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Enregistrement W4411909702 · doi:10.54692/jelle.2025.0702288

Co-cultural Communication Strategies and Agency of Women in Sinf-e- Ahan

2025· article· en· W4411909702 sur OpenAlexaboutno aff
Mahnoor Ajmal, Muhammad Ali

Notice bibliographique

RevueJournal of English Language Literature and Education · 2025
Typearticle
Langueen
DomaineSocial Sciences
ThématiqueSocioeconomic Development in MENA
Établissements canadiensnon disponible
Organismes subventionnairesnon disponible
Mots-clésAgency (philosophy)SociologyCultural communicationCommunicationSocial science

Résumé

récupéré en direct d'OpenAlex

This study employs the co-cultural theory of Mark Orbe to explore how women in Pakistani television drama Sinf-e-Ahan utilised various communication strategies. It employs qualitative content analysis to analyse how female characters, as representatives of co-culture group members in the drama, negotiate their status through communication and use various communication approaches, such as assimilation, accommodation, and separation, to achieve their preferred goals. The study has analysed the female characters of Sinf-e-Ahan and explored 23 episodes of the drama to extract specific dialogues and scenes, in which female characters use communication strategically as a response to conservative norms, societal oppression, and marginalisation due to the dominant group in society. Moreover, the research has focused on the dialogues and scenes of the drama for a co-cultural communicative analysis of the communicative experiences and practices of female characters in the dearth research has focused on the dialogues and scenes of the drama, for a co-cultural communicative analysis. The findings of the study reveal that the female characters in the drama, as representatives of cultural groups, employ nine distinct communication orientations and various communication practices in their encounters with the dominant group. This study concludes that despite their limited power, they use communication strategically as a response to the conservative norms of society and to achieve their preferred goals. References Ade, N. P. (2021). Rethinking the implications of the patriarchic system of male dominance and female subordination in the twenty-first century. International Journal of Sustainability Management and Information Technologies, 5(1), 1–6. Bie, B., & Tang, L. (2016). Chinese gay men’s coming out narratives: Connecting social relationship to co-cultural theory. Journal of International and Intercultural Communication, 9(4), 351–367. https://doi.org/10.1080/17513057.2016.1142592 Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101. https://doi.org/10.1191/1478088706qp063oa Denscombe, M. (2021). The good research guide: Research methods for small-scale social research projects (7th ed.). McGraw-Hill Education. DeJonckheere, M., Vaughn, L. M., James, T. G., & Schondelmeyer, A. C. (2024). Qualitative thematic analysis in a mixed methods study: Guidelines and considerations for integration. Journal of Mixed Methods Research, 18(3), 258–269. Esmaeili, M., Sheydayi, A., & Jamalabadi, F. (2025). A systematic review of qualitative and quantitative content analysis applications in urban planning research: Proposing a mixed method approach. Journal of Urban Planning and Development, 151(3), 04025020. Floris, M., Pinna, R., & Veglianti, E. (2025). Unveiling gender disparities in male-dominated industries: An intersectional perspective. In Feminist perspectives in business studies (pp. 171–196). Edward Elgar Publishing. Givi, G. H., Azimi, D., & Mastanabadi, S. (2021). Comparison of communication patterns, self-efficacy and assertiveness at teenage girls with self-mutilation and normal group. Women’s Studies Sociological and Psychological, 19(3), 185–212. Glenn, C. L., & Johnson, D. L. (2012). “What they see as acceptable:” A co-cultural theoretical analysis of Black male students at a predominantly White institution. Howard Journal of Communications, 23(4), 351–368. https://doi.org/10.1080/10646175.2012.722822 Griffin, E., Ledbetter, A., & Sparks, G. (2019). A first look at communication theory (10th ed.). McGraw-Hill Education. Jun, J. (2012). Why are Asian Americans silent? Asian Americans’ negotiation strategies for communicative discriminations. Journal of International and Intercultural Communication, 5(4), 329–348. https://doi.org/10.1080/17513057.2012.691525 Khan, M. A., & Imran, M. (2025). Identity construction and stereotypical roles of women in Pakistani TV dramas. Pakistan Languages and Humanities Review, 9(1), 125–136. Kramarae, C. (1981). Women and men speaking. Newbury House. Lim, W. M. (2025). What is qualitative research? An overview and guidelines. Australasian Marketing Journal, 33(2), 199–229. Manian, S., & Sheth, K. (2021). Follow my lead: Assertive cheap talk and the gender gap. Management Science, 67(11), 6880–6896. Kaur, P., Au Yong, S. J., Lim, W. C., Zoferi, N. ‘A. N. B., & Jawaid, A. (2017). Adult day care provision in Kuching, Sarawak: Positive aging or social isolation? Journal of Borneo-Kalimantan, 3(2). https://doi.org/10.33736/jbk.632.2017 Kaur, P., Chai, N. F., & Jawaid, A. (2017). Recycling practices and perceptions among rural primary school children in SJK Chung Hua Asajaya, Samarahan, Sarawak. Journal of Borneo-Kalimantan, 3(2). https://doi.org/10.33736/jbk.624.2017 Kaur, P., Jawaid, A., Alvi, A. K., & Chishti, M. F. (2019). Problems faced by children with cancer in Sarawak, Malaysia. Opción: Revista de Ciencias Humanas y Sociales, (24), 668–689. Kaur, P., Jawaid, A., Alvi, A. K., & Chishti, M. F. (2019). Problems faced by children with cancer in Sarawak, Malaysia. Opción: Revista de Ciencias Humanas y Sociales, (24), 668–689. Morgan, D. L. (1993). Qualitative content analysis: A guide to paths not taken. Qualitative Health Research, 3(1), 112–121. https://doi.org/10.1177/104973239300300107 Muurlink, O., & Thomsen, B. (2024). Qualitative research approaches to social phenomena. In Advanced research methods for applied psychology (pp. 99–110). Orbe, M. P. (1997). Constructing co-cultural theory: An explication of culture, power, and communication. Sage Publications. Orbe, M. P. (1998). From the standpoint(s) of traditionally muted groups: Explicating a co- cultural communication theoretical model. Communication Theory, 8(1), 1–26. https://doi.org/10.1111/j.1468-2885.1998.tb00209.x Orbe, M. P. (2004). Negotiating multiple identities within multiple frames: An analysis of f irst‐generation college students. Communication Education, 53(2), 131–149. https://doi.org/10.1080/03634520410001682401 Rahman, A., & Susilo, A. (2024). The analysis of women’s leadership communication styles in group communication. e-BANGI Journal, 21(3). Smith, D. E. (1987). The everyday world as problematic: A feminist sociology. University of Toronto Press. Tang, L., Meadows, C., & Li, H. (2020). How gay men’s wives in China practice co-cultural communication: Culture, identity, and sensemaking. Journal of International and Intercultural Communication, 13(1), 13–31. https://doi.org/10.1080/17513057.2019.1576807 Tansey, J. F., & Parks, E. S. (2022). Privileged professionalisms: Using co-cultural communication to strengthen inclusivity in professionalism education and community formation. Ethics & Behavior, 32(5), 431–448. Vatsadze, E. (2022). The role of “face” in building a successful relationship. Language and Culture, (28). https://doi.org/10.52340/lac.2022.04

