Introduction. The interview today is an object of many studies, as it is an integral and the most commonly used part of mass communication.Everyone lives in a world full of contradictions, different motives, expectations and desires. People need to correlate their behavior with a certain personified model, which is based on the psychological type of the chosen personality. Often the experts of television programs are an examples. Viewers are interested in their opinion, attitude to various events or problems in society. In contrast to the radio, press, where the voice, timbre, intonation of interlocutors or the photographic light play an important role in communicating to the listener or reader of information, on television, facial expressions, gestures, behavior, and even the environment in which the conversation takes place are attached to these components. That is why the interview is becoming increasingly popular in the mass media.The goal of article is to investigate the linguistic features of the genre «TV- interview» based on the material of TV programs of Vinnytsia region whose themes are based on the national identity of the individual in various spheres of life.Results. Television interview is an audiovisual product that arises in the process of communication of a journalist with a competent person on subjects that are relevant and interesting for the viewer, filmed with the help of television equipment that has been broadcast live or recorded.The linguistic material in our article is the text of a television interview, approximately the same in their volume, which are selected according to the thematic criterion like a national identity of the person in the spheres of politics, education, economics, art.The analysis of the material showed that the investigated genre of the Vinnytsia television space has the following structural and compositional features: 1) the beginning (setting up an interviewer's contact with the interlocutor, notify about the theme); 2) the main part (informational basis of the interview, which contains facts, phenomenons, evidence, evaluation, etc.); 3) conclusions (summaries, thanks for the interview, wishes etc.).Attention in the research is devoted to the interpretation of national identity as a stable feeling of kinship with the nation, its history, present and future, awareness of responsibility for the fate of the motherland.Structural and compositional elements of the investigated genre are presented in the research. The linguistic features of the interview on the lexical, morphological and syntactic levels are analyzed.Originality. The article deals with the linguistic specificity of the genre interview in the programs of Vinnytsia television, the sublect of which concerns the issues of national identity of the individual in society. In the scientific research, the definition of the genre of interviews presented by different scholars is proposed and the own definition of this concept is formulated.The genre of interviewing is becoming increasingly popular in the mass media and, undoubtedly, needs to be studied in terms of linguistic design, which is the relevance of the proposed scientific intelligence.Conclusion. The interview as a special genre model of the style of mass media in a structured manner is represented by a dialogical form of question-answer, which stimulates the appearance of verbal resources in accordance with the communicative needs and features of the speech situation (purpose, interviewing task, interlocutor, etc.). The linguistic field of the textual structure of the interview shows a large number of verbal elements of various levels, the functioning of which has not yet been thoroughly investigated and therefore of course, is promising in future scientific research. ; Статтю присвячено дослідженню мовної специфіки жанру інтерв'ю у програмах вінницького телебачення, тематика яких торкається питань національної ідентичності особистості в суспільстві. Проаналізовано наявні дефініції жанру інтерв'ю та сформульовано власне визначення цього поняття. Значну увагу в науковій розвідці приділено трактуванню національної ідентичності як стійкого почуття спорідненості з нацією, її історією, сьогоденням та майбутнім, усвідомлення відповідальності за долю вітчизни. У статті окреслено структурно-композиційні ознаки досліджуваного жанру й проаналізовано мовні особливості інтерв'ю на лексичному, морфологічному та синтаксичному рівнях. Зроблено висновок щодо важливості відродження самосвідомості як одного з пріоритетних чинників розвитку національної ідентичності. Схарактеризовано інтерв'ю як особливу жанрову модель стилю масової інформації. Визначено перспективи подальших наукових пошуків.
This article analyses the work of the famous Russian-American sociologist, philosopher, and cultural researcher Pitirim Sorokin, written in his young years and published in the newspaper Vologodsky Listok in 1911. Motley Lace is of interest as a text that is indicative in several respects; in particular, from the point of view of possible reasons for choosing the place of publication, the influence of the nature of the publication on the artistic features of the travelogue, and the realisation of the author's value reflected in the content of the text. The study of Vologda as a place of publication of the travelogue demonstrates the diversity of the cultural life of the provincial city, the breadth of interests of the readers of Vologodsky Listok which published Sorokin's travel notes. The article suggests that the author of the travelogue created it counting on mass but educated audience. He sought to win its favour and used imaginative means and stylistic resources accordingly, employing emotive and evaluative vocabulary, an informal tone of conversation, and simple and distinct first-person reasoning appealing to everyday experience. At the same time, the narrator of Motley Lace who appears to be a progressively-minded and honest intellectual uses the newspaper as a platform for the purposes of education and propaganda. Being a convinced social revolutionary, Sorokin denounces social injustice, reveals the shortcomings of the surrounding reality, and expresses sympathy for the destitute. He admires nature and people's talents. The work is constructed as an essay and documentary description of a real journey, during which the author observes life, meets and talks to fellow travellers and locals, and collects folklore and ethnographic material. What he sees and hears is not only recorded and displayed but is subjected to analysis and critical consideration from the standpoint of priorities and value preferences of the author. On the one hand, Motley Lace fits in several early publications that testify to the keen interest of the young scholar in the national, historical, and ethnographic life of the Komi-Zyryans; on the other hand, it speaks of his involvement in the political life of his time and of his growing interest in the sociocultural problems. ; В статье анализируется произведение знаменитого русско-американского социолога, философа, исследователя культуры Питирима Сорокина, написанное в его молодые годы и опубликованное в газете «Вологодский листок» в 1911 г. «Пестрое кружево» представляет интерес как текст, показательный в нескольких отношениях — в частности, с точки зрения возможных причин выбора места публикации, влияния характера издания на художественные особенности травелога, а также реализации авторских ценностных представлений, отраженных в содержании текста. Изучение Вологды как места издания травелога показало многообразие культурной жизни губернского города, широту интересов читателей газеты «Вологодский листок», опубликовавшей дорожные заметки Сорокина. В статье высказывается предположение, что автор травелога создавал его с расчетом на массовую, но образованную аудиторию. Он стремился завоевать ее расположение и поэтому использовал соответствующие образные средства и стилистические ресурсы: эмоционально-оценочную лексику, непринужденную разговорность беседы, простые и внятные рассуждения от первого лица, обращение к житейскому опыту. Вместе с тем, прогрессивно мыслящий, честный интеллигент, каковым предстает нарратор «Пестрого кружева», использовал газету как трибуну для просветительских, пропагандистских целей. Будучи социал-революционером по своим политическим убеждениям, Сорокин обличает социальную несправедливость, вскрывает недостатки окружающей действительности, высказывает сочувствие обездоленным людям. Он любуется природой, восторгается народными талантами. Произведение строится как очерково-документальное описание реального путешествия, в ходе которого автор наблюдает жизнь, встречается и разговаривает с попутчиками и местными жителями, собирает фольклор и этнографический материал. Увиденное и услышанное не только фиксируется и отображается, но подвергается аналитике и критическому рассмотрению с позиции приоритетов и ценностных предпочтений автора. «Пестрое кружево», с одной стороны, вписывается в ряд ранних публикаций, свидетельствующих об увлечении молодого ученого национально-исторической, этнографической жизнью коми-зырян, с другой — говорит о его включенности в политическую жизнь современности, растущем интересе к социокультурной проблематике.
The conceptual and methodological contributlons of this research have been developed to recognize the importante that the cales have for a sustainable development. Thus, to resolve the problem, the social, environmental and economical aspects are analyzed and characterized in a Peruvian urban context, and the intermediate-size cales are analyzed particularly for a sustainable purpose. The topic of study goes through the evolutionary revision that it has had during the last decade the research, the management and the sustainable urban development evaluation in Latin America; just like the influence of the principal approaches in the employed models for the city's sustainability. The result analysis makes possible to confirm that guiding a sustainabledevelopment plan, it's necessary to build appropriate methodologies to know the urban reality of the cides In a sustainable context. The methodology plan that is presented includes research, management and the evaluatton,starting from a conceptual basis and the tools for each component. In the research; the sustainable development as a tool is proposed, and the basic guidelines are defined for a better connection with the different disciplines that are contained in, with the participation of all public and prívate representatives. For the management; politic sustainable acts and strategies for their implementation are proposed. For the evaluation a system where the componente, the dimensions, the phenomenon's and indicators are defined, is designed, which will allow to evaluate the condition in which the cides are in, and to know the rate or tendencyof urban sustainability. Asan integral pan of the methodological process of this research, the indicators are applied and the sustainability rate is estimated in the city of Lima, Peru. Finally, with the result of this research, an advance in conceptual and methodological construction is expected, to lead us into a sustainable study, in a complex system such as urban planning. Likewise, to contribute to conversations, discussions and the creation of consensus under a sustainable development premise in our country. ; Los aportes conceptuales y metodológicos de esta investigación se han desarrollado a partir de reconocer la importancia que tienen las ciudades para el desarrollo sostenible. Es así, que para determinar la problemática se analizan y se caracterizan los aspectos sociales, ambientales y económicos en el contexto urbano del Perú y se analizan en concreto las ciudades de tamaño intermedio para su sostenibilidad. El tema de estudio pasa por la revisión de la evolución que han tenido, durante la última década en América Latina, la investigación, la gestión y la evaluación del desarrollo urbano sostenible; así como la incidencia de los principales enfoques en los modelos aplicados para la sostenibilidad de la ciudad. El análisis de los resultados nos permite afirmar que para orientar la planificación del desarrollo sostenible se hace necesario construir metodologías apropiadas para conocer la realidad urbana de las ciudades en el contexto de la sostenibilidad. La Metodología de Planificación que se presenta integra la investigación, la gestión y la evaluación, partiendo de las bases conceptuales y los instrumentos para cada uno de los componentes. En la investigación, se propone como instrumento el desarrollo sostenible y se definen criterios básicos para una mejor relación de las diferentes disciplinas que las comprende con la participación de todos los actores públicos y privados. Para la gestión, se proponen políticas de actuación sostenibles y estrategias para su implementación. Para la evaluación, se diseña un sistema en el que se definen las dimensiones, los componentes, los fenómenos y los indicadores que permitirán evaluar el estado en que se encuentran las ciudades y conocer el índice o tendencia de sostenibilidad urbana. Como parte integral del proceso metodológico de esta investigación se aplican los indicadores y se calcula el índice de sostenibilidad en la ciudad de Lima, Perú. Finalmente, con el resultado de esta investigación se pretende avanzar en la construcción conceptual y metodológica, que nos lleve al estudio de la sostenibilidad en un sistema tan complejo como es el urbano. Asimismo, contribuir al diálogo, al debate y a la formación de consensos sobre el desarrollo sostenible en nuestro país.
