scholarly journals Digital Materiality and Subjectivation: Methodological Aspects of Hybrid Entanglements in Processes of Bildung

2021 ◽  
pp. 109-131
Author(s):  
Patrick Bettinger
Keyword(s):  
Discourse Analysis ◽  
Discursive Practices ◽  
Digital Form ◽  
Biographical Research ◽  
Digital Materiality ◽  
Methodological Aspects

AbstractThis chapter explores possible connections among discourse analysis, materiality and biographical research in the context of subjectivation. The extant methodological/epistemological concepts linking the Foucauldian idea of discourse with biographical research do not provide clear openings for the incorporation of materiality, specifically those in digital form. This chapter proposes an adapted, modified approach to the analysis of material-discursive practices to the end of investigating the materiality and mediality of relationally understood processes of Bildung. In so doing, it identifies a need for a post-anthropocentric understanding of the biographical that focuses on the variety of socio-medial relational reconfigurations.

scholarly journals História e memória da Comunidade de Apanha-Peixe/RN: narrativas discursivas de moradores/as do lugar

2020 ◽  
pp. 1-23
Author(s):  
Aleksandra Nogueira de Oliveira Fernandes ◽  
Viviana de Torres Morais ◽  
Stenio de Brito Fernandes ◽  
Ady Canario de Souza Estevao
Keyword(s):  
Qualitative Research ◽  
Discourse Analysis ◽  
Social Memory ◽  
Discursive Practices ◽  
History And Memory ◽  
Biographical Research

This article aims to understand how residents of the Community of Apanha-Peixe/RN constitute discursive practices in the narratives for the construction and preservation of the history and memory of the place collectively. It is a qualitative research, we use (auto) biographical research as a method of investigation in dialogue with the methodological formulations of Discourse Analysis (AD), from the French line, based on the narratives of four residents. Taken as discursive materialities, the narratives of residents of the community reveal that history from memory, strengthen the construction and preservation of the formation of their of experiences and learning collectively. This study constituted a reflection on the trajectory of the life and formation histories of these subjects who live in/from the countryside and preserve their place of belonging to individual and social memory.

scholarly journals Contestation of Discourse on Alcoholism among Native Americans in Joy Harjo’s The Reckoning (2002)

2020 ◽  
Vol 1 (2) ◽  
pp. 82
Author(s):  
Shofi Mahmudah Budi Utami
Keyword(s):  
Native American ◽  
Discourse Analysis ◽  
Native Americans ◽  
Short Story ◽  
Discursive Practices ◽  
Way Of Life ◽  
Joy Harjo ◽  
Discourse Production ◽  
The Subject ◽  
American Society

This study aims at revealing how the discursive practices and the discourse on alcoholism in the Native Americans is produced and contested in a short story entitled The Reckoning by Joy Harjo. The problem in this study is approached by Foucauldian concept of discourse production procedure. The method applied here is the Foucauldian discourse analysis by examining the problem through the process of formation including external and internal exclusion. Central to the analysis is that alcoholism is produced as taboo through the mother character which limits the general understanding about alcoholism; hence this discourse is possible to produce by the subject whose credentials can validate the truth. This discourse is also affirmed by the contextual prohibition which authoritatively can state the truth about alcoholism. This is further contested in the current society of how being an alcoholic would be considered as a non-native American way of life. The result indicates that alcoholism among Native American society becomes the discourse within which constraints produce considerable barriers to expose or address to this topic

Owners vs. non-owners?

2016 ◽  
Vol 4 (2) ◽  
pp. 255-273
Author(s):  
Ebuka Elias Igwebuike
Keyword(s):  
Discourse Analysis ◽  
Critical Discourse Analysis ◽  
Cognitive Model ◽  
Critical Discourse ◽  
Discursive Practices ◽  
Economic Interests ◽  
News Reports ◽  
Psychological Dimensions

This study investigated lexical labelling of people and their actions in terms of ownership and non-ownership of territories by the Nigerian and Cameroonian newspaper reports on the Bakassi Peninsula border conflict, with a view to uncovering ideologies underlying the representations. Van Dijk’s socio-cognitive model of Critical Discourse Analysis which relates discursive practices to social and psychological dimensions was used to analyse instances of labelling in three Nigerian and three Cameroonian English-medium national newspapers. The analyses revealed that the newspapers generally labelled Nigerians in Bakassi as both owners (natives and indigenes) and non-owners (inhabitants and residents). Specifically, the Cameroonian news reports deployed more labels of non-ownership to project Nigerians in Bakassi as mere tenants and occupants of the region while the Nigerian news reports employed more labels of ownership to depict Nigerians as aboriginals and owners of the peninsula. The ideologies of economic interests and ancestral roots motivated the labelling of territorial ownership and non-ownership in both nations’ newspapers.

