“One of These Things Is Not Like the Others”: Linguistic Representations of Yao Ming in NBA Game Commentary

2011 ◽  
Vol 4 (1) ◽  
pp. 50-69 ◽  
Author(s):  
Katherine L. Lavelle
Keyword(s):  
Critical Discourse Analysis ◽  
Professional Sports ◽  
Model Minority ◽  
The United States ◽  
Critical Discourse ◽  
Cultural Stereotypes ◽  
Linguistic Representations ◽  
Asian Identity ◽  
Yao Ming ◽  
Asian People

The re/production of Chinese cultural identity is often fraught with contradictions. When China’s Yao Ming was drafted Number 1 in the National Basketball Association (NBA) draft, he was supposed to reinforce and transcend Chinese/ Asian identity. Yao’s entrance into the NBA signaled a new understanding of Asian identity in the United States. To study this phenomenon, the author examined commentary from television broadcasts of U.S. NBA games featuring a prominent Asian athlete (Yao Ming) using critical discourse analysis. Analysis of 13 games from Yao Ming’s 2nd and 3rd seasons revealed that Yao is linguistically constructed as a panethnic Asian/Chinese person. In addition, the analysis upholds the stereotypes that Asian people are a “model minority” and unfit to play professional sports. Given the dearth of Asian players in the NBA, how do linguistic representations of Yao Ming in game commentary reinforce Asian and Chinese cultural stereotypes or create a new identity of China?

Creating Intersectional Subjects: A Critical Discourse Analysis of Health Science Breastfeeding Research

2021 ◽  
pp. 233264922098109
Author(s):  
Shannon K. Carter ◽  
Ashley Stone ◽  
Lain Graham ◽  
Jonathan M. Cox
Keyword(s):  
United States ◽  
Discourse Analysis ◽  
Black Women ◽  
Critical Discourse Analysis ◽  
The United States ◽  
Health Science ◽  
Policy Implications ◽  
Critical Discourse ◽  
Race Disparities ◽  
Breastfeeding Policy

Reducing race disparities in breastfeeding has become a health objective in the United States, spurring research aimed to identify causes and consequences of disparate rates. This study uses critical discourse analysis to assess how Black women are constructed in 80 quantitative health science research articles on breastfeeding disparities in the United States. Our analysis is grounded in critical race and intersectionality scholarship, which argues that researchers often incorrectly treat race and its intersections as causal mechanisms. Our findings reveal two distinct representations. Most commonly, race, gender, and their intersection are portrayed as essential characteristics of individuals. Black women are portrayed as a fixed category, possessing characteristics that inhibit breastfeeding; policy implications focus on modifying Black women’s characteristics to increase breastfeeding. Less commonly, Black women are portrayed as a diverse group who occupy a social position in society resulting from similar social and material conditions, seeking to identify factors that facilitate or inhibit breastfeeding. Policy implications emphasize mitigating structural barriers that disproportionately impact some Black women. We contribute to existing knowledge by demonstrating how dominant health science approaches provide evidence for health promotion campaigns that are unlikely to reduce health disparities and may do more harm than good to Black women. We also demonstrate the existence of a problematic knowledge set about Black women’s reproductive and infant feeding practices that is both ahistorical and decontextualized.

Beginning teachers in early childhood education: A critical discourse analysis of policies in Aotearoa New Zealand and the United States

2021 ◽  
pp. 147821032110016
Author(s):  
Jessica Cira Rubin ◽  
Susan Tily
Keyword(s):  
Discourse Analysis ◽  
Beginning Teachers ◽  
Critical Discourse Analysis ◽  
The United States ◽  
Critical Discourse ◽  
Professional Careers ◽  
Aotearoa New Zealand ◽  
Teachers Experiences ◽  
Politics And Culture ◽  
Early Phases

