درخت حوزه‌های تخصصی

Each year on 17th December people from different cultures and religions come and participate at Mevlana Jalal ad-DinRumi mausoleum rituals, called Shab-e Arus, to pay their respects to him. During pilgrimage as well as organized and informal rituals that take place in commemoration of Rumi death anniversary as the well-known poet and mystic of 13th century, a form of tolerance emerges. As such, the point of departure for this article is the perception of pilgrimage space as the space of connections, where an arena for social and cultural interactions is created, that resulted in formation of a cultural tolerance. In other words, presence in the pilgrimage space and different rites has led to interactions that result in acceptance and understanding of the other, which thereby reinforces culture of tolerance. The cultural area and case study of this research is 744th ritual of commemoration of Rumi, formally called “time of Brotherhood”, that held on 7-17 December 2017 in Konya, Turkey.  The paper discussed the rituals of pilgrimage of his tomb share characteristics with what Victor Turner discussed as modern pilgrimage. Accordingly, this article elucidates the role of pilgrimage sites as the center and source of cultural coexistence involved in transnational identities. It emphasizes that such pilgrimage centers create a peaceful coexistence in an intercultural space instead of conflict between groups of people.

L2 language socialization asks how learners come to gain the ability to write appropriately and sufficiently in an institutional academic community of practice. In the same line, this study focuses on the process of socialization of an Iranian English L2 essay writing class in the context of higher education. The theoretical backgrounds rely on the socialization and Vygotsky's sociocultural theories. Three case studies were analyzed throughout six weeks. The learners' essays, outlines, and reflective diaries were analyzed to trace their development in appropriating academic discourse and argumentation. Also, an interview session was held at the end of the study in which the issues regarding the whole experience of socialization were discussed with the participants. The results suggested that each learner pursued their path of socialization based on their individual and social needs of the academic discourse community. Accordingly, a model demonstrating their paths of development is presented. The model shows that the new-comers to this social site of engagement were mediated by the old-timer agent of practice (instructor) to appropriate the values, principles, and behaviors of this community of practice through the activities they were engaged in.