The world's forests are one of the most important ecosystems sustaining the whole global environment. Their biological diversity distinguishes as the most heterogeneous and versatile. As the World Bank notices, nearly 90 percent of terrestrial biodiversity is found in the world's forests, with a disproportionate share in the forests of developing countries. From one hand, forests are important in many different areas – they provide climate regulation, protection of soil, ensure the recovery of water resources, their ecosystems create a living surrounding for billions of species, forest products are essential to existence of more than billion people. Forest resources directly contribute to the livelihoods of 90 percent of the 1.2 billion people living in extreme poverty and indirectly support the natural environment that nourishes agriculture and the food supplies of nearly half the population of the developing world. On the other hand, the world's forests are also under enormous pressure: from conversation to agricultural and other uses, from illegal and unsustainable harvesting of forest products and from climate change. It could seem unbelievable, but the world-wide problem of degradation of the world's forest has became a focus of international environmental law only a few decades ago. The deforestation began to attract the attention of international society only after the first intimidated studies reflecting the situation were presented. They disclosed tremendous facts about rising problems in the field of forests' protection, as many factors may be presumed as a threat to forest ecosystems; those threats are diverse and include different aspects of human activity (population growth, measures for poverty reduction, industrial activities, road construction, consumption, agriculture, usage of forest products, etc.) and environmental situation (climate change, acid rain, ozone depletion, toxic chemicals, water reduction) of the world in general. The protection of forests is a very precise example of conflicting interests between environmental issues and economic, industrial, political, social ones. Global environmental forest policies most clearly disclose the tension between the needs of developed countries and developing ones, between environment protection and development processes, between need to preserve and sustain nature and degradation of poverty. Understanding of those phenomenons may explain the present situation in the legislation of international legal documents regarding forest protection. Although the twentieth century has brought the tremendous development of multilateral or global agreements regarding global environmental challenges, and the growth of the number of multilateral environmental agreements, as well as the scope of covered by them issues, is dramatic, however there is no binding global agreement on forest protection, conservation and management. The specific feature of international legal instruments in the field of forest protection is their non – binding nature, and this circumstance is worth of a deep and more precise analysis. The object of the research is the system of international legal instruments that have impact in international environmental law of forest protection. The objective of this research therefore is to disclose the system of international legal instruments that have impact in international environmental law of forest protection, to analyze the most important reasons that influenced the formation of this system, and to reveal the peculiarities of the system. ; Miškų apsauga yra itin puikus konfliktuojančių aplinkosauginių, politinių, ekonominių, industrinių interesų pavyzdys. Globalinės miškų aplinkosaugos politikos atskleidžia esančią įtampą tarp besivystančių šalių poreikių užtikrinimo ir išsivysčiusių šalių siekių, tarp aplinkos apsaugos ir vystymosi procesų, tarp būtinybės saugoti gamtą ir skurdo mažinimo. Suprantant šiuo probleminius aspektus, galima paaiškinti situaciją tarptautinėje aplinkosaugos teisėje priimant miškų apsaugos sričiai reguliuoti reikalingus dokumentus. Nors dvidešimtame amžiuje buvo priimtas milžiniškas skaičius įvairius aplinksauginius klausimus reguliuojančių tarptautinių teisinių instrumentų, tačiau vis dar nesama globalinio teisiškai įpareigojančio tarptautinio dokumento, kuris užtikrintų miškų apsaugą, valdymą ir tvarųjį naudojimą. Specifinė tarptautinių teisinių instrumentų, priimtų miškų apsaugos srityje, ypatybė yra jų neįpareigojantis, neprivalomas pobūdis. Ši aplinkybė yra verta atskiros mokslinės analizės. Šio tyrimo objektas yra tarptautinių teisinių instrumentų, turinčių įtakos miškų apsaugai, sistema. Šio tyrimo tikslas yra atskleisti tarptautinių teisinių instrumentų, priimtų mišlų apsaugos srityje, sistemą, išanalizuoti svarbiausias priežastis, nulėmusias tokios sistemos formavimąsi, ir atskleisti šios sistemos ypatybes.
Purpose – The purpose of this paper is to provide a critical and informative exploration of the emerging roles and rising influence of the Global South in shaping the future of global governance. Specifically, it inquires into the following questions: How is the Global South impacting the way we govern globally? What are the pushers, pulls and weights to the futures of global governance? Using Jim Dator's alternative futures archetype, what is the future of global governance? What are the emerging issues and trends?
Design/methodology/approach – It uses Sohail Inayatullah's futures triangle to map the drivers – the pushes, pulls and weights of global governance and Jim Dator's archetypes – continued economic growth, collapse, conserver and transformation – to imagine and construct alternative futures of global governance.
Findings – The futures triangle analysis maps and reveals three diverse but causally linked Global South narratives of global governance. The pulls of the future include the Brazil, Russia, India, China and South Africa leading the way, and emerging economies reinforcing the pluralization of global governance discourses and systems. New governance regimes create new global governance dynamics and North – South relations. Their increasing social, political and economic clout leads to new governance structures. The Global South's rising human development index, economic growth, decreasing financial reliance, the rise of minilateralism and South – South cooperation is a push of the present. Weights are recurring financial constraints, their lack of technical capacity, existing international laws, stagnating bureaucracy, poverty, domestic issues and state centrism (among others). Four alternative global governance scenarios emerge: a harmonious world is everybody's business – a state-centric and economic growth global governance future. Here, the dynamics of global governance remain the same as zero-sum thinking informs the rules of the game. In dangerous transitions and the rise of the rest, however, the status quo is disrupted as power shifts rapidly and detrimentally. Then, in mosaic of the old structure, the South embraces protectionism, and the old vanguards return. Finally, in all boats rise substantially, power is redistributed as emerging states gain larger, formal (and informal) leadership roles in global governance. The global world order is re-designed for the Global South. A world parliament is created and stronger regional confederation or unions emerge.
Research limitations/implications – This paper extensively utilizes existing and emerging literature, official reports, blogs, interviews, books and other digital texts on global governance. The sources relevance is analyzed using the futures triangle tool and dissected to present four detailed scenarios using Dator's alternative futures archetype. This study seeks to initially explore alternative futures of global governance from the perspective of the Global South. While some studies have approached the topic, only a few authors have addressed global governance using futures tools and methods. The goal of this research is to map and explore some alternative futures of global governance. The paper is less useful in predicting what lies ahead. Its intention is to highlight the "rise of the different" and to create a space for more meaningful conversations on global governance.
Practical implications – This research could provide futurists, policy-makers, international relations scholars and global governance advocates some alternative narratives, frameworks and images of global governance. While it does not offer any specific structures and solutions, it offers a number of emerging issues and perspectives from the Global South that decision-makers and institutions might want to consider as they rethink global governance.
Social implications – This paper highlights the emerging roles and perspectives of the Global South in global governance. It identifies some "trading zones" and "emerging issues" that may inspire actors to create new global governance spaces, innovate alternative narratives and design new frameworks of global governance.
Originality/value – It maps and constructs some plausible scenarios of global governance that emphasize Global South perspectives while using futures tools and methods.
Years of social, economic, and political changes have resulted in intensive and extensive migration activity. The appearance of compelled and voluntary migrants has brought about the development of a new direction in social psychology: the psychology of migration. Many disciplines are connected with the study of migration, the problems of migrants, and adaptation processes. In the social-psychological literature, various models of adaptation to new conditions of a social-cultural environment are considered (I. Jasinskaja-Lahti, K. Liebkind, J. Berry; S.-K. Lee, J. Sobal, E. Frongillo). Various social-psychological features of migrants are studied: for example, ethnic identity, characteristics of psychological adaptation, emotional well-being, and mental health. In the Russian scientific literature the following problems are considered: emigrants' interactions with representatives of foreign cultures (N. S. Khrustaleva), degree of cultural similarity (T.G. Stefanenko), personal features of emigrants (S. h. Schwartz, E. Prince-Gibson), features of ethnic identity (G.U. Soldatova, S. D. Gurieva), and many others. In Russia, research regarding the influence of the social-cultural environment on processes of adaptation were begun only in 2004. The main objective of our study was to identify psychological mechanisms of migration flows (incoming and outgoing) as indicators of sociopolitical and psychological stability in the Pskov Region. Participants in the study were citizens permanently residing in the Pskov Region who by age and social characteristics represented the population structure of a part of that region. In total, 52 persons aged 17 to 69, with an average age of 42.3, participated. The technique used was focus groups. A content analysis was made of the answers received in the focus-group sessions. During these sessions, participants could freely share their views on questions asked by the facilitators who had a college-level psychological education. In each group, two facilitators worked cooperatively. One facilitator was in charge of group dynamics; the other was in charge of asking all the questions covered as well as of keeping track of all the substantial aspects of the conversation. This arrangement encouraged the participants to discuss issues of the region in an open manner. The findings allowed us to classify all the migrants and potential migrants in the Pskov Region according to their reasons and motives for migration. For example, in the Plyussa settlement, which is "depressed" and remote from the region's center, migrants seek to escape their extreme poverty and unemployment; they can be called "survival migrants." In the "favored" central area, the city of Pskov, migrants seek to significantly increase their income level and improve their quality of life. We can describe them as "migrants seeking new opportunities." In a border area, the town of Gdov, people living in close proximity to other countries (Estonia, Latvia) compare their financial situation and opportunities with those of their foreign neighbors. Migrants living in Gdov tend to move because they want to avoid an environmental crisis or progressive degradation of the environment, structural unemployment, and poor economic opportunities. We can call them "migrants in search of hope and prosperity." In the Pskov Region, the labor (economic) situation is a typical reason for migration. Migration for economic reasons is a resettlement of people for the purpose of employment and proper remuneration. Labor migration can have such causes as a desire to change one's job, as well as sociocultural, housing, environmental, nature, climate, and other conditions. Without a developed economy and social sphere, regions are able to prevent only elderly or incapacitated people from migrating. To retain the younger generation, it is necessary to inform people of all the possible difficulties that potential migrants may face and to make systematic and large-scale efforts to develop the region, to improve the image of the region (including encouraging the residents to be proud of and to cherish the region's heritage and its people's achievements), and to create a comfortable environment.