Disabilities within Sweden’s Art and Music Schools: Discourses of inclusion, policy and practice

2019 ◽  
Vol 18 (3) ◽  
pp. 391-409
Author(s):  
Adriana Di Lorenzo Tillborg
Keyword(s):  
Discourse Analysis ◽  
Music Education ◽  
School Leaders ◽  
Research Question ◽  
Social Constructionist ◽  
Discursive Practices ◽  
Policy And Practice ◽  
Music School ◽  
Music Schools ◽  
Starting Point

The aim of this paper is to investigate the discourses that emerge when Sweden’s Art and Music School leaders talk about the inclusion of pupils with disabilities in relation to policy. A starting point is that both earlier studies and policy documents have revealed inclusion problems within Art and Music Schools. The research question is: how are Art and Music School practice, policy and inclusion of pupils with disabilities connected within and through leaders’ discursive practices? The data are based on three focus group conversations with a total of 16 Art and Music School leaders from northern, central and southern Sweden. Discourse analysis as a social constructionist approach is applied since it provides a means to investigate the connection between social change and discourse. Concepts from both discursive psychology and Foucauldian-inspired discourse analysis are applied in order to investigate connections between rhetorical strategies on a micro level and discourses on an institutional level. The concept of multicentric inclusion is introduced and applied in the analysis. In addition, concepts from educational policy theories are applied in order to analyse how policies are conceptualised and enacted in the context of leaders’ discursive practices. Regarding terminology, the results challenge this researcher when the concept of mixed abilities is introduced by the participants. The analysis exposes three discourses: multicentric inclusion discourse, normality discourse and specialisation discourse. There are tensions between the multicentric inclusion discourse and the normality discourse, as well as between the multicentric inclusion discourse and the specialisation discourse. The analysis leads to the following suggestions in order to achieve justice in music education practices and policies: (a) to enforce a specific national inclusion policy, (b) to challenge the normality discourse and (c) to bring together the multicentric inclusion discourse with the specialisation discourse.

scholarly journals Authenticity in Discursive Practices of the Online Market for Second-Hand Luxury Clothing

2019 ◽  
Author(s):  
Ronan Zampier ◽  
Rita de Cássia Farias ◽  
Marcelo Pinto
Keyword(s):  
Discourse Analysis ◽  
Critical Discourse Analysis ◽  
Critical Discourse ◽  
Sociocultural Factors ◽  
Sociocultural Perspective ◽  
Discursive Practices ◽  
Appraisal System ◽  
Cultural Aspects

Authenticity is a particularly sensitive and salient issue in the online market for second-hand luxury clothing, and it is still little explored in the field of consumption studies. In this study we sought to analyze how authenticity is represented in discursive practices of the Brazilian online market for second-hand luxury clothing. The corpus of the work consisted of data collected through interviews in five stores of the Brazilian online market of luxury second-hand clothing. The data were analyzed using the Critical Discourse Analysis (CDA), proposed by Fairclough (1992), articulated to the sociocultural perspective of consumption. From the discursive categories Subject, Interdiscursivity, Intertextuality, Transitivity System, and Appraisal System, we perceived that the process of legitimizing the stores and the representations of authenticity are overlapped and traversed significantly by historical, social, and cultural aspects. We conclude that insofar as it becomes difficult to ensure objective authenticity, an interpretative dimension emerges, elaborated from the influence of sociocultural factors that underlie the judgment on what is authentic luxury, which in the scenario investigated are indexes of expression of high luxury. In this case, the origins and trajectories that are recognized as references of elite distinction for Brazilian consumers are important elements for the interpretation of authenticity.

scholarly journals When teachers talk about films: An investigation into some aspects of English teachers’ discursive practices

2016 ◽  
Vol 10 (1) ◽  
pp. 5 ◽  
Author(s):  
Anja Synnøve Bakken
Keyword(s):  
Discourse Analysis ◽  
Critical Discourse Analysis ◽  
English Teachers ◽  
Blind Spot ◽  
Critical Discourse ◽  
Literary Texts ◽  
Discursive Practices ◽  
Secondary Classroom ◽  
English Speaking ◽  
English Speaking World

Denne artikkelen utforsker hva atten ungdomsskolelærere sier om læringsverdien av film i engelskundervisningen. De filmene lærerne nevner er hovedsakelig fiksjonsfilmer om forhold i den engelskspråklige verden eller filmatiseringer av skjønnlitterære verk. Hvordan begrunner lærene bruken av disse filmene? Hvilke ytre forhold kan bidra til lærernes meningsskaping omkring filmbruk? Jeg bruker perspektiver fra Norman Faircloughs kritiske diskursanalyse for å utforske trekk ved lærernes refleksjoner i intervju. Jeg inndeler lærernes meningsskaping i fire antakelser om filmens læringsverdi; den referensielle, den kompensatoriske, den emosjonelle og den språklige verdien. Videre skisserer jeg hvordan disse refleksjonene kan knyttes til omliggende diskurser om hva man kan lære av film; i engelskfaget, i media og i lys av mer abstrakte diskurser om deltakelse og demokrati i norsk skole. Det synes å være enighet om at film fortjener en plass i engelskundervisningen. Imidlertid virker det som om forestillinger om filmens læringsverdi representerer en blindsone som i liten grad har fått kritisk et søkelys. Jeg mener at de perspektivene som belyses i denne artikkelen kan være gjenstand for diskusjon både i engelskfaget og på tvers av fag.Nøkkelord: fiksjonsfilmer, engelskundervisning, kritisk diskursanalyse, læreres diskursive praksiserAbstractWhen teachers say: “you can learn a lot from films”, what does this imply? This article explores interviews with eighteen Norwegian English teachers about the learning value of films in the lower secondary classroom. The films that these teachers talk about are mostly fiction films about conditions in the English-speaking world or film adaptations of literary texts. This article focuses on the teachers’ reasoning about fiction films.  I use perspectives from critical discourse analysis (CDA) to explore how the teachers justify their choices and what notions of films they can be seen to rely on. There appears to be some sort of general agreement in the field of English teaching that films deserve a place in the classroom. Still, notions about the value of classroom film use might represent a blind spot that has escaped scrutiny.Keywords: fiction films, EFL teaching, critical discourse analysis, teachers’ discursive practices

