Negotiation Between Local and Global Discourse - Assignment Example

Idea Globalization Will Ultimately Be Resisted by Local Culture Globalization is defined in broad and sometimes contradictory ways. Theorists note that while society is undeniably becoming more connected, they differ in the extent to which this is believed to be beneficial, and how this global dissemination is understood to occur. As a future member of the workforce and socially conscious individual, it’s necessary to understand this as it relates to the progress of our country and results in a deeper cultural knowledge of the world. When considering how globalization will affect my future and career in the workforce it’s necessary to consider its benefits for society. People like Ralph Nader see globalization largely in terms of Western hegemonic power, wherein large corporate entities spread throughout the world out of profit motivation. This understanding of the globalizing process can be contrasted with the local concept, wherein culture is largely produced locally and the world remains a decently stratified entity. As a consumer and future business leader this understanding is highly applicable as it involves the idea that some products must be marketed on a specifically local level to be successful. There is also research that contradicts this, such as a much cited article by professor Theodore Levitt which states, “’in order to survive in a competitive environment, business firms need to operate as if the world were one large market’, ignoring what he called "superficial regional and national differences." (Cheney, 2004, p.389) My personal conceptions of globalization in the market place is that business leaders must adopt a hybrid understanding of both the globalizing effects of electronic culture, and the tendency of culture to define itself in opposition, such that the very idea of a global culture is inimical to the concept of culture itself. If I am to succeed in business on the global market place this is a key insight that must be implemented. Idea #2 -- The Globalizing Effects of the Internet Are Fundamentally Changing Humanity The globalizing hold of the World Wide Web carries important ramifications for the changing nature of humanity. The use of SNS, text messaging, and Google, are bringing ideas and people together in new ways. These technologies are reshaping racial divides, and altering the very way we view the human. A number of researchers understand the influence of global electronic culture in conservative ways, “Not quite a broken promise, the notion of cyberspace as an emancipatory sphere has been updated by many scholars to reflect the fact that by changing the way we do things, we do not necessarily change the things we do.” (Wilson & Peterson 2002, as cited in Cook, 2004, p. 105) While this traditional view is widely shared, when considering my future role as student and writer and worker, it’s necessary to understand that the internet does and will continue to have far reaching affects of the worlds. Cook (2004) states, “From an anthropological perspective, though, the more interesting question lies in the ways that computer-mediated communication actually alters the way we interact as social beings.” (105) It ultimately seems that the function of the internet as a means of developing social capital among its participants is evident. While past researchers have pointed to the ill effects of Social Networking use, its positive function of bringing groups of people together must be noted. The function of SNS groups to confirm and, subsequently determine, social identity is evident. The language use within profile construction is indicative of a fractured post-modern identity, where the self is understood as much more fluid and undetermined than previous modern conceptions. The global ramifications of the findings can’t be ignored. Through democratic methods of consensus are the internet is shaping the identity of its very participants. Idea #3 -- 21st Century Communication Requires Negotiation Between Local and Global Discourse The exact function of the discourse community clearly exceeds one critical approach. It seems that the increasing popularity of SNS usage and the internet has further confused distinctions that were once drawn along national or racial lines. This change needs not to be feared but understood, as its prevalence in the twenty-first century electronic culture is inevitable. When considering the ramifications of the discourse community for my function as a writer, I am drawn to Killingsworth (1992, p.115) who states, “The issue is far from simple. But it is clear enough that every writer must negotiate between the demands of the local discourse community and the demands that the writer brings to that community.” As a writer I believe this refers to the nature in which one must consider their audience, as the written essay is subject to the demands of the community which it is a part. This idea partly destabilizes the concept of the essay as graded in some objective reality, and realizes that it is considered within the relative bounds of its particular discourse community. As a participant in global society, it’s necessary to understand the nature of global and local culture when formulating writing that will be read outside of your discourse community – for instance, websites. Researchers (Killingsworth 1992; Cheny 2004) demonstrate that