking fun that he’s a college boy, and making him uncomfortable. MD brings up later that they shouldn’t make fun of people outside of their circles because those individuals don’t share the knowledge about clowning and it can be taken out of hand. They could be perceived as crazy, insulting young girls.
25
Saturation (research term for qualitative work) - Cameron:Ho, et al.
when students are turning up evidence of the same communication patterns over and over again, they may have found a good pattern to develop in their papers, saturating their need for information in the term projects/papers; no longer turning up new information
26
Know some of the rationale for why we do this project, how it is an LSI project, and why we record? - Cameron: Ho, et al.
To transform the everyday world into an explicit communicative practice. We can further understand the smaller details of a conversation we take for granted. There’s a different “hearing” or “vision” to every interaction, which allows us to analyze the communicative patterns of certain social/cultural groups.
27
Research checklist: 3 things to consider w/every research project – could you point out ethical problems w/ a study? - Cameron: Ho, et al.
* *GO INTO DEPTH ABOUT EACH
- Informed Consent
- Pseudonames: privacy and indentifying information
- Right to leave things out – both you and them
28
Grammar circle (inside/outside) - Agar "Culture Blends"
inside of the circle mainly consists of grammar, conjugations, etc.; outside refers to the cultural meaning and the field experience the words come from
29
Hopper’s Shibboleth schema - Agar, Culture Blends
biases in a listener’s habits; i.e. how do we regard different accents, think of doctors and parents
30
Deficit theory of culture - Agar, Culture Blends
one way is better; i.e. I hate how you chew your gum
31
Equality theory of culture - Agar, Culture Blends
two different systems; i.e. going on vacation, expecting differences
32
Culture happens to you vs. Culture is something you have – can you explain the difference? Note: It’s more than just “one you experience over time and the other you are born with” - Agar, Culture Blends
Culture happens to you because you realize a difference in your perspective. You notice how your language ties into who you are, where you came from, and what you’ve experienced. When culture happens to you, there is a possibility of changing yourself to understand another perspective. If born with culture, we would be stagnant and unchanging beings.
33
What’s “cultural” about communication? - Agar, Culture Blends
Culture influences communication; when you communicate differences, you are communicating various cultures. Communication allows us to recognize differences and change ourselves accordingly.
34
How does miscommunication occur in light of this discussion? - Agar, Culture Blends
Miscommunication can occur when you have two fields of experience, and there’s no common knowledge. Even if two people speak the same language, their gender, sex, religious affiliation, etc. affects their perceptions about communication.
35
What made this new? - Saussure & Semiotics
Studying language for itself, not just about naming
No one-to-one relationship between signified and signifier (could call the iPad many other things)
Signs are arbitrary
No pre-existing thing which we give a name
36
Why is the diagram on pg. 31 important? - Saussure & Semiotics
The diagram shows communication as the transference of messages from one brain to another, which is practically impossible. We communicate to somebody else’s brain through sounds that evoke word-images and concepts. The process of semiotics is how we do get our messages across to another person.
37
Language vs. Speaking - Saussure & Semiotics
Language is an unnatural classification system (it’s taught/passed down, etc.); whereas speaking is natural (everyone is going to make noises)
Language is collective, we must agree on it; whereas speaking is individual
Language is a system of signs that express ides; study it as its own system
38
Semiology (or semiotics) - Saussure & Semiotics
science that studies the life of signs within society
39
Signified - Saussure & Semiotics
a concept. A thing/object/concept/idea. The actual tangible thing
40
Signifier - Saussure & Semiotics
sound image. Thing that represents something else.