The early phases of teachers’ professional careers are multi-layered and informed by many factors, including teachers’ values, their own experiences in schools, and the nested contexts of their professional employment. While in teachers’ everyday lives government policies sometimes operate beneath the surface rather than overtly, these policies influence many teachers’ experiences, contributing significantly to what critical discourse analysis scholars call the ‘issue’ of teachers’ available subjectivities being influenced by prevailing ideologies as they are newly entering the profession. In this analysis, we activate critical discourse analysis in order to offer new understandings about policies and contexts associated with new teachers entering the profession. Our analysis is significant in its co-consideration of policies from contexts that we see as experiencing the influence of neoliberal ideologies in different ways. As critical discourse analysis is transdisciplinary, it also offers chances to transcend boundaries of politics and culture to inquire into social wrongs as we actually experience them in a world that is globally connected and globally influenced. The significance of this analysis, then, lies with the continued questioning we hope that it, and others like it, make possible.

‘So yo creo que es un proceso evolutivo’: Language ideologies among Puerto Ricans in southeastern Pennsylvania

Multilingua ◽  
2017 ◽  
Vol 36 (6) ◽  
Author(s):  
Elaine Shenk
Keyword(s):  
Critical Discourse Analysis ◽  
Language Ideologies ◽  
Puerto Ricans ◽  
Analytical Framework ◽  
The United States ◽  
Critical Discourse ◽  
Structured Interviews ◽  
Linguistic Features ◽  
Puerto Rican Spanish ◽  
Publicity Campaign

AbstractThis article examines the perspectives of Puerto Ricans living in the United States in response to a publicity campaign that focuses on the correction of linguistic features that appear in some Puerto Ricans’ spoken Spanish. The campaign addresses phonetic, morphological, lexical, and syntactic features, including a specific set of words or phrases that are named as lexical and semantic borrowings from English. Participants were invited to respond to the content and ideologies present in the campaign by means of semi-structured interviews. Through a framework of Critical Discourse Analysis and language (de)legitimation, the article analyzes the ways in which interviewees (de)legitimize loanwords in Puerto Rican Spanish. A Critical Discourse Analytical framework allows for the mapping of spoken and written texts (e. g. the campaign texts) onto discourses

scholarly journals Examining the Discourse of Perfume Advertisements: An Analysis of the Verbal and the Visual

2015 ◽  
Vol 19 (1-2) ◽  
pp. 117-131
Author(s):  
Vandana Lunyal
Keyword(s):  
Critical Discourse Analysis ◽  
Language Learners ◽  
Consumer Products ◽  
Critical Discourse ◽  
Problem Solution ◽  
Common People ◽  
Cultural Stereotypes ◽  
Visual Elements ◽  
The One ◽  
Effective Use

In the world that promotes consumerism, companies are in a competition to produce a variety of commodities and to convert people into consumers of their products whether they need them or not. The abundance of consumer products is promoted through advertisements. These advertisements persuade the common people to become consumers for which they use a variety of strategies, the most common being the use of problem-solution format in language and an effective use of the verbal and the non-verbal. This paper focuses on investigating the verbal and the non-verbal aspects of the text to examine how ideological constructs function in the discourse of advertisingthrough the use of hegemony. A perfume advertisement has been selected for a detailed analysis of the verbal and the visual elements to illustrate how advertisers commonly attempt to transmit some underlying, yet unasserted, meanings to unsuspecting readers who may understand the intentions of the advertisers i.e. to promote consumption but may not understand that the aim is achieved by generally promoting cultural stereotypes which work towards the disadvantage of one social group vis-à-vis the other especially the one that the advertisement is addressed to. The tool for the analysis of the advertisement is Fairclough’s model of critical discourse analysis (CDA) that uses the analysis of the verbal and the visual to reveal ideological underpinnings. CDA also has pedagogical implications for instance the language used for describing products, if analysed critically by language learners, helps them to unfold the hidden meanings as is illustrated through the analysis. DOI: http://dx.doi.org/10.3126/nelta.v19i1-2.12085 Journal of NELTA, Vol 19 No. 1-2, December 2014: 117-131

scholarly journals PrEP in the press

2020 ◽  
Vol 9 (2) ◽  
pp. 202-225 ◽  
Author(s):  
Lucy Jones ◽  
Luke Collins
Keyword(s):  
Hiv Prevention ◽  
Critical Discourse Analysis ◽  
Gay Men ◽  
Public Awareness ◽  
Critical Discourse ◽  
Linguistic Representations ◽  
The Press ◽  
Trial Basis ◽  
Sex With Men ◽  
Political Spectrum