In order to articulate the contributions that experimental performance and feminist scholarship on reproduction have already made to one another and to highlight other fruitful areas for future engagement, I examine several key moments between 1991 and 2008 when two seemingly unrelated narratives have overlapped. These narratives concern (1) the development and implementation of reproductive technologies from the sonogram to in vitro fertilization to regenerative medicine, and (2) the expansion of a range of experimental performance practices in new media and bio art performance. The moments when these histories converge are marked by a series of performances by Deb Margolin, Critical Art Ensemble, Anna Furse, the Olimpias Performance Research Group, and the Tissue Culture and Art Project, and by a body of critical writings from the artists themselves and a group of performance scholars. This journey is also marked by strategic expeditions back into the 1960s to revisit and reinterpret foundational moments in the histories of feminist, activist, and new media performance. Moving between the 1960s and the 1990s/2000s, I use contemporary performance to re-imagine the relationship between gender, technology, and embodiment in some of our origin myths about performance art. I also use the historical performances to unpack the contributions and limitations of the contemporary work. In my analysis of these materials, I do two things: I tease out how the artists in question have used experimental performance to generate new theoretical, tactical, and physical ways of engaging with reproductive technologies. At the same time, I also examine the ways in which reproductive technologies - as a set of political, ethical, and representational issues and as material objects/practices - are pushing performance theory and practice in new directions, complicating our theorizations of participation and providing new avenues for spectatorial interaction. Positioning Carolee Schneemann's Eye Body (1963) as the beginning of an unfolding of feminist corporeal interrogations of technology and technological interrogations of corporeality, I argue in Chapter 1 that genealogies of new media and feminist performance must take seriously feminist performance's long history of investigating the politics of technology. I then lay out the project's topic, scope, and the secondary literature on notions of participation, reproduction, and technology within the fields of experimental performance, science and technology studies, and feminist theory. In Chapter 2, I present a close reading of feminist playwright and performance artist Deb Margolin's solo performance Gestation (1991) alongside cultural histories of the sonogram. I pair these stories to show how feminist performance artists' experience with technologies of representation became a place where important debates around technology, agency, and embodiment could be staged at a crucial time in the history of feminist theory. Intervening in ongoing debates within new media theory about interactivity and embodiment in Chapter 3, I detail the ways in which the tactical media collective Critical Art Ensemble crafted physical and affective structures of interactivity in order to engender certain forms of public resistance to in vitro fertilization in its groundbreaking 1998 performance Flesh Machine . In Chapters 4 and 5, I move on to analyze the risks and rewards that emerged from two long-term collaborations between art and biotechnology. In Chapter 4 I put British director and producer Anna Furse's Glass Body: Reflecting on Becoming Transparent (2006-2008) in conversation with performance projects by the Olimpias Performance Research Group to demonstrate how collaborations with biomedicine reshape issues at the center of debates around social practice. In Chapter 5, I recast the Tissue Culture and Art Project's 2002 bio art performance installation The Pig Wings Project within the tradition of feminist maintenance artists such as Mierle Laderman Ukeles, Betye Saar, and Mary Kelly in order to argue that together, this new constellation of maintenance artists has crafted a set of interactive performance practices which stage maintenance and the duration of performance in order to reveal the ways in which regenerative medicine disavows its dependence on feminized labor.
En el marco de las investigaciones en torno a los paisajes territoriales e interculturales,este trabajo recoge experiencias y recorridos literarios, semióticos y culturales en la frontera y al mismo tiempo despliega un relato de los avatares que atraviesa la tarea de exploración, recopilación, construcción y conservación de los archivos de autor que forman parte del patrimonio cultural-literario de la provincia de Misiones, así como sus consecuentes derivas hacia las nuevas formas de preservación y difusión. En este escrito, nos ocuparemos de presentar los criterios, definiciones y avances en la construcción del Banco-Archivo-Biblioteca de los autores territoriales, enmarcado en el proyecto de investigación Territorios literarios e interculturales. Archivos y constelaciones autorales en diálogo. Su aporte consiste en la propuesta de una intercalación teórico-metodológica para el abordaje de los archivos de autor, en tanto propone la resignificación de postulados propios de la crítica genética desde una mirada semiótica e intercultural. Asimismo, nuestra exposición se articulará a partir de la postulación y definición de los autores territoriales como aquellos escritores cuyas producciones han desencadenado una serie de reflexiones en torno al espacio y el contexto en el cual la literatura se produce. Desde esta perspectiva, la literatura del territorio misionero no se limita al simple muestreo de elementos pintoresquistas y esencialistas, del folklorismo o del color local, sino que habilita la conversación y la mirada crítica con una serie de representaciones identitarias, políticas y culturales que se desencadenan de los posicionamientos estratégicos de estos autores e intelectuales. Por tanto, la construcción de este Banco estará acompañada por la puesta en circulación de discursos críticos que problematicen las relaciones entre la escritura literaria y las prácticas culturales: los archivos recopilan las obras (libros, revistas,antologías, etc.) de autores misioneros, pero también atienden a sus archivos personales con la consiguiente selección, digitalización y análisis crítico que posibilitan reconstruir perfiles, imágenes y representaciones múltiples de estos autores, gestores y productores territoriales ; As part of the research on territorial and intercultural landscapes, this paper is about literary, semiotic and cultural experiences on the border. At the same time it unfolds the story about exploration, collection and preservation work around author's files that are part of Misiones' cultural and literary heritage, and its consequent drift towards new forms of preservation and dissemination. In this paper, we present the criteria, definitions and progress in building the territorial authors' Bank-Archive-Library, framed in the research project Intercultural and literary Territories. Authorial files and constellations in dialogue. Its contribution is the proposal of a theoretical and methodological approach to author files, as proposed redefinition of genetic criticism postulates from a semiotic and cultural position. In addition, our presentation will be organized from the postulation and definition of territorial authors as those writers whose productions have triggered some reflections about space and context in which literature is produced. From this perspective, Misiones' territorial literature is not limited to mere sampling of folklore or local color; it enables conversation and critical eye with a series of identity, politics and cultural representations that trigger from strategic positions of these authors and intellectuals. Therefore, the circulation of critical discourses that problematize the relations between literary writing and cultural practices will accompany Bank's construction. These archive collected works (books, magazines, anthologies, etc.) by Misiones'authors but also considered their personal files –with the consequent selection, digitization and critical analysis– that enable to rebuild profiles, images and multiple representations of these authors, managers and territorial producers. ; Fil: Santander, Carmen de Las Mercedes. Universidad Nacional de Misiones. Facultad de Humanidades y Ciencias Sociales; Argentina ; Fil: Guadalupe Melo, Carmen Cecilia. Universidad Nacional de Misiones. Facultad de Humanidades y Ciencias Sociales; Argentina. Consejo Nacional de Investigaciones Científicas y Técnicas; Argentina ; Fil: Adruskevicz, Carla. Universidad Nacional de Misiones. Facultad de Humanidades y Ciencias Sociales; Argentina
THE EFFECT OF INFORMATIONAL GAP ACTIVITY TO THE UNMOTIVATED STUDENTS' ABILITY OF 8th GRADERS AT MTS AL HASANAH 1 SLAHUNG, PONOROGO Diyan Novika English Education Department, Language and Art Faculty, Surabaya State University. ndidy71@gmail.com Drs Fahri, M.A English Education Department, Language and Art Faculty, Surabaya State University. fahri@englishunesa.com Abstract The aims of this research is to find out the improvement of unmotivated students' speaking ability after treating by using Informational Gap Activity in teaching English of the eight grader of Mts Al Hasanah 1 Slahung Ponorogo. The method that is used in this study is a quantitative method. This design of study had more potential threat to internal validity as the time between pretest and posttest increases and as experimental situation become less controlled and contrived (Mc Millan, 1992 : 175) the design of single group of pretest and posttest. The data on students' English speaking ability were collected with a performance test. The hypothesis were tested with two-ways analysis using statistic calculation of T-test formula with significance degree 5% and 1%. And the other one is using questionnaire. The results of analysis showed that: (1) there were differences of the English speaking ability between the unmotivated students who learned through and that of the unmotivated students who learned through conventional method The result is 2,045 2,756 (2) and the other one is from their responses based on the questionnaire. The conclusion is that the implementation of Informational Gap Activity method has an effect on the English speaking ability viewed from students' verbal aptitude. Keywords: Unmotivated students, Informational Gap Activity INTRODUCTION English becomes the most essential language in the world. Almost all the people from many different countries around the world use it to communicate. The area of English has always become a special interest. It is spoken by millions of people all over the world. Genc (2007, p. 6) says that "when we learn a language, there are four skills that we need for complete communication. When we learn our native language, we usually learn to listen first, then to speak, then to read, and finally to write. These are called the four "language skills". As a consequence, English serves for many times many more people as a barrier between themselves and those some fields of interest, many people in their own countries will not be able to become doctors, for example if they cannot learn enough English. That's some reasons why English is important. Actually, learning process becomes the primary reference for determining success in learning. But, the more we get in our nation nowadays are most teachers do not pay attention and assume that this is not an important thing to discuss. On the contrary, it is very important for our education. According to the 2006 National Study of Junior/Senior High School Student Engagement (Yazzie-Mintz, 2007), two of three high school students are bored every day in class—typically, they say, because the work isn't interesting, challenging, or relevant for them. It seems that the classroom activities didn't interesting anymore for them. One more thing that we have to know is that the classroom is a social construct that is designed to facilitate learning. While learning can occur even when the only active participant is the student-as is the case when a person is reading a user manual the most effective learning scenarios are those that involve the proactive involvement of both instructors and students. The fundamental benefit of a personal student-teacher type of interaction is that the feedback and control mechanism is firmly established and can always be invoked to maintain the learning direction