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Whoa.nu started in 2000 as a community where members discussed all aspects of hip-hop in Sweden. The community became the most important place not only for discussions among members but also for releasing free albums and songs to the public and for arranging events. Moreover, the site was an educational hub for members to learn about hip-hop. The core of Whoa.nu was the community, wherein the communicating environment of members developed as artists, audience, and critics. Whoa.nu was not only a place for individuals' learning processes and development but a place where Swedish hip-hop evolved and changed its regional frames, forming its own identity. The aim of this article was to present an analysis of the development of Whoa.nu as a learning platform for hip-hop in Sweden based on interviews with the two administrators of the site. Further, we wanted to use this as a steppingstone to discuss how listeners learned about popular music online during different eras. Two questions were at the forefront of this research: (1) How do the interviewees describe the internal views of the relation between how Whoa.nu and Swedish hip-hop changed over 13 years? and (2) how can Whoa.nu be understood as a learning environment? I henceforth present insights into how musical learning can happen outside of institutions and how Swedish hip-hop has grown from subculture to mainstream, which is how Whoa.nu outgrew itself. Hip-hop education is currently institutionalized in the same way that jazz and rock once were institutionalized. It went from being rebellious and subversive to being embraced by the larger society and integrated into academia. The results herein present a story of one example where musical learning in a subculture occurred. The insights presented, then, can help educators prepare for similar transformations of learning arenas in future musical subcultures. These insights could aid teachers and educators to assist students involved in music subcultures not discussed in schools. Hopefully, this article inspires additional ways of learning music.

This article results from the analysis of the phenomenon of "barras bravas" (violent supporter groups) in football and its influence in school coexistence at three public educational institutions in Bogotá. The methodology of the study was mixed with a concurrent triangulation design (DITRIAC), hence diverse instruments were employed to verify the findings and cross-validate quantitative and qualitative data. The information obtained from a survey applied to 300 students was complemented with life histories, field notes and a document review of the institutional reports on school coexistence. The study revealed that violence emerges as a consequence of the participation in "barras bravas," whose members attend the institutions where this research was conducted. The discussion reflects how important it is to vindicate the role of the school within the framework of public policies which both integrate youth dynamics and articulate programs and projects suitable for the Colombian context.

We consider game design as a sociocultural and knowledge modelling activity, engaging participants in the design of a scenario and a game universe based on a real or imaginary socio-historical context, where characters can introduce life narratives and interaction that display either known social realities or entirely new ones. In this research, participants of the co-creation activity are Malaysian students who were working in groups to design game-based learning resources for rural school children. After the co-creativity activity, the students were invited to answer the co-creativity scale, an adapted version of the Assessment Scale of Creative Collaboration (ASCC), combining both the co-creativity factors and learners' experiences on their interests, and difficulties they faced during the co-creativity process. The preliminary results showed a high diversity on the participants' attitudes towards collaboration, especially related to their preferences towards individual or collaborative work.

This paper examines the experiences of Chinese international students from East Coast University (a pseudonym) in the United States through their participation in a Chinese ethnic-based Christian church (CCC). Employing ethnographic-based fieldwork, the study highlights how Chinese international students see their experiences in CCC as a source of acculturation to U.S. society. However, the students evidence little understanding of the reality that they are in fact being acculturated to a subculture within U.S. society that at times embraces values contradictory to those of progressive-oriented East Coast University.

Each classroom has its own microculture with its own norms that belong to this microculture. It is these norms that characterize every kind of activity and discussion in the classroom. What makes a mathematics classroom different from any other classroom is the nature of norms, rather than their existence or absence. This study aims to identify the social and sociomathematical norms that belong to different mathematics learning environments within this framework as a multiple-case study based on the qualitative design. The data has been collected through observations of two different classrooms in a mathematics teacher education program at a state university in Turkey. The constant comparative method was used for data analysis. This study, with prospective teachers as participants, identifies the social and sociomathematical norms that regulate the classroom microcultures. The findings show how norms with different qualities can be established and sustained in two different courses within the same teacher training program, and their possible effects on learning and teaching are discussed in the context of teacher education.