41
Sign - Saussure & Semiotics
signified + signifier
42
Arbitrary - Saussure & Semiotics
language is arbitrary because there’s no natural (it’s a human invention) connection between signifier and signified; can’t go around changing signs
43
Mutability - Saussure & Semiotics
inevitably changes because it’s arbitrary
44
Syntagmatic - Saussure & Semiotics
a sign in one slot requires something else in the other slots
45
Paradigmatic - Saussure & Semiotics
ties together a group of signs because they all could occur in the same slot and be meaningful
46
What is this semiotic relationship about? Explain signified, signifier, sign
When you hear a sound image (i.e. the word “Pluto”), it signifies a planet in your mind. Signifier + Signified = Sign
47
Sapir-Whorf Hypothesis - Agar, Cultural Signifieds
language shapes the world rather than simply reflecting it
48
Linguistic determinism - Agar, Cultural Signifieds
language determines your view of things
49
Linguistic relativity - Agar, Cultural Signifieds
language isn’t a prison but a room you’re comfortable with
50
Why is determinism impossible? - Agar, Cultural Signifieds
- There’s bilingualism, and people can translate speech.
- When he talks about Hopi, he uses English to do so.
- There’s no way to test another language if you’re trapped by one language.
- There are similarities in languages, future and past vs. expectations and memory.
51
Codability - Agar, Cultural Signfieds
ability to easily name something (i.e. a color)
52
Availability - Agar, Cultural Signifieds
ability to section out a particular color
53
How Codability and Availability are related? - Agar, Cultural Signifieds
how they are related & why they are relevant to S-W hypothesis): the more codable an object, the more available it is to us. This is relevant to the hypothesis because it suggests that language does shape the way we see, act, feel, etc.
54
Whorf’s background, relevance of the color studies (think: cultural differences vs. universal similarities) - Agar, Cultural Signifieds
Whorf was a fire prevention engineer, and he noticed how announcements/signs could be interpreted differently. The color studies helped convey the importance of codability and availability, illuminating the relevance of language in our perceptions of the world. Color, like language, is arbitrarily divided/assigned and our perception of colors is universal.
55
Two views of communication and culture (incl. background & history of comm. prior to Philipsen) - Philipsen
Culture was studied as in cause/effect relationships (as something you had)
Communication was often treated as a conduit (like Saussure’s impossible brain to brain)
56
Constitutive - Philipsen
A to and from B, two receivers, two senders; there’s meaning in the messages
57
Transmission - Philipsen
A to B, basic communication, one sender and one receiver
58
Communication(S) - Philipsen
through text, social media, etc. vs. communication studies – study of how humans communicate/interact
59
Speech codes (and know 5 premises) - Philipsen
= way of studying the rules of communication
1) They are distinct
2) They implicate “a culturally distinctive psychology, sociology, and rhetoric”
3) They are necessary for understanding the meaning of communication
4) Their terms, rules, and premises can be found in speaking
5) They have discursive force
60
Assumptions of speaking (3) - Philipsen
1) Speaking is structured (patterned)
2) Speaking is distinctive: speaking is speaking somewhere, cultural ideology – a system of beliefs and prejudices about communication
3) Speaking is social
61
What places are important for speaking in Teamsterville? How did they show this? - Philipsen
Men go to the same bar every time, boys congregate around street corners, and women lounge on the font porch. Places are important for speaking because a certain area calls for certain topics of discussion. Men talk more when they’re within their “neighborhood;” the places are representative of their type of people, i.e. age, ethnicity, social status, etc.
62
How do you speak like a (good) man? How did Philipsen do and NOT do this?
- Fix problems through violence, and force.
- Etc.
- The rules/premises amongst Teamstervillers convey that a proper man does not use speech as a means of discipline unless he is “queer.” Philipsen does not speak like a good man because he uses speech to discipline the boys rather than being physical. He did not act like a Teamsterville good man, which gives us a great contrast of our perceptions and Teamstervillers’
63
How does this relate to Basso or Mendoza-Denton or Agar? Similarities and Difference? - Philipsen
In Basso, the places hold a significance that bonds the community. Knowledge of the areas and what goes on there unites individuals of the same cultural/social group, and helps to extract any “outsiders.” M-D uses the example of clowning to show that people in the similar mindset will have the same reactions or comebacks to insults; they have to share knowledge or information about a place or event.
64
Why do we do transcribe? - Agar & Transcription
We transcribe snippets of conversations because we are able to picture this discourse, mull it over for hours or days. They give you clues that answer big questions about what’s important and what frames are built. The discourse is frozen in time and up for professionals to analyze.