towards pre-set objectives. Moreover, the learning process is essentially affected by peer-group relationships within the classroom environment. That is, the interactions between teachers and students as well as among students constitute the learning network within which lesson concepts are shared, affirmed, and built upon. When disconnect occurs between teachers and students, the class becomes ineffective. Sutherland and Singh ( 2004 ) said "states that passive learning contributes to the failure of students". The lack of adequate student involvement almost certainly spells cognitive failure, especially when the opportunities to learn and practice English outside the classroom are rare or isolated. We can imagine what will happen with the student in that condition. Sure, unmotivated student will really increase just because of passive learning. And the more problem frequently found caused from that condition is that because of motivation lack to practice the second language in daily conversation. They are also too shy and afraid to take part in the conversation and afraid to make mistakes. Many factors can cause the problem of the students. Speaking skills here namely the students that learning language. Interest the material and the media among others including the technique in teaching English. Educator in general will agree with the importance of motivation as a key to success in language acquisition as it's both of condition and a result of effective interaction (winne and mark, 1989) "journal of information management education volume 11, 2012" Now, let's compare between what Yazzie-Mintz and Genc. Yazzie-Mintz said based on their research that there are two of three high school students are bored every day in class and the typically cause is that the work isn't interesting, challenging, or relevant for them. It seems that the classroom activities didn't interesting anymore for them. The second is about Genc statement (2007, p. 6) he said "when we learn a language, there are four skills that we need for complete communication. In the other hand, the class activity should be continuing as well as possible to make the student able to speak English, at least they have braveness to speak. Especially for the unmotivated student, and there should be good activities to face them. Of course the methods/activity should be interesting. One of them is by giving students information – gap activity which might make the students interact easily in speaking activity. Sari (2008,p. 3) says, "the core of information gap method is a corporation between groups and pairs". Information gap activities involve the learners in sharing the information that they have in order to solve a problem, gather information or make decisions (Rees,2005, p. 156). So, English language learning students should be involved in as many situations as possible where one of them has some information and another does not, but has to get it. In other words, situations containing an information gap between the participants are very useful. Neu and Reeser (1997, p. 127) said that in an information gap activity, one person has certain information that must be shared with others in order to solve a problem, gather information or make decisions. Information gap is a useful activity in which one person has information that the other lacks. Another advantage of information gap activities is that students are forced to negotiate meaning because they must make what they are saying comprehensible to others in order to accomplish the task (Neu and Reeser, 1997, p. 128). For these reasons, the writer is interested in analyzing the effect of Information Gap Activity to the unmotivated students' speaking ability of 8th graders at Mts Alhasanah 1 Slahung, Ponorogo METODE This section presented the steps how the researcher conducts the study. It covers the research design, participant of study, research instrument, procedure of collecting data, and data analysis. This research was an experimental research. It was done to find out the effect of Information Gap Activity to teach the unmotivated students speaking ability of the eight graders junior high student of Mts Al-Hasanah 1 Slahung. The method that is used in this study is a quantitative method. The study is based on both library and a field research. In the field research, the writer collected the data by using observing teaching and also treat the student (teaching English using information gap activity) learning the subjects. In this study, the researcher just used one group an experimental group. It is called as single group pretest-posttest design. And the results were determined by comparing the pretest and posttest scores. This design of study had more potential threat to internal validity as the time between pretest and posttest increases and as experimental situation become less controlled and contrived (Mc Millan, 1992 : 175) the design of single group of pretest and posttest is presented below: Table 2 Single group pretest and posttest design Group Pretest Treatment Posttest A Y1 X Y2 In which: A : The group of subjects Y1 : The pre-test given before treatment X : The independent variable or treatment where information gap activity was applied Y2 : The post-test given before treatment There were two variables in this study. There were dependent variable and independent variable. In this case, the independent variable is the teaching technique "informational gap activity". And the dependent variable would be the students' speaking ability. Based on (Mc Millan, 1992:22) stated that independent variable is the first thing that influence or predict the result. As the dependent variable is the students' speaking score. According to Mc Millan (1992:22), dependent variable is something that affected and predicted by the independent variable. The Participants of the study is ninth graders of mts Al Hasanah 1 Slahung, Ponorogo. It is located at Jalan Ponorogo-Pacitan. The researcher chose the place because the researcher graduated from there so that it makes the researcher easier to conduct the research there. There is one instruments use by the researcher in his study. There is: speaking performance (which is the score of pronunciation, grammar, vocabulary, fluency and comprehension) that would be applied using pre-test and post-test. The data from the score of speaking performance test are collected from two tests which are pre-test and post-test. And the data is presented in quantitative manner since the study is experimental research. These tests are to find out the unmotivated students' speaking ability. Before implementing the technique, the researcher teaches them without using Information Gap Activity. Then the researcher administered pre-test to the students. The students are asked to perform their speaking in front of the class with their friend then the researcher asked the some question about the materials about telling the time. In the next day the researcher gives them two times treatment or teaching speaking using Information Gap Activity then he gives the post-test to know the result by using rubric of speaking as below: a. Accent Pronunciation frequently unintelligible. Frequent gross errors and a very heavy accent make understanding difficult, require frequent repetition. "Foreign accent" requires concentrated listening and mispronunciation lead to occasional misunderstanding and apparent errors in grammar or vocabulary. Marked "foreign accent" and occasional mispronunciations which do not interfere with understanding. No conspicuous mispronunciations, but would not be taken for a native speaker. Native pronunciation, which no trace of "foreign accent". b. Grammar Grammar almost entirely inaccurate except in stock phrases. Constant errors showing control of very few major patterns and frequently preventing communication. Frequent errors showing some major patterns uncontrolled and causing occasional irritation and misunderstanding. Occasional errors showing imperfect control of some patterns but no weakness that causing misunderstanding. Few errors, with no patterns of failure. No more than two errors during the interview. c. Vocabulary Vocabulary inadequate for even the simplest conversation. Vocabulary limited to basic personal and survival areas (time, food, transportation, family, etc.) Choice of words sometimes inaccurate, limitation of vocabulary prevent discussion of some common professional and social topics Professional vocabulary adequate to discuss special interest; general vocabulary permits discussion of any non-technical subject with some circumlocutions. Professional vocabulary broad and precise; general vocabulary adequate to cope with complex practical problems and varied social situation. Vocabulary apparently as accurate and extensive as that of an educated native speaker d. Fluency Speech is so halting and fragmentary that conversation is virtually impossible. Speech is very slowly and uneven except for short or routine sentences. Speech is frequently hesitant and jerky; sentences may be left uncompleted. Speech is occasionally hesitant, with some unevenness caused by rephrasing and grouping for words. Speech is effortless and smooth, but perceptibly non-native in speed and evenness. Speech is on all professional and general topics as effortless and smooth as a native speaker's. e. Comprehension Understanding only slow, very simple speech on common social and touristic topic; requires constant repetition and rephrasing. Understanding little for the simplest type of conversation. Understanding careful, somewhat simplified speech directed to him, with considerable repetition and rephrasing. Understands quite well normal educated speech directed to him, but requires occasional repetition and rephrasing. Understands everything in normal educated conversation except for every colloquial or low-frequency items, or exceptionally rapid or slurred speech. Understands everything in both formal and colloquial speech to be expected of an educated native speaker. To know the result of teaching speaking by using Information Gap Activity, the writer gives oral test to the students. Because the test is oral test, the writer divided the score into five criteria, which are the scores of pronunciation, grammar, vocabulary, fluency and comprehension. Then, the data from pre-test, they were analyzed and processed by using statistic calculation of T-test formula with significance degree 5% and 1%. The formula as follows: To = TO : Test observation MD : Mean of differences; the average score from the differences gained scores between I variable and II variable, which are calculated with the formula; MD = ΣD : Total score between I variable (X variable) and II variable (Y variable). And D is gained with formula; D = X-Y N : Number of cases SDD : The standard deviation from differences between score of X variable and Y variable, which is gained with the formula; SDD = -[ ]2 SEMD : The standard error from mean of differences that is gained with the formula; SEMD = DF : Degree of freedom with formula: N-1 The other data will be done by giving questionnaire to students, and giving the some causes that usually make the boring and ask them to make list based on their opinion. From the questionnaire that had been answered and the list had been arrange it will answer question number one and. Table 3. Conversion Table Total score FSI Level 16 – 25 0+ 26 – 32 1 33 – 42 1+ 43 – 52 2 53 – 63 2+ 63 – 72 3 73 – 82 3+ 83 – 92 4 93 – 99 4+ RESULT AND DISCUSSION Result In this chapter the researcher presented and analyzed the data. Dealing with analyzing the data, the researcher used t-test formula. The data were obtained from the test had been done previously. A. Description of Data After conducting the research, the writer obtained two kinds of data the scores of pre-test and the scores of post-test. And the other one is questionnaire. 