the exact nature of globalized society can understood as highly fractious, or highly unified, and it’s the role of the communicator to negotiate a functional means of communication that pragmatically consider both the global and local spectrums of globalization. Idea #4 – The Community Concept Persists in the Face of Global Influence While the nature of communities and discourse networks are shifting in the 21st century electronic culture, many of the traditional community narratives remain entirely viable. It’s necessary for students and workers alike to embrace the traditional concept of community, even when faced with the pervasive influences of global culture. Harris (1989) understands concept of community in extremely warm and inclusive ways, seemingly contrasting it with more academic understandings of ‘discourse communities’. One cannot assuredly deny the influence of global cultures, but even in the face of these influences it’s necessary to develop and maintain a sense of community. Indeed, this local network can be seen to subvert more globalized standards of discourse, “I think that we dangerously abstract and idealize the workings of "academic discourse" by taking the kinds of rarified talk and writing that go on at conferences and in journals as the norm.” (Harris, p. 20) This concept of community negotiates meaning along local lines and demonstrates that while global culture is pervasively shaping our means of existence, conflict and consensus on a local scale can still remain an entirely viable means of constructing meaning. One can situate the that role of writing within this understanding of community, “rather than viewing the intentions of a writer as private and ineffable, wholly individual, they have helped us to see that it is only through being part of some ongoing discourse that we can, as individual writers, have things like points to make and purposes to achieve.” (Harris, p. 12, 1989) In this regard, the intentions of writing are shifted from a global objective purpose, to the more immediate and tangible goals of affecting meaning or consensus on a local level. Idea #5 – Both the Concept and Function of Literacy is Changing Literacy is more than learning vocabulary and grammatical formulations; it is a far reaching concept that incorporates our understanding of culture and community. As Barton (1991, p. 3) writes, “People learn from each other, and, as adults, people continue learning more about how to use their language.” In this regard, learning and literacy must be understood as a lifelong process of meaning negotiation that largely transcends the boundaries of the classroom. The function of literacy when extended outside the classroom can be seen to include social practices as well as reading and writing. It’s this concept of literacy that Hirsch (1987) seems to be referencing when he talks about a ‘cultural literacy;’ that is, the knowledge of an individual’s culture and history should be necessary foundation of their education as it is these concepts that underline how we function within the community. It’s notable that while traditional concepts of literacy (Barton 1991) indicate that social networks aid in the determination of knowledge, “It is possible to map the social networks of support that exist and the informal learning that takes place. These networks have broad functions covering work, child rearing, and other areas of social activity.” (Harris, p.9) With the advent of internet technology and the spread of Google, the very social ties that once were established as a means of cultural dissemination, may now be shifting as a result of the ease of access to information. In this regard, it’s necessary for the student and future worker to remain cognizant of the effect the encroachment of technology has on their traditional social relations and ways of functioning in the 21st century. Idea #6 – Corporate Success Relies on Understanding the Role of Communities in Knowledge Production and the Relevance of Cultural ‘Boarders’ The nature of knowledge and understanding has often been linked to the established boundaries of community practice. (Wegner 2000) The contemporary success of business and the individual therein is contingent on developing strategies that target and manage this socially constructed nature of knowledge. Strategic understanding of the community concept looks at news definitions of community. Wegner (2000) references Silicon Valley, where a group of hi-tech businesses transcend traditional boundaries of competition, sharing in knowledge along collaborative boundaries. Competitively, it’s necessary for corporate entities to understand that knowledge is created in these communities and to target and cultivate specific business communities to engender profitable innovations. The nature of boundaries between knowledge communities is also essential as it’s in these interstices that innovation has been identified. Indeed, a broad spectrum of research in the social sciences has been interested in the modes of artistic and technological production at these boarders. (Bhaba 2004) As a future member of the workforce Wegner’s concept of community knowledge is incredibly vital. By understanding the nature of corporate success as contingent on successfully developing these communities one realizes that their own success is contingent on discovering the type of corporate culture that they can become part of and grow