African Students’ Identity Negotiation and Relational Conflict Management: Being “Foreign”, Being “Careful”

ABSTRACT

International students face challenges associated with identity negotiation as they interact with others who may hold distinctly differing worldviews while operating from a position of cultural dominance. The current study explores how African students negotiate identity in interactions with domestic students within a relational-conflict context. Themes emerging include uncertainty in self-presentation, constrained relationships with domestic students, and avoidance as a response to relational conflict. The emergent concept is that of “being careful”, attributable to African students’ perception of power differences between foreign and domestic students, as well as risk associated with assertive conflict behavior. Theoretical and practical implications are discussed.     

My ill literacy narrative: growing up Black,po and a girl,in the hood

Hegemonic discourses authorise certain ways of being, knowing, and doing. We internalise or appropriate images, patterns, and words from the social activities in which we have participated. Race, gender, sexuality, age, education, class are among aspects of identity (social constructions) that affect our language and literacy acquisition, the way we make sense. Grounded in the field of New Literacy Studies and drawing on the tools of critical discourse studies, I analyse verbal and non‐verbal excerpts from a street literature memoir, tentatively titled ‘PHD 2 Ph.D.: Po Ho on Dope 2 Ph.D, The Ill Narrative of Dr. E’, to examine young Black women’s negotiation of raced, classed, gendered and sexual ideologies. My aim is to show that these ideologies work to constrain the possibilities for Black womanhood by ascribing negative meanings and identities to Black women, which render them ‘at‐risk’ for various sorts of disadvantage, that ‘at‐risk’ youth are not inherently so, and that educators and other youth workers should be aware of the ways that social literacies frame youth identity and sense making.     

中国企业在非洲市场的跨文化管理分析

针对中国企业在非洲市场经营时会存在各种各样的跨文化管理问题,在分析了中国企业在非洲市场发展现状的基础上,提出了采取树立正确的跨文化管理的观念,进行文化融合、本土化、文化渗透与文化创新、文化规避和利用第三方文化等中国企业进军非洲市场的跨文化管理策略.     

A cross-cultural collaborative: creating textbooks and learning materials and a sustainable partnership for African children

Abstract

This article describes a case study of the South Carolina State University (SCSU)-Zanzibar Textbook and Learning Materials Program (TLMP). A Needs Assessment Plan (NAP), consisting of interviews, observations and debriefings, and including a Rapid Needs Assessment (RNA), was implemented to determine the need for textbooks and learning materials. The purpose of the collaborative was to support capacity building in Zanzibar and provide textbooks and learning materials for children in this Sub-Saharan African region. The outcomes were achieved by developing, publishing, and delivering approximately one million culturally relevant textbooks for secondary students, as well as supplementary learning materials. Some of the Education For All (EFA) goals served as a guide for the TLMP's commitment to improve education and social awareness (i.e., gender, HIV/AIDS), and professional development through textbooks. Methodological considerations were framed by case study processes for a) describing, monitoring and analyzing causal effects, and b) a participatory research approach. The methods promoted an equitable process, giving voice to all participants. Consistent with the findings, results were culturally relevant textbooks and improved capacity for Zanzibari participants. Thus, a comprehensive process evolved, resulting in a sustainable partnership between SCSU and Zanzibari stakeholders. The success of the project was confirmed at an historic ceremonial event, Biology textbooks and learning materials were delivered in January 2008, and Physics, Chemistry, and Mathematics textbooks are scheduled to be delivered in September 2008.     

法国出兵马里的原因和马里危机的背景

非洲独立半个世纪了,法国仍然视非洲法语国家为其势力范围和后院,经常插手和干预其内部事务。法国出兵马里的"薮猫"行动,已经取得了决定性结果。导致法国出兵的直接原因,是马里政府军在叛乱势力攻势面前的节节败退。导致法国出兵的深层原因,是出于维护法国在法语非洲国家的优先地位。法国非洲政策具有双重性:帮助非洲国家维稳是"面",保护法国利益为"里"。法国此次出兵马里,既有响应马里政府外援呼吁的因素,也有维护法国后院的利益计算,更有彰显法国大国地位的战略考量。     

HIP HOP for HIV awareness: using hip hop culture to promote community-level HIV prevention

The goal of this paper was to determine the effectiveness of the HIP HOP for HIV Awareness intervention, an innovative model utilising an exchange of an HIV test for a hip hop concert ticket, in a metropolitan city among African American youth and young adults. A subset of intervention participants participated in standardised testing, sex education and pre/post test administration. Data were analysed to identify changes in knowledge and attitudes with respect to HIV and sexually transmitted infections pre/post the educational session. An analysis of knowledge revealed variance in the pre- and post-assessment findings among participants receiving the intervention. Level of education and gender significantly influenced the variance in knowledge discerned from the pre- and post-assessment among participants. Two three-level significant interactions emerged from the analysis of variance: knowledge, education and gender; and knowledge, education and race/ethnicity. Programme findings suggest that an increase in knowledge and improved self-perceptions related to attitudes are the result of a brief, HIV-focused community-based intervention among young adults.     

国内对西亚非洲法制研究的现状、意义及展望

西亚非洲法制的研究在西方国家已经形成了稳定的研究体系和研究团体．这确立了西方在西亚非洲法制现代化建设中的主导地位。我国对于西亚非洲的法制主要是从伊斯兰法和非洲法两个路径进行研究,目前还有研究力量薄弱、学术成果匮乏以及存在内在理论冲突等问题。我国开展西亚非洲法制研究对于我国经济发展、法制建设以及提高我国法制在世界上的影响力和认可度等都具有积极意义。结合我国法学家成熟的学科划分或研究方向．未来对于西亚非洲法制的研究将沿着西亚非洲法制的基本法学理论、宪政和人权、国际法、国别法、部门法不断发展和繁荣。     

尚之信后代流落贵州考

贵州余庆县田氏和翁安县王氏均自称为清初平南亲王尚可喜之子尚之信后代。本文通过《田氏族谱》、“尚易田氏”碑刻、田氏族内历代传说与顺治《三韩尚氏族谱》、康熙《尚氏宗谱》、乾隆《尚氏宗谱》比较对照，并结合相关史料对贵州田氏和王氏是否是尚之信后代进行考证，以有助于清代社会史研究。     

From Opposition to Engagement: Lessons from High Achieving African American Students

Influential research on African American students has examined their school failure in terms of students’ opposition to school achievement. Only a few studies have explored school engagement and success among these students, and even fewer have examined the experiences of high achieving black students. This study illustrates the school context and school processes that high achieving African American students identify as contributing to their academic success. The findings reveal three main school effects impacting the students’ performance: 1) teacher practices, engaging pedagogy versus disengaging pedagogy; 2) participation in extracurricular activities and; 3) the state scholarship as performance incentive. According to the students, teacher practices were the most instrumental school effect benefiting their outcomes. Recognizing the processes that promote high achievement among African American students can help to improve our understanding of student performance, while promoting success among these students. The author wishes to thank Ron DePeter and Tekla Johnson for their comments on a previous draft of this article     

African Root in Microdialogue of Song of Solomon

The thesis will study Toni Morrison’s Song of Solomon under the guidance of Bakhtin’s of theory of dialogism. Through a de tailed case study, the thesis comes to a rational conclusion at last: by choosing a complex way to reflect a simple "root-searching" theme, re gardless of the reader’s difficulties in understanding, Toni Morrison actually has something more to tell to her readers, that is, by picturing the course of the protagonist’s searching for "African root", she parallels a way for the African American literature to keep its essence and characteristics.