1. Pre-test and Post-Test data a. The Pre-Test Scores The data of the pre-test scores can be seen in the table 4 below: No P G V F C T 1 75 53 52 63 52 295 2 76 73 60 68 73 350 3 74 75 68 70 73 360 4 60 85 74 65 86 370 5 72 95 73 77 93 410 6 64 76 73 73 74 360 7 56 48 55 43 45 250 8 56 48 55 43 45 250 9 - - - - - 10 64 76 73 73 74 360 11 77 93 83 78 90 421 12 55 45 60 45 47 252 13 55 56 77 54 54 296 14 53 55 52 53 50 263 15 64 66 62 62 66 320 16 64 66 62 62 66 320 17 72 95 73 77 93 410 18 64 76 73 73 74 360 19 62 74 60 66 68 330 20 63 57 55 60 65 300 21 55 90 65 65 90 365 22 65 84 86 73 82 390 23 63 57 55 60 65 300 24 58 55 55 50 55 273 25 58 55 55 50 55 273 26 65 84 86 73 82 390 27 55 67 55 58 63 298 28 55 67 55 58 63 298 29 64 66 62 62 66 320 After the data is analyzed, it shows that the mean ( x ) is 328 the standard deviation is 15,55 the median is 350 the highest score is 421 and the lowest score is 250. b. The Post-Test Scores The data of the post-test score can be seen in the table 5 below: No P G V F C T 1 82 93 90 80 93 438 2 82 96 80 81 91 430 3 82 92 80 74 93 421 4 74 90 82 74 90 410 5 83 90 82 75 90 420 6 75 90 70 71 90 497 7 82 80 74 72 80 388 8 72 74 72 75 72 365 9 - - - - - 10 82 93 85 72 93 425 11 76 90 82 82 90 420 12 74 90 82 74 90 410 13 80 84 75 75 80 394 14 84 90 83 83 90 430 15 66 70 70 64 72 342 16 74 80 82 74 80 390 17 82 92 80 76 84 416 18 75 90 76 73 90 404 19 75 80 74 71 80 380 20 80 90 82 76 90 418 21 73 90 80 65 90 398 22 82 92 90 84 92 440 23 74 90 82 74 90 410 24 64 72 70 65 72 343 25 72 62 70 55 60 319 26 72 84 80 74 82 392 27 74 70 64 62 70 340 28 74 70 64 62 72 342 29 73 80 65 72 80 370 After the data is analyzed, it shows that the mean ( X ) is 398,28 the standard deviation is 67,684 the median is 394 the highest score is 497 and the lowest score is 319. c. The Comparison of the Test Result The comparison of the test result can be seen in the table 6 below: No Pre Post D D2 1 295 438 -143 20449 2 350 430 -80 6400 3 360 421 -61 3721 4 370 410 -40 1600 5 410 420 -30 900 6 360 497 -137 18769 7 250 388 -138 19044 8 250 365 -115 13225 9 - - - - 10 360 425 -65 4225 11 421 420 1 1 12 252 410 -158 24964 13 296 394 -98 9604 14 263 430 -167 27889 15 320 342 -22 484 16 320 390 -70 4900 17 410 416 6 36 18 360 404 -44 1936 19 330 380 -50 2500 20 300 418 -118 13924 21 365 398 -33 1089 22 390 440 -50 2500 23 300 410 -110 12100 24 273 343 -70 4900 25 273 319 -46 2116 26 390 392 -2 4 27 298 340 -42 1764 28 298 342 -44 1936 29 320 370 -50 2500 N:29 ΣX = 9184 ΣY = 11152 ΣD = -1976 ΣD2 = 203480 Based on the data in table 5, the researcher calculated the result of ΣD = -1976 and ΣD2 = 203480. Then, he tried to find out the standard deviation of differences (SDD) with the formula: SDD = 2 SDD = 2 SDD = SDD = SDD = SDD = 48,72 To find out the mean of differences (MD) between variable X and Y, the researcher used the formula: MD = ∑ MD = MD = 68,13 After gaining the result of SDD = 68.13 the researcher calculated the standard error from mean of differences (SEMD) between variable X and Y: SEMD = SEMD = SEMD = SEMD = SEMD = 9,22 The last calculation is determining the result of t observation (to) of the test with formula: To = To = To = 7,389 The result 7,389 indicated that there was a difference of degree as much as 7,389. Regardless the minus, it doesn.t indicate negative score. Then, to complete the result of the research, the writer finds out the degree of freedom (df) with the formula: df = N - 1 = 29-1 = 28 df = 28 (see table of .t. value at the degree of significance of 5% and 1%) At the degree of significance 5% = 2,045 At the degree of significance 1% = 2,756 The result is 2,045 2,756 The result of analyzing the data by using the above formula shows that the coefficient is 7,389. It means that there is a significance improvement after the informational gap activity is used to teach speaking. B. Discussion After doing the research and analyzing the data. Let me analyze in other way as below : Table 7. The Result of Pre-test and Post-test Group Pre-test Post-test Observed-t Pre-Test and Post-test Single Group 328 398.28 7,389 From the table above, it showed the mean score of pre-test is 328 and the mean score of post-test is 398.28 It means that there was really significant difference and improvement of the score between them. Based on the result of the data analysis, it is proven that the students. Score of speaking taught by using Informational Gap Activity is better. It means that the use of information gap activity in teaching speaking is quite effective. Another reason based on the students. Responses are because most students find that information gap activity is enjoyable. This reason leads to better attention in learning and stimulate them to participate in information gap activity. But the problem that they faced mostly is lack of confidence and lack of vocabulary. In the early stages of the Informational Gap Activity the students were uncomfortable and uncertain. This led to initial lapses of silence. But soon they began helping one another to decide who should speak. Towards the end, their shyness left them and they began prompting each other with ideas. It can be told that "Informational Gap Activity" is the one of methods that can be used to teach and improve unmotivated students' speaking ability. The prove is that there is improvement of students' speaking score after treated by using Informational Gap Activity and that is really good effect of Informational Gap Activity. CONCLUSION AND SUGGESTION Conclusion Based on the research, the writer concludes that: From the result of the analysis of the research, it is proven that the students. Score of speaking taught by using Informational Gap Activity is better than before. And based on the result has answered by the research question, shows that using information activity in teaching speaking is quite effective. The use of information activity makes teaching learning and speaking activity more enjoyable and interesting. Simply that the technique the teacher use is quite attracting them and helps the shy students by providing a mask, where students with difficulty in conversation are liberated. In addition, it is fun and most students will agree that enjoyment leads to better learning. Here, the students have to practice speaking and find the answer themselves of course by asking friend. It will make them confident to speak. In information activity, the world of the classroom is broadened to include the outside world. This offers a much wider range of language opportunities. So, the students can be anyone and in any situation they wish. The use of information activity makes the class more active and alive. Students are willing to participate without any forces from the teacher. The use of information activity makes the students more motivated in learning and easier to grasp the lesson. Problems that the students faced mostly in Informational Gap Activity are lack of confidence and lack of vocabulary. B. Suggestion The success in teaching doesn.t depend on the lesson program only, but more important is how the teacher presents the lesson and uses various techniques to manage the class more lively and enjoyable. Regarding to the teaching speaking by using Informational Gap Activity, the writer gives some suggestion for the teacher and students as follow: For the teacher: The teacher should choose the materials that are appropriate and not too difficult for the students. Before assigning the information activity to the students, the teacher should make sure that the students have fully understood and have the information they need. The teacher should keep control the student activities. The teacher should present the language in an enjoyable, relaxed and understandable way. For the students: The students are hoped not to be shy in acting out their role. The students are hoped to be active and creative in enriching their vocabularies. The students are hoped to use English when they practice Informational Gap Activity although it is hard for them. The students should take part REFERENCES Sasson, Dorit. 2008. Information Gap Activities: Working in Groups or Pairs during Cooperative Learning Lessons. Available on http://lesson-plan-help.suite101.com/article.cfm/ learning games Bartz, HE. 1976. Basic Statistical in Education and Behavioral Sciences. Burgess Publishing Company. Mc Millan, J. H. 1992. Education Research Fundamentals for the customer. New York: Harper Collin Publisher Beard, P. R. (2008, November Thursday 13). What is the Role of the Teacher Today? Teacher's quality. Brewster, C. &. (October 22, 2007). Increasing Student engagement and motivation. Donald ary, l. c. (2006). Introduction to research in education. Dornyei, Z. (1994). Motivation and Motivating in the Foreign Language Classroom.The Modern Language Journal, Vol. 78, No. 3, pp. 273-284 . Hicks, C., & Glasgow, N. &. ((2005)). what successful mentors do. Leech, B. L. (2003). Techniques for Semi-structured Interviews. Political Science and Politics, Vol. 35, No. 4. Defrioka, A (2009). Improving Students' Interaction in Speaking Class Through Information GAP Activities, Vol.3 No.2 33-45 Richards, k. (2003). Qualitative Inquiry in tesol. Qualitative Inquiry . Schmidt, B. &. (1996). Foreign Language Motivation: Internal and external connections. Path Ways to the New Century. Fitriah, M. 2010. Improving Speaking Ability of Descriptive Text Use "Three-Step Interview for Eight Graders of SMPN 26 Surabaya". Brown, H. Douglas. 1994. Principal of Language Learning and Teaching. Third Edition. New Jersey: Prentice Hall Tudor, Ian. 2001. The Dynamic of the Language Classroom. UK: Cambridge University
This dissertation engages conversations about the meaning and function of videogames within domestic spaces in 1990s and 2000s convergence culture. The introductory chapter discusses fantasy as a constituent of domesticity, and makes a case for how fantasy can be thought of as a bridge for videogame formalism and research into the context of play. It begins by discussing the "rhetorics of play" in game studies along with videogame medium specificity, introducing the notion of empowerment fantasy in relation to a rhetoric of frivolity, and providing a historical sketch of the arcade spaces where games were played before they were a primarily domestic phenomenon. It argues that the videogame precursor, arcade pinball, was understood and validated through a rhetoric of power, skill, and control, and a corresponding "sports masculinity." This is consequential for how we think of what gaming, as a business and cultural phenomenon, inherited from discourses on the threat and function of arcade spaces. In turn, this is an important context for gaming's transition into domestic spaces. By identifying textual activity in games outside the auspices of narrative, Chapter 1 expands prevailing models of media-content convergence, which tend to assume games are inherently cinematic for their storytelling potential (and movies game-like when made with branching narratives). I argue that a far more meaningful site of convergence between videogames and movies is a shared body fantasy about collision and movement through space—a kinetic expression that is mapped to body schema through repeated practice in videogame play, and that takes on broader narrative significance in action-hero cinema. Building on feminist film theory's use of fantasy for textual interpretation of repetitious home viewing (Walkerdine, 1986), this chapter lays the groundwork for thinking about empowerment fantasy in popular entertainment. The second chapter introduces and tracks a "body-transcendence" fantasy in action videogames of the 1990s and 2000s. In defining the fantasy of having a transcendent body, it considers new applications in entertainment media for Niedzviecki's (2006) "I'm specialism," in which a longed-for specialness (extreme individuality) represents a new kind of (American) consumer conformity. It explores the wish for mastery expressed at the level of body memory in action videogames in terms of what Carlson (1981) calls a "politics of powerlessness," an overtly ineffectual exercising of traditional mechanisms of power that blends protest with a kind of withdrawal from political reality (George Wallace, Donald Trump). This chapter's central fantasy connects games with a melodramatic action cinema, which is addressed here, but discussed extensively in the following chapter. The third chapter discusses the "body-transcendence" fantasy in melodramatic action-hero television and cinema, a super-genre that Shaun Treat (2009) called the "superhero zeitgeist" of the late-1990s, and 2000s. In these films (e.g., The Matrix, The Iron Giant, Kung Fu Hustle) and television shows (e.g., Naruto, Daredevil) the transposition of narrative conflict into bodily terms (a phenomenon remarked upon by Lisa Purse, 2007) reflects a wish for mastery expressed at the level of body memory shared with action videogames in the early 1990s. The chapter uses games and cinema to inform one another, developing new approaches for thinking about convergence in entertainment media. Chapter 4 identifies and describes a core empowerment fantasy shared by videogames and narrative media. The "tether fantasy," which is defined through careful videogame textual analysis as the pleasure of leaving a safe point and venturing into