"Framing Counterspaces: Forms and Meanings of Graffiti in Berlin's Linguistic Landscape"

Street art and graffiti are integral parts of Berlin’s urban space, which has undergone dramatic transformations in the past two decades. Graffiti texts constitute a critical comment on these urban transformations. This talk analyzes the connection between the phenomenon of street art and trajectories in urban planning in post-wall Berlin. My current research explores the meaning of various forms of street art (such as graffiti, posters, sticker art, stencils) as texts in Berlin’s linguistic landscape. Linguistic Landscape research pays critical attention to language, words, and images displayed and exposed in public spaces. The field of Linguistic Landscapes has only recently begun to include graffiti texts in analyses of text and space to fully comprehend the semiotics of the street. In the case of Germany’s capital, graffiti writing enters into a critical dialogue with the environment and provides a readable text to understand the city.

International Service-Learning and the Development of Civic Identity: Understanding the Role of Short-Term International Service-Learning and its Influence on the Development of Civic Identity in College Students Using a Mixed Methodological Approach

Higher education has a responsibility to educate a democratic citizenry and recent research indicates civic engagement is on the decline in the United States. Through a mixed methodological approach, I demonstrate that the potential exists for well structured short-term international service-learning programming to develop college students’ civic identities. Quantitative analysis of questionnaire data, collected from American college students immediately prior to their participation in a short-term service-learning experience in Northern Ireland and again upon their return to the United States, revealed increases in civic accountability, political efficacy, justice oriented citizenship, and service-learning. Subsequent qualitative analysis of interview transcripts, student journals, and field notes suggested that facilitated critical reflection before, during, and after the experience promoted transformational learning. Emergent themes included: (a) responsibilities to others, (b) the value of international service-learning, (c) crosspollination of ideas, (d) stepping outside the daily routine to facilitate divergent thinking, and (e) the necessity of precursory thinking for sustaining transformations in thinking. The first theme, responsibilities to others, was further divided into subthemes of thinking beyond oneself, raising awareness of responsibility to others, and voting responsibly.