Abstract This research reports on newspaper representations of PrEP, a HIV-prevention drug recently made available on a trial basis to at-risk individuals in England. Using corpus-assisted queer critical discourse analysis, we investigate the linguistic representations of the users of PrEP within three leading British newspapers from across the political spectrum between 2014–18. We find that users of PrEP are most frequently positioned as ‘men who have sex with men’ or ‘gay men’, a representation that we argue limits public awareness of HIV itself, and of available HIV prevention. Furthermore, while the most left-leaning newspaper in our corpus focuses on the human benefit of PrEP, the most right-leaning newspaper takes a moralistic stance which frames gay men as risk-taking and therefore less deserving of healthcare funding than other groups. We therefore argue that certain representations of PrEP’s beneficiaries are implicitly homophobic, and that most representations are unhelpfully restrictive.

scholarly journals The proximal narratives of online risk communication: fatal aircraft-accident synopses by the U.S. Transportation Agency Safety Board

10.29007/tp1r ◽  
2018 ◽  
Author(s):  
Carmen Sancho Guinda
Keyword(s):  
Risk Communication ◽  
Critical Discourse Analysis ◽  
The United States ◽  
Critical Discourse ◽  
Transportation Safety ◽  
Narrative Strategies ◽  
Institutional Discourse ◽  
American Democracy ◽  
Online Risk ◽  
Aircraft Accident

I explore the narrative strategies adopted by a specific type of institutional discourse grounded in the authority of expertise: risk communication, aimed at influencing our conceptions of hazard and danger to ultimately prevent unsafe behaviours. My focus is the unique discourse of the fatal aviation accident synopses issued yearly online by the National Transportation Safety Board of the United States of America (NTSB for short). Through a blended framework that merges Narratology, Critical Discourse Analysis and the Positioning and Proximisation Theories, I examine how the NTSB didactically brings risks and dangers close to its broad mixed virtual audience while undertaking fluid roles for branding purposes and disseminating the ideological principles of American democracy. In doing so, I especially attend to issues of narrative focalisation (i.e. recounting perspective) and speech representation.

scholarly journals Uncovering whiteness as discourse: A critical discourse analysis of the in-state resident tuition debate for undocumented students in Texas

2021 ◽  
Vol 29 ◽  
pp. 52
Author(s):  
Nicholas Tapia-Fuselier ◽  
Veronica A. Jones ◽  
Clifford P. Harbour
Keyword(s):  
College Students ◽  
Discourse Analysis ◽  
Critical Discourse Analysis ◽  
Postsecondary Education ◽  
The United States ◽  
Critical Discourse ◽  
Policy Discourse ◽  
Structural Barriers ◽  
State Resident ◽  
Undocumented College Students

Undocumented college students in the United States encounter a number of structural barriers to postsecondary education success, including disparate in-state resident tuition (ISRT) policies across the country. Texas, the first state to establish ISRT benefits for undocumented college students, has been a site of tension respective to this issue over the last 20 years. In fact, there have been eight legislative attempts to repeal the state’s affirmative ISRT policy. In order to investigate this ongoing ISRT debate in Texas, we used critical discourse analysis methods to analyze the implicit and explicit messages communicated in the policy and surrounding policy discourse. Our conceptual framework, grounded in three constructs of critical whiteness studies including ontological expansiveness, color evasiveness, and individualization, allowed us to uncover whiteness as a pernicious undergirding force within this policy discourse.

