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Popularising Semiotics (continued)
No full textIn the previous issue of Communication Research Trends (Vol. 11, No. 2), Keyan Tomaselli and Arnold Shepperson from the Centre for Cultural and Media Studies, University of Natal, surveyed the tangled vines of the field of semiotics and explained how, following one of the many paths through this \u27forest of symbols\u27, they are trying to develop semiotics into an instrument of social and cultural criticism and reform.
In the present number (11/3) of Communication Research Trends the same discussion is continued through a series of individual book reviews contributed by both senior and junior members of the same Centre. Again, the editors feel you may find these reviews more judgemental than what you usually read in these pages. This reflects the Critical-Cultural Studies approach to research adopted by the authors, and the reviewers say what they wish to say in the way they wish to say it. They are, however, the opinions of the authors not necessarily those of the editors.
The views of the latter are reserved for the section \u27Perspective\u27, following the several long reviews in this issue. There we try to suggest how semiotics can be of use to the practical communicator -- especially the religious communicator.
The discussion of semiotics is closed by an annotated bibliography of some of the most important books in semiotics and related fields published in recent years.
Finally, we turn from semiotics to our regular \u27book notes\u27 where some of the recent publications in other areas of communication studies are described
Navigating Con Ganas: How Latina Leaders Transform Leadership Through Values Within the California Community College System
No full textDespite Latine students comprising 48% of California Community College (CCC) enrollment, only 20% of CCC senior leadership is Latine, with the specific percentage of Latinas remaining unknown (Community College League of California, 2024; EdSource, 2024; Gonzalez, 2023). This disparity reflects broader patterns, as Latinas nationwide hold less than 1% of senior administrative roles in higher education institutions (Eiden-Dillow & Best, 2022), underscoring the importance of examining this underrepresented group. This qualitative study examined how Latina leaders navigate and transform leadership spaces within the CCC system through their decision-making processes. Using testimonio methodology grounded in Critical Consciousness, Chicana Feminist Epistemology, and Pedagogies of the Home, this research explored eight Latina administrators’ testimonios of leading con ganas—with determination, effort, and heart (Beltramo, 2021). Data collection included individual testimonios and a communal plática for member checking and collaborative knowledge production. The first research question examined how intersecting sociocultural factors influence Latina leadership navigation, while the second research question explored how Latina leaders transform leadership spaces through strategic decision-making. The study’s primary contribution is the Cultural Values as Transformative Leadership framework, demonstrating how comunidad, honestidad, and respeto function as catalysts for institutional transformation. Key findings reveal that Latina leaders succeed by strategically integrating cultural knowledge into leadership practice, representing nepantla leadership that exists in liminal spaces (Anzaldúa, 1999). This research challenges deficit perspectives about leaders from historically excluded communities and demonstrates how cultural knowledge becomes institutional innovation, providing essential insights for creating more equitable educational environments
Reclaiming Educational Dignity: Experiences of Latine Students in Adult Secondary Education Programs
No full textLatine students are disproportionately represented in California Adult Secondary Education (ASE) programs, reflecting broader systemic issues in the K-12 school system. Despite this disparity, limited research has centered the voices of Latine adults who return to school to earn their high school diploma. This study, Reclaiming Educational Dignity: Latine Student Experiences in Adult Secondary Education, addresses this gap by exploring the educational journeys of Latine students who re-engage with formal schooling through ASE programs after being pushed out of traditional high schools.
Using an explanatory mixed methods design, the research integrates survey data and in-depth interviews to examine students’ prior educational experiences in K-12, their perceptions of ASE, and their transitions beyond completion. Findings reveal that systemic failures in K-12 education, including a lack of support, trust, and protection as well as alternative school placement, played a significant role in students’ initial disengagement from school. In contrast, ASE programs served as sites for reclaiming educational dignity, where students drew on their cultural wealth, found affirming support from educators and community members, and saw a high school diploma as a source of new hope. While the students reported an overall positive experience, they also identified limitations, including a lack of culturally relevant curriculum and insufficient post- graduation transition support.
This study applies Critical Race and LatCrit theories in conjuction with adult learning theory of Andragogy to examine the intersection of race, identity, and adult education. It challenges deficit narratives about Latine students and highlights their resilience, offering important implications for educational leaders seeking to strengthen adult educational pathways and design more equitable, culturally sustaining learning environments
Militarized Sexual Labor: Violent Encounters between Comfort Women and Japanese Soldiers, and Camptown Women and American Soldiers
Get PDFA Randomized Controlled Trial Assessing the Psychological Benefits of a Daily Examen-Based Practice
Get PDFThis is a randomized controlled trial of an Examen-based practice, an intervention reflecting a five-step daily reflection and prayer practice developed by St. Ignatius of Loyola, founder of the Catholic Jesuit order. Like other practices (e.g., mindfulness, yoga), this practice can be used as a spiritual or secular intervention to help people with a variety of challenges and stressors. In this exploratory study, 57 university students were randomly assigned to a two-week daily Examen-based condition, while 58 students were assigned to a wait-list control condition. Questionnaires measuring hope, life meaning, satisfaction with life, mindfulness, compassion, stress, anxiety, and depression were administered pre- and post-intervention and subsequently at two-week follow-up. Significant differences were found for conditions on the measures of life meaning, satisfaction with life, and hope, suggesting that the Examen-based practice produces improvements in individuals’ global evaluations of their lives as well as their perceptions of the future. Suggestions for further research are offered