65
What does it tell us? - Agar & Transcription
The transcript tells us about what’s relevant, how people speak about certain things. Cues can help to illuminate what a speaker finds disconcerting, disgruntling, important, how their train of thought transfers to a conversation.
66
Know some commonly used transcription symbols - Agar & Transcription
(some commonly used transcription symbols)
- Pause (2.3)
- Intonation./Punctuation?
- Emphasis
- Volume, >Speed<, Italics
- (Overlapping)
67
Maps/History – How are the Western Apache different from other Americans? - Basso
The maps show that the important place-names or place-worlds are those that hold meaning for what happened there. Apaches speak place-names as their ancestors spoke them once before; in a way, they are quoting their ancestors. Western Apaches find it disrespectful to rush through the pronunciation of the place-names; they have to take the time to quote their ancestors verbatim.
68
Place-names - Basso
names of places where relevant/significant things have happened; offer evidence of changes in the landscape; name describes the place itself, as it looked a long time ago, as it looks today.
69
Place-worlds - Basso
where portions of the past are brought into being
70
Place-making - BASSO
fake places where events happen, there’s relevance; i.e. Hamlet’s Castle, Harry Potter world
71
Speaking with names - BASSO
Use names to refer to common knowledge; i.e. Louise’s brother
72
Linguistic ideology - Basso
culturally based beliefs about how language works, what it’s capable of doing, and the contexts where this can occur
73
What are all the different functions of place-names? (Know specific place-names here) - BASSO
* ** TAKE DOWN SOME PLACE NAMES***
- Louise’s brother: place names help her reflect on the moral behind the stories of those Places
- Talbert: to refer to the behavior in the stories, and to lighten the mood with shared knowledge of a comedic story.
74
How does one speak with names? What does one do, when, and how? - Basso
--
75
What does it mean to say, “Wisdom sits in places?” - Basso
Wisdom sits in places where things have happened. They help you learn from others’ mistakes, from the past; visiting many places (both mentally and physically) can remind you of the stories that have been passed down from generation to generation
76
KNOW THIS STORY AT A MINIMUM: Curlers (p. 56) - Basso
17 y/o Apache woman attended a puberty ceremonial at Cibecue with her hair rolled up in pink plastic curlers. The practice of presenting oneself with free-flowing hair has to do with respect for the ceremony and effectiveness of the ritual, to invest the pubescent girl with qualities necessary for life as an adult. Later, her grandmother narrates the story of the Apache policeman that behaved too much like a white man. Grandmother “shot her with an arrow.” Modified her social conduct, and she threw away those curlers.
77
KNOW THESE STORIES AT A MINIMUM: Louise’s Brother/Lola (p. 72)- Basso
Louise’s brother fell ill, and was rushed to the hospital. Several months before, he had stepped on a snakeskin and was urged to seek the services of a ‘snake medicine person’ but he said he wasn’t alarmed and no harm would befall him. Lola and the others helped Louise feel better about her brother’s foolishness by referring to place names. They referred to them in an attempt to take her mind towards moral stories that showed how things would get better, they put an image in her head. Because they all know the stories behind these place names, they share knowledge about the moral of the stories. Louise can think about these various stories and understand that people can recover from the bad things that happen.
78
KNOW THESE STORIES AT A MINIMUM: Talbert Paxton - BASSO
after scorned by a woman, Talbert acts foolishly in the town by drinking and propositioning women for sex. After a while, he realizes that he’s been misbehaving and asks to come back to work. In response, Sam and the other riders refer to the Old Man Owl story, which tells the tale of a foolish old man. They refer to the story in the past tense to show that they understand he’s already come back to his senses, and he is no longer acting like a fool. They all refer to a portion of the story to show they all knew he acted foolishly, but the past tense shows that they do know he’s thought better of it.
79
KNOW THESE STORIES AT A MINIMUM: Shades of Shit - Basso
harvesting time, refused to share the corn with relatives, not allowed to leave their homes to defecate, “it could have happened that way;” speaks to an Apache social value
Communication & Culture
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