Heavy Metal in “Global” Perspectives

2021 ◽  
Author(s):  
Catherine Hoad
Keyword(s):  
Critical Discourse Analysis ◽  
Western Europe ◽  
The United States ◽  
World Music ◽  
Critical Discourse ◽  
Global Perspectives ◽  
Metal Music ◽  
The United Kingdom ◽  
Rapid Spread ◽  
The Caribbean

This chapter uses critical discourse analysis and textual analysis to offer a general overview of metal as a multi-sited, multi-modal genre. While acknowledging the centrality of metal’s ostensible “birth” in the United Kingdom, and rapid spread to the United States and Western Europe, to the genre’s identity, this chapter also discusses metal’s positionality in discrete studies from Northern Europe, Latin America and the Caribbean, the Middle East, Asia, Africa, and Oceania. In examining how metal is experienced in these contexts, this chapter thus seeks to problematize the discourse of metal’s “true” birth in the Anglosphere, and elucidate a critique of the scholarly literature of the “global metal” model, which has permeated metal music studies over the last decade. Such a model, as the author concludes in this chapter, potentially replicates many of the problems—Othering, exclusive, non-agentic—with “world music” as a discourse, and thus it is necessary to assert the ways in which scholars and scene members alike are speaking back to these characterizations.

Media Representations of Terrorism

2014 ◽  
pp. 61-79
Author(s):  
John Downing
Keyword(s):  
Northern Ireland ◽  
Critical Discourse Analysis ◽  
Political Violence ◽  
The United States ◽  
Media Representations ◽  
Critical Discourse ◽  
Middle Easterners ◽  
Public Critique ◽  
The U.S ◽  
Terrorist Events

This chapter begins with a comparative overview of violence against civilians in war, terrorist events, and torture. The comparisons are between the United States since the 9/11 attacks, Britain during the civil war in Northern Ireland 1969-2000, and France during and since the Algerian armed liberation struggle of 1954-1962. The discussion covers the general issues involved, and then summarizes existing research on British and French media representations of political violence. This chapter then proceeds to a critical-discourse analysis of the U.S. Fox Television channel's highly successful dramatic series, 24. The series is currently considered one of the most extended televisual reflections on the implications of 9/11. Political violence, counter-terrorism, racism, and torture are central themes demonstrated in this television series. It is argued that the show constructs a strangely binary imaginary of extremist and moderate “Middle Easterners” while simultaneously projecting a weirdly post-racist America. In particular, the series articulates very forcefully an ongoing scenario of instantaneous decision-making, under dire impending menace to public safety, which serves to insulate the U.S. counter-terrorist philosophy and practice from an urgently needed rigorous public critique.

“Producing Human Capital”: A Critical Discourse Analysis of Title II of the Workforce Innovation and Opportunity Act (WIOA)

2019 ◽  
Vol 69 (3) ◽  
pp. 163-183 ◽  
Author(s):  
Jaran Shin ◽  
Liz Ging
Keyword(s):  
Discourse Analysis ◽  
Adult Education ◽  
Adult Learners ◽  
Critical Discourse Analysis ◽  
The United States ◽  
Public Law ◽  
Critical Discourse ◽  
Federally Funded ◽  
The Public ◽  
Workforce Innovation

Historical and legislative evolutions of education policy have repurposed federally funded adult education programs in the United States. The 2014 passage of the Workforce Innovation and Opportunity Act (WIOA) has considerable repercussions for everyone involved in the field because it controls the funding, assessment, and structure of these programs. Using critical discourse analysis, this study examines the public law and a Program Memorandum from the federal government. It demonstrates how the language used in the documents characterizes Title II of WIOA (the Adult Education and Family Literacy Act), the goals of adult education, eligible adult learners, and the process by which programs are held accountable for federal funding. The findings show the ways in which Title II tactically legitimizes the U.S. government’s neoliberal capitalist desire within a democratic society: The idealistic language of opportunity acts as a camouflage for the further infiltration of market-oriented practices into the public sector.

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