in. The concept of the ‘knowledge broker’ as essential to corporate success is also important; as a student it implies that the most successful education is attained by those students who are able to become as culturally fluent in as wide an array of disciplines as possible, thereby increasing their social capital and relevancy in the corporate workforce. Idea #7 -- The Standard’s of the Discourse Network Determine not Only Form but the Meaning of Communication Discourse groups create and establish styles of writing that are dependent on becoming fluent with the established patterns of that network. As a student it’s necessary to remain conscious of these boundaries when constructing text within that network. When considering the nature of the discourse network, researcher (Freed & Broadhead 1987) argues that the communally agreed patterns of communication actually influence meaning within that organization. For instance, in a company predominated by tax professionals, business negotiations and employee manuals will possibly reflect similar caution and professional standards that are characteristic of that discourse network. In this regard one can consider Marshall McLuhan (1969) who stated, “The medium is the message”. While McLuhan was seemingly referring to more broad means of communication, such as televisions vs. computers vs. books, the same underlining concept holds when examining the role of discourse networks within corporate culture. As a student the necessity of recognizing the boundaries between discourse communities is readily apparent. Even within specific academic disciplines, such as English Literature, the confines of the classroom environment assume the role of the discourse community, while remaining influenced by departmental discourse. The student then must recognize the characteristics that define and structure that discourse network and tailor their work to reflect its boundaries. This is an understanding of writing that takes as its goal both the content of the work, and also the knowledge of its structural dimensions. By recognizing these dimensions and creatively traversing them, the student and future member of the workforce then can gain a broader understanding of the institutional culture. Idea #8 – Cultural Fluency Requires Literacy of Multiple Sign Systems The nature of discourse networks can be understood in terms of competing sign systems. Searle (1991) examines the varied modes of communication that the supermarket operator necessarily engages. His analysis is effective in demonstrating the complexity of the sign systems inherent in supposedly ‘simple’ jobs and is relevant to the student future member of the workforce as it substantiates knowledge that previously was referred to vaguely as ‘common sense’. The importance of such findings can be applied by members of the workforce, particularly those in managerial roles as it elucidates skill sets that potential employees must have or attain and outlines means for attaining these skill sets. It’s an understanding of the work force as a structural entity and highly fractured discourse network. The idea can be extended beyond the workforce to include the classroom, home environment, or situation that entails events and practices. In this discourse networks high levels of functionality are contingent by the employee successfully integrating and becoming fluent with the knowledge community, or workplace; and by the manager recognizing efficient and viable means of promoting this fluency among newly hired employees. In recognizing these tenants the current student can better understand the challenges and requirements they will encounter in pursuing a particular career; such semiotic understanding subsequently allows the student to cultivate skills within these sign systems as a means of career preparation and advancement. Ultimately, it’s a view of fluency as rooted in far more than linguistic elements, instead incorporating broader concepts of social literacy. References Bhaba, Homi. (2004) The Location of Culture. Routledge. Barton, David, Ivanic, Roz. Ed. ‘The social nature of writing’ Writing in the community Newbury Park, Calif. Sage Publications, 1991, Ch. 1, pp. 1-13 Cheney, George (2004) ‘Communicating in global and multicultural contexts’ Organizational communication in an age of globalization: issues, reflections, practices. Prospect Heights, Ill.: Waveland Press Ch. 13, pp. 377-406 Cook, Susan E. ‘New technologies and language change: toward an anthropology of linguistic frontiers’. Annual review of anthropology 103-115, Vol 33, 2004 Freed, Richard C. and Broadhead, Glenn J. ‘Discourse Communities, Sacred Texts, and Institutional Norms’ College Composition and Communication, Vol. 38, No. 2 (May, 1987), pp. 154-165 Harris Joseph. ‘The Idea of Community in the Study of Writing’ College Composition and Communication, Vol. 40. Hirsch, E. D., Jr. Cultural Literacy: What Every American Needs to Know. Boston: Houghton, 1987. Killingsworth, M. Jimmie. ‘Discourse communities: local and global,’ Rhetoric review pp. 110- 122, Vol 11, 1, 1992 Marshall McLuhan, Understanding Media (New York: McGraw-Hill, 1964). Searle, Jean. ‘Communication at work: an ethnography of checkout operators’. Open Letter, pp. 28-39 Wegner, Etienne (2000) ‘Communities of practice: the key to knowledge strategy’ Knowledge and communities. Boston, [Mass.], Butterworth-Heinemann Ch. 1, pp. 3-20 Read More