Download e-book for kindle: Computer-mediated Communication: Linguistic, Social and by Susan C. Herring

By Susan C. Herring

ISBN-10: 1556198000

ISBN-13: 9781556198007

ISBN-10: 1556198035

ISBN-13: 9781556198038

ISBN-10: 9027250510

ISBN-13: 9789027250513

ISBN-10: 9027250545

ISBN-13: 9789027250544

Text-based interplay between people hooked up through computing device networks, similar to happens through email on the net and in synchronous modes akin to "chat", MUDs and MOOs, has attracted substantial well known and scholarly cognizance. This number of 14 articles on text-based computer-mediated verbal exchange (CMC) brings empirical facts from a number of disciplinary views to undergo on questions raised by means of the recent medium. the 1st part, linguistic views, addresses the query of ways CMC compares with talking and writing, and describes its structural features. part , on social and moral views, explores conflicts among the pursuits of teams and people of person clients, together with problems with online intercourse and sexism. within the 3rd part, cross-cultural views, the benefits and hazards of utilizing CMC to speak throughout cultures are tested in 3 stories related to clients in East Asia and Mexico, and scholars of ethnically different backgrounds in remedial writing periods within the usa. the ultimate part offers with the results of CMC on crew interplay: in a women's reports mailing checklist, a hierarchically-organized office, and a public protest on the net opposed to company pursuits. The booklet additionally encompasses a bibliography with approximately 2 hundred references to released learn on CMC.

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Extra resources for Computer-mediated Communication: Linguistic, Social and Cross-cultural Perspectives

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B. Sociology of Knowledge and the Curriculum It would have seemed that a field which was concerned with the social conditions influencing the development of knowledge, and with attempts to place ideas in their socio-historical setting, would have seen educational institutions and how knowledge is selected and organized in them as an obvious area 26 CURRICULA AS SOCIALLY ORGANIZED KNOWLEDGE for research. However, the main tradition which stems from Marx has been largely restricted to philosophies, political theories and theologies.

This 'structural' analysis allows Anderson to treat cases that do not fit as 'deviant' and not in need of explanation, another parallel with functional theories. With a neo-Marxist framework, Williams (1961) provides perhaps the most promising and (by sociologists) most neglected approach to the study of the content of education. He distinguishes four distinct sets of educational philosophies or ideologies which rationalize different emphases in the selection of the content of curricula, and relates these to the social position of those who hold them.

1964). 'Formal Education in an American Indian Community'. Social Problems Monograph, Il(4). WEBER, M. (1964). Theory of Social and Economic Organization. New York: The Free Press. , and LITTLE, A. (1964). 'Trends in Social Class Differentials in Educational Opportunity'. British Journal of Sociology, XV. WILLIAMS, R. (1957). Culture and Society. London: Chatto & Windus. --{1961). The Long Revolution. London: Chatto & Windus. , 17 PART ONE CURRICULA, TEACHING AND LEARNING AS THE ORGANIZATION OF KNOWLEDGE 1 • MICHAEL F.

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Computer-mediated Communication: Linguistic, Social and Cross-cultural Perspectives by Susan C. Herring

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