In "Good God but You Smart!" Nichole E. Stanford provides an account of how attitudes toward Cajun English (CE) perpetuate and are perpetuated by an economic system designed to maintain unequal power relations. While non-Cajun Americans are interested in what they see as Cajun culture, Stanford explains that most misunderstand what "Cajun" means, conflating the terms "Cajun, Creole, Louisiana, and New Orleans." While Cajuns themselves are an ethnically diverse group determined primarily by cultural identification, modern-day Cajun culture was established by the descendants of Acadians who settled in South Louisiana. Despite increasing interest in certain aspects of Cajun culture, Cajuns themselves are still subjected to stereotyping, misunderstanding, and discrimination. As explained in Stanford's introduction, this stereotyping extends to bias against speakers of CE, leading many Cajuns to censor CE features from their speech to achieve professional success. Throughout her book, Stanford skillfully combines memoir, family history, archival research, and survey data to explain to a general audience how Louisiana's history of linguistic and cultural discrimination has led to current attitudes toward Cajun culture and CE. The first chapter examines stereotypes surrounding Cajun culture and language. Though CE emerged as an identity marker during the "Cajun Renaissance" of the 1970s, most speakers still censor Cajun features from their speech due to widespread public perceptions of the dialect.

The author uses a life-historical counter-storytelling approach to examine a Korean female pre-service teacher's experiences in a U.S. teacher preparation program. The participant encountered challenges due to her perceived language proficiency and communication and participation style in a U.S. higher educational context. Further, the author report how the participant responded to her challenges: (1) by feeling pressure to internalize deficit-oriented narratives and assimilate into dominant cultural norms, and (2) by resisting against the racial stereotype. This study shows that teacher educators need to create counter-spaces for linguistic and ethnic/racial minority pre-service teachers in teacher preparation.

Imprisonment pains often accompany confinement to correctional institutions. Less is known about how related discomforts and deprivations might specifically impact the administration and receipt of postsecondary correctional education. This paper will show how encounters between incarcerated college students, other prisoners, prison educators and corrections officers can influence higher learning in correctional settings. It is based on a qualitative study and inductive analysis of data collected from interviews with 34 formerly incarcerated individuals who were also past and present members of a higher education program in the United States post-release. This research has important policy implications given that incarcerated persons who engage in productive activities such as higher education are better positioned to cope with carceral strains in legitimate ways. It can also help educators and correctional staff develop programs that account for the specific educational challenges of the prison sub-culture.

Communities develop social languages in which utterances take on culturally specific situated meanings. As physics students interact in their classroom, they can learn the broader physics community's social language by co-constructing meanings with their instructors. We provide an exposition of a systematic and productive use of idiosyncratic, socially acquired language in two classroom communities that we consider to be subcultures of the broader community of physicists. We perform a discourse analysis on twelve quantum mechanics students, two instructors, and the course text related to statements about basis and change of basis within a spin-½ probability problem. We classify the utterances' grammatical constructions and situated meanings. Results show that students and instructors' utterances referred to a person, calculation, vector being in, or vector written in a basis. Utterances in these categories had similar situated meanings and were used similarly by the students and instructors. Utterances referred to change of basis as changing the form of a vector, writing the vector in another way, changing the vector into another vector, or switching bases. Utterances in these categories had varying situated meanings and were used similarly by the students and instructors. The students and instructors often switched between different discourse types in quick succession. We found similar utterance types, situated meanings, and grammatical constructions across students and instructors. The textbook's discourse sometimes differed from the discourse of the students and instructors. Within this study, the students and instructors were from two universities, yet they spoke similar utterances when referring to basis and change of basis. This gives evidence to their shared social language with a broader community of physicists. Integrating and leveraging social languages in the classroom could facilitate students' enculturation into the classroom and broader professional community.

Explicit instruction in strategies for interlanguage pragmatic learning is fundamental to the development of a comprehensive set of pragmatic abilities in the target language. In this article, we begin by providing an overview of previous work in the area of language learner strategies directed at the teaching and learning of pragmatics. We then offer an extension of Cohen's (2005, 2014) framework of strategies for learning, using, and evaluating the use of interlanguage pragmatics in four domains: knowledge, analysis, subjectivity, and awareness (Sykes, Malone, Forrest, & Sadgic, forthcoming). Examples from current projects are provided to exemplify the critical importance of a strategies-based approach to the teaching and learning of interlanguage pragmatics. The article concludes with ideas for future research and implementation.

