TY - JOUR
T1 - Contemporary Gurus in Indian Classrooms
T2 - Changing Professorial Authority and Cultural Tensions in Managing Digital Connectivity
AU - Dutta, Uttaran
AU - Cheong, Pauline Hope
AU - Shuter, Robert
N1 - Publisher Copyright:
© 2018 (Uttaran Dutta, Pauline Hope Cheong, and Robert Shuter). Licensed under the Creative Commons Attribution Non-commercial No Derivatives (by-nc-nd). Available at http://ijoc.org.
PY - 2018
Y1 - 2018
N2 - In an environment of increasing digitalization and hyperconnectivity among Indian youths, this article examines the communication practices of professorial authority and the cultural tensions negotiated by college instructors as they intervene to manage digital connectivity and distractions in the Indian academe. Findings from interviews with 66 Indian professors illustrate how they communicate their authority using distinctive practices such as discursive norms, dialogic interactions, and verbal and nonverbal punishments. Furthermore, findings highlight how these instructors navigate cultural tensions as they face the dialectics of their status as privileged or disadvantaged and cultural similarities and differences in their management of their students’ attention and learning in college classrooms. The results of this study contribute to deepening insights on instructional and intercultural communication as well as broadening understanding of cross-cultural similarities and differences in teacher-student interactions in mediated learning environments.
AB - In an environment of increasing digitalization and hyperconnectivity among Indian youths, this article examines the communication practices of professorial authority and the cultural tensions negotiated by college instructors as they intervene to manage digital connectivity and distractions in the Indian academe. Findings from interviews with 66 Indian professors illustrate how they communicate their authority using distinctive practices such as discursive norms, dialogic interactions, and verbal and nonverbal punishments. Furthermore, findings highlight how these instructors navigate cultural tensions as they face the dialectics of their status as privileged or disadvantaged and cultural similarities and differences in their management of their students’ attention and learning in college classrooms. The results of this study contribute to deepening insights on instructional and intercultural communication as well as broadening understanding of cross-cultural similarities and differences in teacher-student interactions in mediated learning environments.
KW - Indian classroom
KW - authority of instructors/ gurus
KW - hyperconnectivity
KW - instructional communication
KW - intercultural communication dialectics
UR - http://www.scopus.com/inward/record.url?scp=85093532207&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=85093532207&partnerID=8YFLogxK
M3 - Article
AN - SCOPUS:85093532207
SN - 1932-8036
VL - 12
SP - 1369
EP - 1388
JO - International Journal of Communication
JF - International Journal of Communication
ER -