The stereotypical, mythical, and peace journalism representation of blackness through news storytelling content in racial democracies : a critical discourse analysis

2018 ◽  
Author(s):  
◽  
Carlos A. Cortes-Martinez
Keyword(s):  
Discourse Analysis ◽  
Critical Discourse Analysis ◽  
Black People ◽  
Critical Discourse ◽  
Black Communities ◽  
University Of Missouri ◽  
Peace Journalism ◽  
Feature Writing ◽  
Racial Harmony ◽  
The University

[ACCESS RESTRICTED TO THE UNIVERSITY OF MISSOURI AT AUTHOR'S REQUEST.] This Critical Discourse Analysis (CDA) explores how well-established news storytellers represent people of African descent in contexts where racial oppression is supposedly over. In a moment when news storytelling has gained momentum, the reconstruction of the archive of one of the most prominent magazine outlets in the Americas, from 1999 to 2017, allowed an examination of the potential of feature writing to work towards social justice. Despite the discourse of all races as equal and the current popularity of news storytelling, the findings show that feature writing in SoHo, a Colombian men's monthly publication, marginalizes and stereotypes black communities. Moreover, SoHo fosters a narrative of racial harmony that ignores the structural inequalities that black people face. Borrowing from the literature on stereotypes, myths, and peace journalism (PJ), this investigation restructures a model that explains the relationship between news and racism, describes the particularities of the discourse of racial democracies and offers practical guidance in terms of how to improve the coverage of racial minorities.

Feminist or 'racist or whatever' : exploring mixed messages in (post)feminist 'women's comedy'

2019 ◽  
Author(s):  
◽  
Robyn Stacia Swink
Keyword(s):  
Discourse Analysis ◽  
Critical Discourse Analysis ◽  
Cultural Context ◽  
Critical Discourse ◽  
University Of Missouri ◽  
Media Environment ◽  
Cultural Content ◽  
Feminist Critical Discourse Analysis ◽  
Mixed Messages ◽  
The University

[ACCESS RESTRICTED TO THE UNIVERSITY OF MISSOURI AT REQUEST OF AUTHOR.] This dissertation uses feminist critical discourse analysis of five popular "women's comedy" texts, interviews with eighty-nine viewers of those texts, and cultural content surrounding the texts in order to understand the cultural context of women's comedy including how it contributes to and reflects emerging discourses of race, gender, and feminisms. Specifically, I examine Tig Notaro's stand-up special Tig Notaro: Boyish Girl Interrupted (2015), Ali Wong's stand-up special Ali Wong: Baby Cobra (2016), Ghostbusters (2016), Trainwreck (2015), and a live stand-up performance by Leslie Jones. By using an intersectional lens to analyze the ambiguous characteristics of the current postfeminist media environment and the inherently ambiguous features of comedy, this project explores the complexity of discursive formations including the potentially contradictory ways that women's comedy engages with discourses of gender, race, and feminisms.

The iconic ghetto on British television: Black representation and Top Boy

2017 ◽  
Author(s):  
Kehinde Andrews
Keyword(s):  
Discourse Analysis ◽  
Critical Discourse Analysis ◽  
Black People ◽  
Critical Discourse ◽  
Black Communities ◽  
Black Representation ◽  
The Media

The chapter explores the importance of the concept of the iconic ghetto, examining its discursive importance in reproducing racism. It has particular resonance given that the majority of black people live in concentrated areas of urban centres and therefore how they are represented to the broader society through the media has major consequences. The essay develops a critical discourse analysis of Top Boy to understand how the iconic ghetto is reproduced throughout the show. From this analysis, the basis of the iconic ghetto that was portrayed throughout the show becomes apparent and is captured in the number of themes explored including the proliferation of poverty, crime and violence agency, a lack of female and agency and ultimately blaming the black communities for the problems the show exaggerates.

scholarly journals AN EXPLORATION OF GRAFFITI ON UNIVERSITY’S WALLS: A CORPUS-BASED DISCOURSE ANALYSIS STUDY

2017 ◽  
Vol 7 (1) ◽  
pp. 29 ◽  
Author(s):  
Nisreen Naji Al-Khawaldeh ◽  
Imad Khawaldeh ◽  
Baker Bani-Khair ◽  
Amal Al-Khawaldeh
Keyword(s):  
Discourse Analysis ◽  
Critical Discourse Analysis ◽  
Cultural Values ◽  
Critical Discourse ◽  
Linguistic Features ◽  
Language Functions ◽  
Analysis Technique ◽  
Teachers And Parents ◽  
The University ◽  
Hashemite University