unknown, dangerous spaces, as well as the pleasure of returning to safety. The chapter draws from a variety of academic sources that discuss a tether (or equivalent) phenomenon. "Tether fantasy" is a literal psychoanalytic term to describe a kind of residual separation anxiety, and this corresponds to the behavioral-psychological framework of attachment theory. But rather than grounding its claims in these disciplines, this chapter focuses on demonstrating how a "tether fantasy" can be described in other domains, such as architectural design, narrative media, and (increasingly) as an empowerment fantasy in videogames. This fantasy, more than any other in the dissertation, describes gaming's relationship to the home, since the tether is part of the design of many games, but is also descriptive of how games fit into what Barbara Klinger calls the "home-entertainment fortress." This chapter explores the implications of reading games in relation to other media through a shared "tether" fantasy, an analytical lens which influences how we think about empowerment in games, videogame genre, historical precursors to games, and gaming's relationship with broader cultural and historical patterns. The fifth and final chapter identifies and describes a core empowerment fantasy driving growth in videogame genres, but which does not exist as coherently in narrative media or contexts outside of videogame and tabletop play. The "accretions fantasy" is defined through careful videogame textual analysis as the pleasure of correcting weakness by gathering and accruing objects, items, and power from a game's spaces and characters. In a game, the accretion represents increasing stability in the face of threat, and I tie this pattern to Freud's "nirvana principle," but through the disguise of an endless array of busy activity (the seeming opposite of quiescence). This chapter tracks the accretion fantasy as it intersects with other empowerment fantasies in games—especially the tether fantasy (but also the fantasy of bodily transcendence)—extending analysis into videogame genre begun earlier in the dissertation. The chapter intervenes directly into research into videogame motivation predicated on "Skinner box" theories (stimulus-response and reward schedules) of psychology in order to argue that videogames cannot be reduced to reward schedules alone (cannot be conflated with slot machine play). The notion of fantasy here—and how this fantasy intersects with other, more readily "narrative" fantasies like the tether—helps articulate how games are both structured by but not reducible to their systems, their core loops or hooks. The dissertation's conclusion briefly discusses nostalgia as an effect of a particular kind of relationship between daily life and videogame fantasy in domestic space.
This paper discusses the role of citizenship and political education in the contemporary society. It analyses the consequences of neoliberalism regarding its assault on the social sphere and its production of mass inequality around the world. We initiate the conversation by making education central to politics, culture as the key tool that helps us to analyze the meanings of citizenship. The privatization of citizenship narrows the debate around the role of the citizen, the public sphere and undermines democratic values. The goal of this research is to try and understand whether political education can reduce social inequality or not, and how the presence of an informed and politically engaged culture helps create the agents necessary for a substantive democracy. The chosen method enables the production of an international literature review with a systematic bibliographic search, exploring the meanings and scientific uses of the categories Political Education, Social Inequality, Citizenship and Democracy after many years under the neoliberalism hegemony around the globe. This research was conducted via the following databases: Google Scholar; Networked Digital Libraries of Theses and Dissertations (NDLTD); Education Research and Information Center (ERIC) and Scientific Electronic Library Online (SciELO). It includes papers written in English, Spanish and Portuguese which publishing dates range from 1999 to 2019. A total of 51 articles were selected to compose the analytic corpus (n=51). After reading all of the texts and making a content analysis, the results were presented in 3 categories: i - Citizenship education and political education: theories and practices (Conceptual approaches on citizenship and Students' capacity for political or moral reasoning fostered by political education); ii - Politics, human rights & democratic values in education (Critical approaches of human rights or democratic values on higher education; Popular education or citizen participation on political education and Politics as a teaching or learning tool for formal education); iii - Relationships among State, citizens and civil society (Positive relationships in contemporary societies and Conflicts in adult education). Under neoliberalism, civic culture, democratic values and informed dialogue atrophied. Clearly, this is partly due to the dominant neoliberal view that social agency is dangerous and needs to be shaped by neoliberal forms of education. Under the reign of neoliberalism, there has emerged a pedagogical machinery of power engaged in producing a culture of manufactured ignorance that works to produce a form of political repression. However, as an alternative, many pieces of research are arguing that education must empower citizens to engage in their communities as a method to learn, engage in individual and collective action, and how to participate in political struggles and public affairs. Political education can be an important social movement against the inequalities. That seems to be crucial for building a direct and participative citizenship in our contemporary democracy. Keywords: Political Education. Social Inequality. Citizenship. Democracy. Neoliberalism. ; Este artículo discute el rol de la ciudadanía y de la formación política en la sociedad contemporánea. Analiza las consecuencias del neoliberalismo respecto a su asalto a la esfera social y su producción de desigualdad masiva a nivel mundial. Comenzamos la conversación poniendo en un lugar central a la educación respecto a la política, y a la cultura como la herramienta clave que nos ayuda a analizar los significados de la ciudadanía. La privatización del concepto de ciudadanía empobrece el debate acerca del rol del ciudadano y la esfera pública, socavando los valores democráticos. El objetivo de esta investigación es intentar comprender si la formación política puede reducir la desigualdad social o no, y cómo la presencia de una cultura informada y comprometida políticamente ayuda a crear los agentes necesarios para una democracia sustantiva. El método elegido permite la producción de una revisión de la literatura internacional con una búsqueda bibliográfica sistemática, explorando los significados y usos científicos de las categorías Formación Política, Desigualdad Social, Ciudadanía y Democracia luego de muchos años bajo la hegemonía del neoliberalismo en todo el mundo. Esta investigación se realizó a través de las siguientes bases de datos: Google Scholar; Networked Digital Libraries of Theses and Dissertations (NDLTD); Education Research and Information Center (ERIC); y Scientific Electronic Library Online (SciELO). Incluye textos escritos en inglés, español y portugués publicados entre 1999 y 2019. El corpus analítico se conformo con un total de 51 artículos (n=51). Después de leer todos los textos y realizar un análisis de contenido, los resultados se organizaron en tres categorías: i - Educación para la ciudadanía y formación política: teorías y prácticas (enfoques conceptuales sobre ciudadanía y capacidad de los estudiantes para el razonamiento político o moral fomentado por la formación política); ii - Política, derechos humanos y valores democráticos en la educación (Enfoques críticos sobre derechos humanos o valores democráticos en la educación superior; Educación popular o participación ciudadana en la formación política y la política como herramienta de enseñanza o aprendizaje para la educación formal); iii - Relaciones entre Estado, ciudadanos y sociedad civil (Relaciones positivas en las sociedades contemporáneas y Conflictos en la educación de adultos). Bajo el neoliberalismo, la cultura cívica, los valores democráticos y el diálogo informado se atrofiaron. Claramente, esto se debe en parte a la visión neoliberal dominante de que la agencia social es peligrosa y debe ser moldeada por formas neoliberales de educación. Bajo el reinado del neoliberalismo ha surgido una maquinaria pedagógica de poder comprometida en producir una cultura de ignorancia manufacturada que trabaja para producir una forma de represión política. Sin embargo, como alternativa, muchas investigaciones sostienen que la educación debe empoderar a los ciudadanos para que se involucren en sus comunidades como un método para aprender, participar en la acción individual y colectiva, e intervenir en las luchas políticas y los asuntos públicos. La formación política puede ser un importante movimiento social contra las desigualdades. Eso parece ser crucial para construir una ciudadanía directa y participativa en nuestra democracia contemporánea. Palabras clave: Formación Política. Ciudadanía. Democracia. Neoliberalismo. ; This paper discusses the role of citizenship and political education in the contemporary society. It analyses the consequences of neoliberalism regarding its assault on the social sphere and its production of mass inequality around the world. We initiate the conversation by making education central to politics, culture as the key tool that helps us to analyze the meanings of citizenship. The privatization of citizenship narrows the debate around the role of the citizen, the public sphere and undermines democratic values. The goal of this research is to try and understand whether political education can reduce social inequality or not, and how the presence of an informed and politically engaged culture helps create the agents necessary for a substantive democracy. The chosen method enables the production of an international literature review with a systematic bibliographic search, exploring the meanings and scientific uses of the categories Political Education, Social Inequality, Citizenship and Democracy after many years under the neoliberalism hegemony around the globe. This research was conducted via the following databases: Google Scholar; Networked Digital Libraries of Theses and Dissertations (NDLTD); Education Research and Information Center (ERIC) and Scientific Electronic Library Online (SciELO). It includes papers written in English, Spanish and Portuguese which publishing dates range from 1999 to 2019. A total of 51 articles were selected to compose the analytic corpus (n=51). After reading all of the texts and making a content analysis, the results were presented in 3 categories: i - Citizenship education and political education: theories and practices (Conceptual approaches on citizenship and Students' capacity for political or moral reasoning fostered by political education); ii - Politics, human rights & democratic values in education (Critical approaches of human rights or democratic values on higher education; Popular education or citizen participation on political education and Politics as a teaching or learning tool for formal education); iii - Relationships among State, citizens and civil society (Positive relationships in contemporary societies and Conflicts in adult education). Under neoliberalism, civic culture, democratic values and informed dialogue atrophied. Clearly, this is partly due to the dominant neoliberal view that social agency is dangerous and needs to be shaped by neoliberal forms of education. Under the reign of neoliberalism, there has emerged a pedagogical machinery of power engaged in producing a culture of manufactured ignorance that works to produce a form of political repression. However, as an alternative, many pieces of research are arguing that education must empower citizens to engage in their communities as a method to learn, engage in individual and collective action, and how to participate in political struggles and public affairs. Political education can be an important social movement against the inequalities. That seems to be crucial for building a direct and participative citizenship in our contemporary democracy. Keywords: Political Education. Social Inequality. Citizenship. Democracy. Neoliberalism.
