Search

This study examines students' perceptions of teacher authority in WhatsApp groups compared to the traditional classroom setting, with a focus on female students attending religious high schools. The strict authority structures inherent in these settings provide a unique context for the research. Most students reported finding it easier to challenge teacher authority in WhatsApp groups than in the classroom, citing five key reasons. Additionally, we identified six patterns of resistance to teachers' stipulations within these groups. The discussion highlights the significance of this increased opposition to teachers' demands and the adoption of new response patterns in WhatsApp groups. [ABSTRACT FROM AUTHOR]

Aim/Purpose: In this paper, we analyze the phenomenon of "classroom WhatsApp groups", in which a teacher and students from a particular classroom interact with one another, while specifically focusing on the student perspective of these interactions. Background: The instant messaging application WhatsApp enables quick, interactive multimedia communication in closed groups, as well as one-on-one interactions between selected group members. Yet, very little is known about the extent, nature, and purposes of these practices, the limitations and affordances, the type of discourse and conflicts that develop in these spaces, and the extent to which it affects teacher-student interactions outside of WhatsApp (e.g., the social climate in class, the teacher's status, teacher-student and student-student relations), especially from the students' perspective. Methodology: Our methodology combines questionnaires, personal interviews, and focus groups with Israeli secondary school students (N = 88). Contribution: The present study adds to the expanding body of empirical research on social media use in educational settings by specifically focusing on a heretofore underexposed aspect, namely, secondary school student-teacher communication in the popular instant messaging application WhatsApp. We report on findings from the student perspective and discuss the advantages and limitations of this form of communication sphere, and on the social functions of the different classroom WhatsApp groups in secondary school students' everyday life. Findings: The combined findings reveal that classroom WhatsApp groups have become a central channel of communication for school-related topics. It is used primarily for organizational purposes (sending and receiving updates and managing learning activities), as well as a means for teachers to enforce discipline. Students mentioned many advantages of WhatsApp communication, such as easy access, the ability to create communities, the ability to safeguard personal privacy, and the communication format (written, mediated, personal, or group). However, they also recognized limitations (i.e., communication overload) and challenged teacher ability to monitor and affect student interactions in social media, even when they are present in these WhatsApp classroom groups. Finally, we report on the role of parallel, sans-teacher WhatsApp groups, which are characterized as back stage discourse arenas that accompany the front stage offline classroom activities and the "official" classroom WhatsApp group. Recommendations for Practitioners: The combined findings of this study indicate how WhatsApp-based, joint teacher-student groups can serve a variety of educational purposes, namely, organizational, instructional, and educational-disciplinary. In addition, and in spite of teachers concerns, students are aware of the challenges inherent to the use of WhatsApp for communication with their teachers. Some of the main characteristics that prevent teachers from using other ubiquitous digital communication media, such as Facebook or Twitter, are not relevant when it comes to WhatsApp. Both teachers and students view WhatsApp as a favored channel of communication because of the low exposure to personal information and minimal invasion of privacy. Future Research: The qualitative methodology of this paper limits the ability to generalize the current findings to other contexts and population groups. Future research should preferably explore the generalizability of our findings to larger sections of teenage populations. It should also explore similarities and differences with other age groups. Finally, the present study was set in a particular country (Israel). Local norms of cellphone use and of appropriate teacher-student interaction, as well as locally developed media domestication patterns, may differ from country to country and/or from one cultural group to another. Future research should then include and compare the current findings with data from different countries and cultures in order to complete the picture.

The dove, the most frequently mentioned bird in the Hebrew Bible, appears in diverse contexts, spanning its appearance as an element in the narrative (as in the case of Noah's ark), and as an allegory and metaphor (as in the cryptic "sword of the dove"—twice in Jeremiah—and "the city of the dove"—Zephaniah). The dove even appears as the proper name of a prophet (or possibly of two, both named Jonah, son of Amittai). This article applies a communication perspective to better interpret some of these texts. We argue that the dove's communicative attributes, to include unique acoustics, remarkable power of flight, but primarily the trait of returning home—the basis for the use of doves as carrier pigeons—may either explain or deepen the interpretation of many of the references to the pigeon in the Bible. In this vein, a major focus of the article is on using the dove's homing ability as a key for reinterpreting the Book of Jonah. We conclude by suggesting that the dove's trait of returning and, hence, its use as envoy made it a useful symbol of the deity's presence in the world. In the Jewish reading, it became an emblem of one of the main political and eschatological themes of the Bible: the return home from exile, beginning with the exodus and return of Jacob's sons to Canaan and ending with the Eschaton. [ABSTRACT FROM AUTHOR]

Pashkevilim, printed wall notices posted around Jewish ultra-Orthodox neighborhoods, serve as one of the religious community's popular communication channels. The Pashkevilim mostly deal with controversial intra-community issues and feature a unique style, extremist rhetoric, and vocabulary derived from the religious literature. Humorous imitations of the genre arose over the years, which circulated in the community and outside of it, posing a challenge to the rabbinic hegemony. Although humorous Pashkevilim have likely been present for as long as Pashkevilim themselves, there is currently a lack of research investigating them. By adopting a critical discourse analysis approach, the current study aims to address this gap by identifying the predominant types of humorous Pashkevilim and analyzing the discursive practices they employ. The findings indicate three main discursive practices that characterize humorous Pashkevilim: parody, satire, and irony. While parody exaggerates the formal characteristics of the genre and mocks them, satire and irony criticize the content and topics discussed in traditional Pashkevilim, especially on the subject of Jewish law and religious stringency. These practices express an oppositional reading of the genre, which challenges its function as well as its socio-cultural, political, and religious significance. [ABSTRACT FROM AUTHOR]

This study explores intergenerational differences in attitudes toward mobile advertising (addressing their informativeness, irritation, trustworthiness, entertainment, and intrusiveness) and actual response to mobile advertising messages in Israel. Using an online survey (N = 408) and drawing on Congruence Theory and Generation Cohort Theory, we focus on three generations: X, Y, and Z. Findings show that all generations responded negatively when receiving an advertisement via smartphone. However, the generations differ in their patterns of association between mobile advertising attitudes and responses to mobile ads. Findings suggest that incongruence between each generation's scheme and the five dimensions of advertising attitudes results in unfavorable responses to mobile advertising. These findings provide guidelines for future research and implications for marketers who intend to design behavioral targeting to consumers of various generational cohorts while using mobile platforms as an advertising channel. [ABSTRACT FROM AUTHOR]