Récupéré en direct depuis OpenAlex et désinversé. Les résumés ne sont pas conservés dans cette base de données : les index inversés représentent 8,6 Go des 9,3 Go de texte de la base, et le serveur dispose de 13 Go libres.

Comment cette classification a été obtenuedéplier

Prédiction distillée sur la base complète

Imitation des enseignants

Ni prévalence calibrée, ni vérité terrain. Validation humaine à venir. Apprise à partir de 10 348 étiquettes directes de Codex et de 10 348 étiquettes directes de Gemma. Le mode candidate est l'union des têtes enseignantes seuillées; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont ni des étiquettes humaines ni des étiquettes directes de modèles de pointe.

score de la tête « metaresearch » (Codex)0,001
score de la tête « metaresearch » (Gemma)0,001
Version: codex-gemma-dda1882f352aStatut de validation: machine_predicted_unvalidated
Catégories candidatesaucune
Catégories consensuellesaucune
DomaineSignal candidat: aucune · Signal consensuel: aucune
Devis d'étudeSignal candidat: Qualitatif · Signal consensuel: Qualitatif
GenreSignal candidat: Empirique · Signal consensuel: Empirique
Score de désaccord entre enseignants0,054
Score d'incertitude au seuil0,218

Scores Codex et Gemma par catégorie

CatégorieCodexGemma
Métarecherche0,0010,001
Méta-épidémiologie (sens strict)0,0000,000
Méta-épidémiologie (sens large)0,0000,000
Bibliométrie0,0000,000
Études des sciences et des technologies0,0000,000
Communication savante0,0000,001
Science ouverte0,0000,000
Intégrité de la recherche0,0000,000
Charge utile insuffisante (le modèle a refusé de juger)0,0000,000

Scores machine (provisoires)

Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.

Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.

Tête enseignante Opus0,006
Tête enseignante GPT0,314
Écart entre enseignants0,308 · la distance entre les deux têtes enseignantes sur ce seul travail
Statut de validationscore_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découle

Classification

machine, non validée

Prédiction automatique; un appel candidat d’une seule tête enseignante, pas un consensus.

Les modèles n’ont appliqué aucune catégorie : rien dans la taxonomie ne correspondait à ce travail.
Devis d'étudeQualitatif
Domainenon disponible
GenreEmpirique

Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».

En bref

Citations0
Publié2025
Routes d'admission1
Résumé présentoui

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Même revueJournal of English Language Literature and EducationMême sujetSocioeconomic Development in MENATravaux en français237 207