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This week at the NATO summit in Washington, alliance leaders are expected to sign a joint communique that declares that Ukraine is on an "irreversible" path to joining the alliance. This decision is likely to be celebrated as a big step forward and a reflection of Western unity behind Ukraine, but a series of newly declassified documents show that the U.S. has known all along that NATO expansion over the last 30 years has posed a threat to Russia, and may have been a critical plank in Moscow's aggressive policies over that time, culminating in the invasion of Ukraine in 2022."The documents show that the Clinton administration's policy in the 1990s emphasizing two tracks of both NATO enlargement and Russian engagement often collided, leaving lasting scars on [then Russian President Boris] Yeltsin, who constantly sought what he called partnership with the U.S," according to the National Security Archive, which wrote about the newly declassified documents this week. "But as early as fall 1994, according to the documents, the Partnership for Peace alternative security structure for Europe, which included both Russia and Ukraine, was de-emphasized by U.S. policymakers, who only delayed NATO enlargement until both Clinton and Yeltsin could get through their re-elections in 1996."In 1995, then-national security adviser Anthony Lake warned President Bill Clinton that Russian leadership would not accept the expansion of the alliance to the East."Russian opposition to NATO enlargement is unlikely to yield in the near or medium term to some kind of grudging endorsement; Russia's opposition is deep and profound," Lake wrote. "For the period ahead, the Russian leadership will do its level best to derail our policy, given its conviction that any eastward expansion of NATO is at root antithetical to Russia's long-term interests." Two years later, as Washington and Moscow were entering negotiations on the future of NATO-Russia cooperation, State Department official Dennis Ross wrote what the Archive calls an "astute and empathetic analysis" of the Russian position on NATO expansion. "To begin with, the Russians for all the reasons you know see NATO expansion through a political, psychological, and historical lens," Ross wrote in a memo to Strobe Talbott, then the Deputy Secretary of State. "First they feel they were snookered at the time of German unification. As you noted with me, [former Secretary of State James] Baker's promises on not extending NATO military presence into what was East Germany were part of a perceived commitment not to expand the Alliance eastward," the memo continues."In addition, the 1991 promise to begin to transform NATO from a military alliance into a political alliance was part of the Soviet explanation for accepting a unified Germany in NATO."Because these perceived promises were never made concretely, Ross says, the Russians were "taking the lessons of 1991 and are trying to apply them now in the negotiations on NATO expansion."Despite these roadblocks, Clinton and his Russian counterpart Boris Yeltsin nonetheless reached an agreement on a series of issues at a summit in Helsinki one month later. During a private conversation with Clinton at that summit — which was part of the set of declassified documents — Yeltsin would say that he reached an agreement with NATO not because he wanted to "'but because it is a forced step."In his exchange with the American president, Yeltsin made one thing apparent. "[NATO] enlargement should also not embrace the former Soviet republics," he said. "I cannot sign any agreement without such language. Especially Ukraine. If you get them involved, it will create difficulties in our talks with Ukraine on a number of issues." Clinton did not agree to a "gentlemen's agreement" to that effect, and the two men eventually moved on. The consequences of choosing to ignore Russian concerns decades ago continue to have an impact on relations between the West and Moscow today, experts say. "These declassified documents underscore that U.S. officials clearly have long understood the depth of Moscow's objections to NATO's eastward expansion, going back to the Gorbachev era and Yeltsin's presidency. Yet Washington proceeded with this expansion anyway, judging that Russia would remain powerless to prevent it," George Beebe, director of Grand Strategy at the Quincy Institute, told Responsible Statecraft. "Today, Russia is both embittered by this history and much more powerful than it was then, and it is resolved to block NATO's incorporation of Ukraine and Georgia by whatever means necessary."
El presente trabajo se propone analizar los principios de la Gestión Democrática que orientan la gestión escolar y los procesos democráticos que las escuelas públicas ponen en marcha para integrarse a la comunidad teniendo en cuenta aspectos escolares y extraescolares. Es un abordaje crítico-reflexivo que busca proporcionar nueva empiría en un contexto histórico particular como es el de Brasil de los últimos años. Con una metodología cualitativa y con base en estudios de caso, análisis documental y observación de prácticas de gestión en la escuela, entrevistas a miembros de la comunidad escolar, se propone un análisis de la gestión de la Secretaría Municipal de Educación del Municipio de Barracão-PR, considerando dos escuelas de la red municipal, localizadas en contextos sociales diferentes. La escuela A se encuentra ubicada en un barrio periférico y la escuela B está ubicada en el centro urbano del Municipio. Serán considerados aspectos pedagógicos, políticos y administrativos de las mismas. El Municipio de Barracão prevé en su Plan Municipal de Educación 2015-2025 como una de sus prioridades la Gestión Democrática de la Educación (ítem III, p. 16 y pp. 105-108). La gestión escolar no debe ser vista solamente como un conjunto de prácticas burocráticas escolares sino como una propuesta que impulsa el quehacer democrático y ciudadano de la institución educativa. La escuela no puede y no debe cerrarse en sus muros dejando de considerar toda la realidad que la circunda y que ejerce influencia constante en los procesos de enseñanza y aprendizaje. La sociedad se viene transformando a un ritmo cada vez más acelerado, y es por ello que las instituciones educativas no pueden mantenerse alejadas del medio social que exige una cercanía pertinente para democratizar la educación. Actualmente no existe forma de que una escuela pueda subsistir aislada en sus atribuciones sin considerar los factores externos que la circundan. Por lo tanto, resulta imprescindible que la comunidad local esté en sintonía con el ambiente escolar para garantizar las mejoras educativas necesarias y eso puede ser promovido más fácilmente cuando la escuela posee una gestión democrática. ; This paper presents a brief study about the principles that guide Democratic Management and especially school management when it is characterized as democratic, as well as its integration with the community in view of some school and extra-school aspects. It is a critical-reflective approach that seeks to provide new empiricalism in a particular historical context such as that of Brazil in recent years. With a qualitative methodology, based on case studies, investigation of documents, analysis of management practices in the school and conversation with the school community, it will analyze the education management of the Municipal Education Secretariat of the municipality of Barracão-PR. Considering two municipal schools, located in different spheres. School A, located in a neighborhood, school B, located in the urban center of the municipality. Pedagogical, political and administrative aspects will be considered. The municipality of Barracão foresees in its Municipal Education Plan 2015-2025, as one of its priorities The Democratic Management of Education (item III, p. 16 and pp. 105-108). School management should not be seen only as a set of bureaucratic practices aimed at the school, but rather, it must be seen as a way of promoting democratic practice and citizenship. The school cannot and must not close itself on its walls, failing to consider the whole reality that guides it and which has a constant influence on the teachinglearning process. Society has been changing at an increasingly fast pace, therefore, educational institutions cannot stay away from the social environment that requires a relevant proximity if the success of education is the objective to be achieved. Currently, there is no way for the school to stand alone with regard to its duties, if we consider so many external factors that exist around it. Therefore, it is noted that it is essential that the local community is in tune with the school environment to ensure educational improvement and this can be promoted more easily when the school has democratic management. ; Fil: De Mello Chitolina, Marilene. Universidad Nacional de La Plata. Facultad de Humanidades y Ciencias de la Educación; Argentina.