scholarly journals FIGHTING OVER NDEBELE IDENTITY THROUGH ONLINE FORUMS: QUARRELS OF THE VANQUISHED?

2016 ◽  
Vol 25 (3) ◽  
Author(s):  
L P Siziba ◽  
F Wood
Keyword(s):  
Social Media ◽  
Discourse Analysis ◽  
Critical Discourse Analysis ◽  
Significant Role ◽  
The Other ◽  
Critical Discourse ◽  
Online Forums ◽  
Discursive Practices ◽  
Language And Culture ◽  
Use Of Social Media

Social media has transformed into a space of contest for identity, language and culture. In an attempt to reclaim, redefine and restore their distorted identity, the Ndebele people have taken to the use of social media as a forum to fulfil their quest. Unlike most cultures and identities the concept of Ndebeleness is a fluid ideology, because the concept of Nationalism in this culture involved a unification of various identities which in itself caused an identity divide in the Ndebele ideology. More recently the identity debates are centered on the concept of ‘who is Ndebele and who is an outsider?’ This article reflects on and discusses key ideas and cross-cutting themes around the evolution of ‘cultures’, discursive practices and other ‘language forms’ in Zimbabwe that have in recent years played a significant role in shaping ideas about Ndebele identity and the other. The research analyses these concepts using facets of critical discourse analysis as well as Primordial and Constructivist theories of identity. The article uses data collected from various social media forums for analysis purposes.

scholarly journals A Critical Discourse Analysis of Mind Control Strategies in George Orwell’s Nineteen Eighty-Four

2019 ◽  
Vol 9 (6) ◽  
pp. 421
Author(s):  
Khalid S. T. Abdu ◽  
Ayman F. Khafaga
Keyword(s):  
Discourse Analysis ◽  
Critical Discourse Analysis ◽  
Control Strategies ◽  
Critical Discourse ◽  
George Orwell ◽  
Discursive Practices ◽  
The Public ◽  
Change Behavior ◽  
Mind Control ◽  
The Masses

This paper attempts a Critical Discourse Analysis (CDA) of mind control strategies in George Orwell’s Nineteen Eighty-Four (1948). More specifically, the paper tries to shed lights on the discursive practices that are used to control the public’s minds in a way that guarantees complete compliance to a specific ideology. Orwell’s novel is one of the distinguished narratives in the twentieth century. This type of fiction has always been a site of power conflict reflecting the atrocities committed against the public by those in power. The main objective of the paper is to uncover the strategies employed to control minds. It tries to explore the extent to which these discursive tactics are used to direct attitudes and change behavior. The paper therefore attempts to offer a linguistic shield against the manipulative use of language. In doing so, the paper adopts CDA in the analysis of the selected data. Some CDA’s strategies have been marked and analyzed as indicative in exposing the extent to which language is biased towards mind control. Three main strategies are discussed here: simplification, euphemism and morphologicalization. The paper reveals that specific discursive practices have manipulatively been used by the elites to reformulate the ideological responses and attitudinal thinking of the masses.

scholarly journals Change of students’ activities in the process of becoming a teacher

2017 ◽  
Vol 23 (3) ◽  
pp. 89-103
Author(s):  
Joanna Malinowska
Keyword(s):  
Teacher Education ◽  
Discourse Analysis ◽  
Critical Discourse Analysis ◽  
Group Discussion ◽  
Critical Discourse ◽  
Effective Teacher ◽  
Discursive Practices ◽  
The Creation

The article presents a part of research focused on teacher education in Poland. Becoming a teacher is a process that takes place in the space of universities and schools as educational entities in which two discursive communities meet. The distinctness and the hermetic character of the communities are an epistemological barrier to the creation of cooperation, which is essential for effective teacher education. The research is directly related to the need to introduce changes in this area and to define the conditions for these changes to occur. The purpose of the research is to establish how an institution which trains teachers functions. In order to achieve this goal, the author reconstructs a set of rules of discursive practices which were revealed during a group discussion among the students. In the research, a reconstructive formula based on critical discourse analysis was adopted. On the basis of the analysis, recommendations for the practice of teacher education are offered.

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