The transformation of the developmental process from animal rationale, through homo communicans into the (un)aware homo symbolicum and the man receiving and distributing media information today, available through multimedia tools in his everyday life, encourages thought on the contemporary man, as well as the purpose, point and sense in contemporary education. The fact is that an individual's life today cannot function deprived of virtual communication. It is possible to state that the world of mass and new media, changed the perception of reality in an essential way. Given the ontic nature of new media being based on technology i.e. the matrix of technical mediation of the real, fiction becomes reality and facts are (re)interpreted as media information. They not only aren't the measure or the guide in a theoretical context, they can also lead to an uncontrolled and unpredictable course of media information, due to their truthfulness not being questioned. That is how the global presence of media sets the forms of social life and sometimes relativizes the unquestionable nature of information, thus hiding the fundamental questions of the survival of humane values. In such a context, ontology and ontological relativity provide a landmark in the review of the truthfulness of facts, theories and scientific theoretical settings, especially when (re)defining the notion of contemporary education in the so-called "cyber" world. For those reasons precisely, taking into consideration the causality of the relationship between contemporary media and the multimedia reality in which an individual is located, and in the context of ontological relativity, this paper attempts to search for the understanding of contemporary education of man and of the true, without which true education as such is not possible.

This research examines the emerging academic subculture of international students from East Asia in U.S. academics from the cultural hybridization perspective. In a knowledge-based economy, international education plays a pivotal role in the global educational environment. Advocacy of international student mobility is essential; international student mobility fundamentally increases academic culture flows and the transmission and incorporation of different global cultural identity, while simultaneously leading to the breakdown of individual cultural identity in a new cultural context. In addition, the international students can be a catalyst and may generate new academic subcultures in new academic environments. This process contributes to the cultural hybridization process worldwide. The purpose of this article is to provide a qualitative research study on specific features of the international students' academic subculture. The research study findings display that East Asian international students cope in a vastly different academic culture by forming their own peer academic subculture and limiting interactions with faculty members and domestic students. The study recommends further research in this area and also promoting an effective relationship between faculty and international students as well as international students with domestic students.

The urgency of the problem under investigation is due to the danger and at the same time the prevalence of corruption, so special attention is given to the need to supplement the repressive state and awareness-raising measures forming, especially in educational institutions of special subculture, raising a categorical rejection of corruption. The article is aimed at drawing attention to the consistency of the scientific-cultural formation of the anti-corruption subculture. The leading method to the study of this problem is a philosophical and cultural analysis of the origins (premises) and the grounds of corruption, which allows proving the scientific soundness of the proposed ideas. The paper presents the evaluation of existing approaches to the corruption revealed conceptual bases implemented in the practice of education pedagogical models, reveals the reason for their low efficiency and effectiveness, justifies recourse to the alternative with respect to potential corruption culture. Article Submissions may be useful for teachers and education sector leaders, analysts in the sphere of culture and mass consciousness.

In the last decade, the interest in the study of organizational culture and effectiveness has increased; however, few studies have been done in the educational field. The objective of this research is to deepen the knowledge of the relationship between organizational culture and effectiveness in institutions of higher education, and to try to respond the following research question: How are effectiveness indicators interpreted in a higher education institution with differentiated culture? This research used the organization ethnography approach; the sample was made up of 23 informants; and the tools used were interviews, observation, and documentary information. The data analysis was done following the Spradley methodology (1979) and the results of the study seem to indicate that the educational institution studied has a differentiated culture and that the main cultural groups maintain a series of shared values with which they interpret a series of effectiveness indicators in a similar way. Nevertheless, this research also shows that there are some indicators that are not acknowledged by the cultural subgroups, and it is also observed that a series of indicators is interpreted differently by each subculture. Based on these results, it is possible to consider that the acknowledgement of the existence of a differentiated culture in a higher education institution allows its leaders to send the right messages to its members and to leverage from its culture to develop more effective higher education institutions.

The old adage "no news is good news" is particularly true of the portrayal of Travellers in the media in general. The quality of otherness is relevant to the status of Travellers. For example, when a member of the Traveller community becomes seriously ill, their extended community rallies round. This has been known to cause alarm among health professionals when a large number of Travellers flood a waiting room in a hospital. That a group of individuals who are trying to be supportive can be perceived as a threat can be explained in the context of "othering." It is not uncommon for those who have been identified as "Other" e.g. women, Travellers, people with disabilities, gay people and all marginalised people to suffer from internalised oppression. Internalised oppression is based on real fear. It is not surprising that individual Travellers fear negative treatment. This article looks at the bases of those fears, and explores where the negativity comes from. The author outlines the stereotyping that is perpetuated in the media in general, and how education has a central role in challenging these myths and stereotypes. The author's positioning to discuss this issue is located in her own experience as "The Other." In this article, she explores the concept of otherness or alterity and discusses the potentiality of the concept in challenging stereotypical norms and the ways in which this positioning provides her with a singular vantage point. She looks at examples of educational approaches, from the back to education and training programme underpinned by adult education principles derived from Freire (1972) and Noddings, (1984) and the UL initiative, on the integrated framework. She considers the possibilities of otherness, and finally, on her own experience of alterity, which has enabled her to reflect on why she does what she does and how the notion of embracing otherness has been a personal motivation. (Contains 1 figure and 1 footnote.)