The political legacy of the Martinican poet, novelist and philosopher Édouard Glissant (1928–2011) is the subject of an ongoing debate among postcolonial literary scholars. Responding to an influential view shaping this debate, that Glissant's work can be categorised into an early political and late apolitical phase, this dissertation claims that this division is based on a narrow conception of 'engaged political writing' that prevents a more comprehensive view of the changing political strategies Glissant pursued throughout his life from emerging. Proceeding from this conceptual basis, the dissertation is concerned with re-reading the dimensions of Glissant's work that have hitherto been relegated as apolitical, literary or poetic, with the aim of conceptualising the politics of relation as an integral part of his overall poetic project. In methodological terms, the dissertation therefore proposes a relational reading of Glissant's life-work across literary genres, epochs, as well as the conventional divisions between political thought, writing and activism. This perspective is informed by Glissant's philosophy of relation, and draws on a conception of political practice that includes both explicit engagements with established political systems and institutions, as well as literary and cultural interventions geared towards their transformation and the creation of alternatives to them. Theoretically the work thus combines a poststructuralist lens on the conceptual difference between 'politics' and 'the political' with arguments for an inherent political quality of literature, and perspectives from the Afro-Caribbean radical tradition, in which writers and intellectuals have historically sought to combine discursive interventions with organisational actions. Applying this theoretical angle to the analysis of Glissant's politics of relation results in an interdisciplinary research framework designed to explore the synergies between postcolonial political and literary studies. In order to comprehensively describe Glissant's politics of relation without recourse to evolutionary or digressive models, the concept of an intellectual marronage is proposed as a framework to map the strategies making up Glissant's political archive. Drawing on a variety of historic, political theoretical and literary sources, intellectual marronage is understood as a mode of radical resistance to the neocolonial subjugation for which the plantation system stands historically and metaphorically, as an inherently innovative political practice invested in the creation of communities marked by relational ontologies, and as a commitment to fostering an imagination of the world and the human that differs fundamentally from the Enlightenment paradigm. This specific conception of intellectual marronage forms the basis on which three key strategies that consistently shape Glissant's political practice are identified and mapped. They revolve around Glissant's engagement with history (chapter 2), his commitment to fostering an imagination of the Tout-Monde (whole-world) as a political point of reference (chapter 3), and the continuous exploration of alternative forms of community on the levels of the island, the archipelago and the Tout-Monde (chapter 4). Together these strategies constitute Glissant's personal politics of relation. Its abstract characteristics can be put in a productive conversation with related theoretical traditions invested in exploring the political potentials of fugitivity (chapters 5), as well as with the work of other postcolonial actors whose holistic practice warrants to be described as a politics of relation (chapter 6). ; Diese Dissertation befasst sich mit der politischen Dimension des Werks von Édouard Glissant (1928-2011), der zu den einflussreichsten aus der frankophonen Karibik stammenden postkolonialen Theoretiker*innen gezählt wird. Durch eine Kombination von literatur- und politikwissenschaftlichen Ansätzen wird Glissants Werk als Ganzes studiert und auf seine politischen Potenziale geprüft. Kennzeichnend für den verfolgten Rechercheansatz ist ein weites Verständnis des Politischen, das sich von gängigen Vorstellungen der Auseinandersetzung mit politischen Systemen und Machtkämpfen unterscheidet, in dem es literarischer und kultureller Arbeit dezidiert politische Bedeutung zuschreibt. Das Konzept der Politik der Relation aufgreifend, welches in Glissants späteren Schriften erscheint, befasst sich diese Arbeit mit den Fragen, was ist die Politik der Relation? Wie kann sie beschrieben werden? Und welche Verbindungen lassen sich zwischen ihr und verwandten politischen Praktiken nachzeichnen? Die Forschungsarbeit kommt dabei zu dem Ergebnis, dass mit der Politik der Relation sowohl die diversen politischen Praktiken beschrieben werden können, die das Werk Glissants durchziehen, als auch außerhalb dieses Bereichs postkoloniale politische Praktiken analysiert werden können. Im erstgenannten Kontext bezieht sich der Begriff auf eine ganzheitliche und vielschichtige Praxis eines Dichters und Intellektuellen, dessen politisches Engagement in erster Linie auf Veränderungen im Bereich des Imaginären und der Erschaffung alternativer Gemeinschaften abzielte, der jedoch darüber hinaus wiederholt diskursiv und organisatorisch in bestehende Institutionen und Gemeinschaften intervenierte, um Relationen herzustellen, die von bestehenden Diskursen und politischen Strukturen unterbunden wurden. Im zweiten Kontext, also außerhalb von Glissants eigenem politischen Denken und Handeln, wird die Politik der Relation zudem als ein Begriff vorgeschlagen, der die Praxis bestimmter postkolonialer Akteure beschreiben kann, deren Handeln jeweils ein ganzheitlicher Anspruch zugrunde liegt, bei dem Leben und Schreiben, Inhalt und Form, Mittel und Zwecke nicht voneinander getrennt werden können. Ihre politische Praxis orientiert sich an der radikalen Diversität und Vernetzung aller Kulturen der Welt, sie schöpft aus ihr Kraft und strebt an, sie zu beschützen. Indem die Dissertation Verbindungen zwischen diesen beiden Ebenen aufzeigt, ist sie methodisch ebenfalls relational angelegt.
The Ukrainian version of this article is the result of a thesis defended at Cambridge University (UK) for a master's degree in international relations by a British journalist of Ukrainian descent Yuri Bender. The thesis was supervised by Dr. Rory Finnin, Associate Professor of Ukrainian Studies at the University of Cambridge. The author examines the events in eastern Ukraine that led to the secession of the socalled Donetsk People's Republic and Luhansk People's Republic and their further attempts to function as separate autonomous regions (statelets). This study is based not so much on an analysis of a large scope of scientific literature published in the West in recent years, but primarily on the results of the author's several trips to eastern Ukraine before and after the Russian-Ukrainian war. The inability to visit self-proclaimed statelets, the so-called DPR and LPR, made it impossible to hold interviews in controlled by non-governmental organizations areas, with the exception of telephone conversations. However, the author conducted more than 40 semi-structured interviews with elites as well as members of the general public, with particular emphasis on 'giving voice' to ordinary Ukrainians disenfranchised by a political and media system dominated by oligarchical interests. These voices, several of them featured in this article, will be crucial in determining the future of Ukraine, just as they have shaped recent and long-term history. The research is based on a study of the impact of the economy and the identity of the population, supported by Moscow's foreign policy in the "near abroad" countries. The key economic factors of the temporary separation of the "statelets" took place against the background of changes in identity and elitist behavior. The study of these issues is vital in determining whether "republics" have a long-term autonomous future. The reality is that nowadays migrants are increasingly leaving Donbas instead of entering. The most enterprising and educated citizens, who demonstrate the strongest manifestations of identity – the very type needed to create an effective state – are more likely to leave. The events in Donbas are viewed through theoretical prisms, including the "Wild Field" by historian Hiroaki Kuromiya, challenged by oligarchs, criminal groups, and political clans; and the Euro-Asian "heartland" of the geographer Halford Mackinder, who historically fought and defended the eastern and western states. Based on his own interviews conducted during repeated trips to Ukraine, the author seeks to contribute to the discussion on the future trajectory of Ukraine's troubled eastern border areas and shed light on their recent past. ; Українськомовний варіант цієї статті став вислідом захищеної в Кембриджському університеті (Велика Британія) дисертації на ступінь магістра міжнародних відносин британським журналістом українського походження Юрієм Бендером. Дисертація виконувалася під керівництвом доктора Рорі Фінніна – доцента катедри українознавства Кембриджського університету. Автор досліджує події на Сході України, що призвели до відокремлення так званих Донецької Народної Республіки та Луганської Народної Республіки та їхні подальші спроби функціонувати як окремі автономні регіони. Дослідження це зроблене не стільки на основі аналізу значного масиву наукової літератури, що з'явилася у світ на Заході за останні роки, а передусім за результатами власних кількох поїздок автора на східні терени України до й після початку російсько-української війни. Неможливість відвідати самопроголошені державні об'єкти, так звані ДНР і ЛНР, унеможливила проведення бесід у контрольованих неурядовими організаціями районах, за винятком телефонних розмов. Однак автор провів понад 40 напівструктурованих інтерв'ю з елітарними представниками, а також представниками широкої української громадськості. Особливий акцент був спрямований на «надання голосу» простим українцям, які позбавлені права голосу політичною та медіасистемою, у яких панують та домінують олігархічні інтереси. Ці голоси, деякі представлені в цій статті, матимуть вирішальне значення для визначення майбутнього України, так як вони сформували недавню й довгострокову історію. Дослідження базується на вивченні впливу економіки та ідентичності населення, підкріплених зовнішньою політикою Москви в країнах «ближнього зарубіжжя». Ключові економічні чинники тимчасового відокремлення «автономних регіонів» відбувалися на тлі зміни ідентичності та елітарної поведінки. Вивчення цих питань є життєво важливим для визначення того, чи мають «республіки» довгострокове автономне майбутнє. Події на Донбасі розглядається через теоретичні призми, включаючи «Дике поле» історика Гіроакі Куромії, оскаржуване олігархами, злочинними угрупуваннями і політичними кланами; та євроазіатський «Хартленд» географа Халфорда Макіндера, що історично боровся та відстоював східні та західні держави. Спираючись на власні інтерв'ю, проведені під час неодноразових поїздок до України, автор прагне зробити свій внесок у дискусію щодо майбутньої траєкторії проблемних східних прикордонних територій України та пролити світло на їхнє недавнє минуле.
