The Experts below are selected from a list of 7239 Experts worldwide ranked by ideXlab platform

Giana M Eckhardt - One of the best experts on this subject based on the ideXlab platform.

  • asian brands and the shaping of a transnational Imagined Community
    Journal of Consumer Research, 2008
    Co-Authors: Julien Cayla, Giana M Eckhardt
    Abstract:

    We investigate how brand managers create regional Asian brands and show how some of them are attempting to forge new webs of interconnectedness through the construction of a transnational, Imagined Asian world. Some branding managers are creating regional brands that emphasize the common experience of globalization, evoke a generic, hyper-urban, and multicultural experience, and are infused with diverse cultural referents. These types of regional Asian brands contribute to the creation of an Imagined Asia as urban, modern, and multicultural. Understanding this process helps one to appreciate the role of branding managers in constructing markets and places. (c) 2008 by JOURNAL OF CONSUMER RESEARCH, Inc..

Ulrike Wirth - One of the best experts on this subject based on the ideXlab platform.

  • Nigerian Civil War Literature Seeking An Imagined Community
    2016
    Co-Authors: Ulrike Wirth
    Abstract:

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Marina Schmid - One of the best experts on this subject based on the ideXlab platform.

Luke Cooper - One of the best experts on this subject based on the ideXlab platform.

  • the international relations of the Imagined Community explaining the late nineteenth century genesis of the chinese nation
    Review of International Studies, 2015
    Co-Authors: Luke Cooper
    Abstract:

    Benedict Anderson's Imagined Communities has long been established as one of the major contributions to theories of nations and nationalism. Anderson located the rise of national identities within a long-evolving crisis of dynastic conceptions of identity, time, and space, and argued print-capitalism was the key cultural and economic force in the genesis of nations. This article offers a critical appropriation and application of Anderson's theory through two steps. Firstly, it evaluates the conceptual underpinning of his approach through an engagement with recent scholarship on the ‘theory of uneven and combined development’. The fruits of this interchange provide a deeper analytical framework to account for what Anderson calls the ‘modularity’ of national identity, that is, its universal spread across the globe. Modularity is now reconceptualised as a product of combined development with its causal efficacy derived from the latent dynamics of a geopolitically fragmented world. The latter gave shape and form to the new national communities. Secondly, this revised framework is applied to the emergence of Chinese national identity in the late nineteenth century. This allows Chinese nationalism to be recast as an ideological amalgam of indigenous and imported elements that emerged out of the crisis-ridden encounter between Imperial China and Western imperialism in the nineteenth century.

Dan J Tannacito - One of the best experts on this subject based on the ideXlab platform.

  • resistance by l2 writers the role of racial and language ideology in Imagined Community and identity investment
    Journal of Second Language Writing, 2013
    Co-Authors: Dan J Tannacito
    Abstract:

    Abstract In the contexts of global English language learning, the ability to use Standard Written English usually symbolizes affluence, good education, and high social class—important social capital ( Bourdieu, 1991 ). As a result, in these contexts language learners desire to acquire such a powerful discourse. This desire to belong to an Imagined Community ( Norton, 2001 ) of prestige usually encourages L2 students to invest in forms of writing in a second language that reconstruct their identities in the pursuit of symbolic value in U.S. classrooms. The purpose of this study is to show how certain forms of racial and language ideology (i.e., English language privilege and White Prestige Ideology) among Taiwanese students influence their way of learning academic English writing. Adopting a qualitative research paradigm, we share data collected through classroom observations, qualitative interviews with students and teachers, and an examination of student papers from two Taiwanese ESL writers (drawn from a larger study in Liu, 2010 ) in an intensive English program in the U.S. Results of this qualitative research indicate that multilingual writers in this study exhibit agency through resistance to the practices of the American writing classroom. These strategic choices often involve identity investment with ideological implications about ethnicity, race, and class. This article argues that certain writing practices might be in danger of perpetuating racial ideologies and inferiority if teachers of second language writing ignore the intricate relationship often hidden within the taken-for-granted ideologies student writers bring to the classroom and the impact or reaction the classroom process promotes in the construction of their identities, especially when it creates an identity of inferiority among student writers. It concludes that L2 writing professionals need to be proactive and raise critical language and race awareness with students in both Taiwanese and U.S. writing classrooms.