Over the last decade, HEIs (higher education institutions) around the world have undergone transformation for a number of reasons, including mergers and acquisitions. The reasons for this vary from remaining competitive in an ever-increasingly competitive academic environment to being forced to do so. With deeply ingrained traditions, long tenures and substantial professional autonomy on the one hand and fragmentation, subcultures and a sense of territory and boundary on the other, the consequences of merging such cultures are significant. The BBS (Budapest Business School) has had to deal with this merging of cultures and subcultures whilst at the same time deal with a greater market-orientation as it strives to move further away from the budget-commanded regime towards a market-oriented operation. To investigate the make-up of the organisational culture of the BBS and consider its orientation, a multi-method approach was considered using the Competing Values Framework for quantitative analysis and cognitive mapping with focus groups and one-to-one interviews for a qualitative analysis. Potential difficulties are considered within this context. (Contains 2 tables, 5 figures, and 2 footnotes.)

This article proposes a conceptual model to explore the effects of intergenerational transition in individualism/collectivism orientations on the outlook towards different human resource development (HRD) and management practices. It contributes to the existing cross-cultural research in HRD by defining three prominent generations in India and by proffering a comparative cross-cultural study of the effect of generations on individualism/collectivism orientations and preferences for human resource practices in India and the United States. (Contains 1 figure.)

The interrelated nature of gender and racial constructs in the culture of the southern United States accounts for much of the historical prejudice against coeducation in the region's institutions of higher education. This essay offers a historical perspective on gender discrimination on the campuses of Southern universities from the attempts to bar women from the state flagship institutions in the 1890s to the efforts to exclude them from the public military colleges in Virginia and South Carolina in the 1990s. It notes the similarity of the arguments employed for and against gender integration and racial desegregation. In both cases, access was only the first battle in the war against unequal treatment. Coeducation did not bring an end to gender discrimination anymore than racial integration ended racial discrimination. Men students often banned women from clubs, activities, and buildings. Faculty ignored their presence in the classroom and/or graded them more harshly. Administrators put quotas on their admissions and imposed restrictions on their mobility. This was not unlike the discrimination experienced by the first black students in integrated classrooms. Although the campus climate in the 21st century is less chilly for both women and African Americans, traditional prejudices seem to justify the continued existence of separate women's and historically black colleges and universities. Opposition to coeducation on today's college campuses is more likely to come from women who argue that historic patterns of discrimination remain alive and well. (Contains 55 footnotes.)

In this paper, I take the position that in order for education policy makers and teachers to reform teaching and learning, they must be good consumers of education research. Good consumers of education research understand that education is a complex endeavor and as such resist accepting findings that simplify or complicate teaching and learning. A second position maintained in this paper is that influences on teaching and learning are holons, a term coined by Koestler (1996). There are several categories of holons; education is considered a social holon. All holons are influenced and governed by their own sets of rules. Within the social holon of education exists other social holons such as policy and students. In order to understand the universe of education as a complex endeavor, education researchers, policy makers and teachers must make explicit (acknowledge) the tensions (mitigating factors) between and amongst holons. Acknowledging tensions (social holons) is to respond to the influences of each holon to include the individual student. As a consequence, the interplay between who a learner and teacher are and the influencing contexts they are constantly having to negotiate in and out of the classroom on a daily basis are made explicit. Education research and policy based on the notion of cause and effect (linear) reduces adaptations and evolutions of students and teachers to simple and mechanistic human beings, ignoring the myriad of daily changes they go through. In other words, the complexities of teaching and learning are oversimplified. When tensions are not created, acknowledged or appreciated by policy makers, there can be no ebb or flow, and as such, there can be no change.

Objective: Fraternity and sorority members have one of the highest smoking rates among college students, yet little is known about the social influences on smoking within this subculture. The objective of this study was to examine sorority and fraternity member beliefs about smoking and alcohol use. Methods: In-depth individual interviews were conducted with active members of sororities (n = 16) and fraternities (n = 17). Members were recruited through posters and electronic postings using purposive sampling techniques and continued until saturation was reached. Interviews were conducted in community settings chosen by the participant. Transcribed interviews were coded and analyzed for themes. Results: Fraternity parties and bars/clubs provide a smoking-friendly environment where members expect to be offered both alcohol and cigarettes without negative evaluation from others. Fraternity members take on the role of providing cigarettes to others. Members discussed positive beliefs about smoking while using alcohol. Beliefs that smoking is an extension of drinking behaviors, smoking enhances the experience of alcohol, smoking while drunk does not lead to addiction and getting cigarettes from others is different than buying your own were examples of how members adopted beliefs that promote an addictive behavior. Conclusions: Fraternity and sorority member alcohol use may increase their risk for smoking because of their positive beliefs about smoking and alcohol use and smoking tolerant social environments. Increasing smoke-free perimeters at fraternity houses and bars/clubs and intervening with pledge classes to de-link smoking from alcohol use are needed to reduce non-daily smoking in members.

An examination of the professional socialisation process is critical in changing the way graduates are trained and how they are supported post graduation. This article summarises key mechanisms to facilitate socialisation from recent socialisation studies undertaken in the fields of medicine, physical therapy nursing, occupational therapy, and certified athletic coaches. The article outlines the design of a survey of undergraduate university property program directors in the Pacific Rim to determine their awareness of professional socialisation and how the development of graduates' professional socialisation is accommodated at orientation and in subsequent years of their program.

Approaches to intercultural communication competence (ICC) generally argue the need for objective knowledge about another culture as well as knowledge about and the ability to achieve appropriate behaviors of that target culture. Most of these approaches continue to base themselves on a conception of culture as comprehensive but static. Intercultural contact in this sense is a matter of contrasting and overcoming differences between one's own culture and the host or target culture. Other approaches, however, are adopting a more multicultural and pluricultural view of intercultural competence, and a more fluid and dynamic conceptualization of culture. These approaches tend to see the intercultural dynamic as an opportunity for "third places" to emerge where entirely new cultural knowledge and behavior can be constructed through cross-cultural contact and the interaction process in itself. This view sees cultures not as fixed entities to be learned and then copied, but rather as a hybrid and emergent phenomenon of today's societies. What are needed, it is argued, are individuals who are more aware of their own "linguaculture" in a much deeper way, and who are open to exploring new identities and perspectives as part of their daily contact with others. Here, the other is not only the different culture, with the emphasis on "different," but rather the other may be anyone with whom the individual chooses to interact. This paper explores the Subculture Adaptation Project conducted with third semester students in the bilingual education program at the "Institución Universitaria Colombo Americana." Students were asked to choose a subculture to which they wanted to or needed to belong, and complete a series of tasks to document the adaptation process. This exercise reveals that students who achieved the greatest degree of adaptation were those who were not limited to focusing on differences between themselves and members of the subculture. Rather, these students consistently sought out emergent third places where they could construct relationships and interactions that brought together self and other in dialogic encounters where new understandings, relationships and identities could emerge.

The concept of two cultures recognized by Charles Percy Snow may have implications beyond a lack of understanding and respect between two conflicting worlds of intellectuals. This widening chasm in the United States affects the education of our public school students. Technology and economics, intelligence testing, the "No Child Left Behind Act," college entrance requirements, national standardized testing are some of the contributors to an educational value system skewed toward reading, math, and science. If Howard Gardner is correct in his theory of multiple intelligences then the public school education one-size-fits-all system may be detrimental to the success and self-confidence of children whose inherent intelligence is not in linguistics, mathematical reasoning, or science. This paper examines some of the societal factors put on public school education such as political rhetoric, the disparity in grant funding between sciences and the arts, the pressures of curricula created by college entrance requirements, the role of technology in the economy, and the media's preferential interest in success in math and science. There are observations of the decline of interest in the arts in society as well as in public schools and comments about the implications of an artistic subculture.

The integration of traditional (offline and face-to-face) and virtual ethnographic methods can aid researchers interested in developing understandings of relationships between online and offline cultural life, and examining the diffuse and sometimes global character of youth resistance. In constructing this argument, I have used insights from studies on youth activism and the rave subculture. These studies also informed my central theoretical suggestion: that an approach to research underscored by a sensitivity to everyday experiences and the power structures framing these experiences can (still) be a powerful guide for understanding flows and circuits of resistance in Internet-influenced cultures.