Graffiti have received a great attention from scholars as they have been considered a vital cultural phenomenon for many years (Trahan, 2011; Divsalar & Nemati, 2012; Zakareviciute, 2014; Farnia, 2014; El-Nashar & Nayef; 2016). Although there are extensive contemporary researches on graffiti in many disciplines, such as linguistics, cultural studies, politics, art, and communication (Pietrosanti, 2010;  Farnia, 2014; Oganda, 2015), there are few studies exploring graffiti on classrooms’ walls in higher education milieus (Farnia, 2014). To the best knowledge of the researchers, very few studies were done on the Jordanian context (e.g. Al-Haj Eid, 2008; Abu-Jaber, et al., 2012) and none was done on the Jordanian universities. Therefore, this study aims at analysing the content and communicative features of writings found on universities’ classrooms’ walls, corridors, and washrooms and their relation to the socio-cultural values of the society in order to explore how universities help students voice their attitudes and thoughts. The linguistic features that characterise these writings were also examined. Graffiti-writings, which were collected from the University of Jordan and the Hashemite University, were coded and analysed using the thematic content analysis technique (Braun & Clarke, 2006) and Critical Discourse Analysis (Fairclough, 1995). The analysis of the data has shown that graffiti serve different communicative language functions related to personal, social, national, religious, political, and taboo matters. The most salient linguistic features of these graffiti are simplicity and variation. It can be concluded that graffiti are distinctive and silent ways of communication, particularly in students’ society. The study will be of great importance to linguists, sociologists, educators, administrators, teachers and parents. It is enrichment to the available literature on linguistic studies.

A critical, comparative analysis of the LMS review : technological change, power relations, and discourse

2017 ◽  
Author(s):  
◽  
Jenna Kammer
Keyword(s):  
Discourse Analysis ◽  
Technological Change ◽  
Critical Discourse Analysis ◽  
Management System ◽  
Power Relations ◽  
Shared Governance ◽  
Critical Discourse ◽  
Land Grant ◽  
Land Grant Universities ◽  
The University

[ACCESS RESTRICTED TO THE UNIVERSITY OF MISSOURI AT AUTHOR'S REQUEST.] Technology in universities is constantly changing. Universities often use models of shared governance to make decisions about what these changes should be. However, existing relations of power may play a role in the discourse created during events of technological change. This study looks at power embedded in discussions about technology. It investigates power relations as evident in the discourse created by several public, land-grant universities who participated in selecting a new learning management system (LMS) for the university. Using critical discourse analysis, language from websites, correspondence, open forums and vendor meetings are analyzed from four different land-grant universities for evidence of existing power relations. Keywords: Technological change, shared governance, power relations, critical discourse analysis, learning management system

Discourses and Discursive Identities of Teachers Working as University-Based Teacher Educators in Singapore

2020 ◽  
Vol 72 (1) ◽  
pp. 100-112 ◽  
Author(s):  
Mei Ying Tan
Keyword(s):  
Discourse Analysis ◽  
Critical Discourse Analysis ◽  
Teacher Educators ◽  
Theory And Practice ◽  
Critical Discourse ◽  
The Core ◽  
Hybrid Spaces ◽  
Learning Development ◽  
The University

This study made explicit the discourses of 10 teachers working as university-based teacher educators in Singapore to understand their enacted identities. It framed identity as discursive, constructed through language and talk. Interview data were analyzed using descriptive discourse analysis tools, with critical discourse analysis influencing the process. The discourses are as follows: (a) The value of seconded teachers is located firmly within schools, with practice and practitioner elevated above theory and academics; (b) teaching is the core role of seconded teachers, and discourses about learning, development, and research are weak; and (c) an individualistic framing situates the locus of change on teacher-practitioners. Hybrid spaces that bring theory and practice together are discursive spaces. Both the strengths and limitations of existing discursive identities need to be acknowledged, and multifaceted and complex practitioner identities explored. This article contributes to the integration of practitioners into the wider community of teacher educators in the university.

scholarly journals INTERPRETATION OF GENDER IN MERITOCRATIC DISCOURSE AT ACADEMIA: UKRAINIAN CASE

ASJ. ◽  
2020 ◽  
Vol 2 (43) ◽  
pp. 16-20
Author(s):  
I. Zumrutdal
Keyword(s):  
Discourse Analysis ◽  
Critical Discourse Analysis ◽  
Communicative Action ◽  
Academic Discourse ◽  
Critical Discourse ◽  
Social Construct ◽  
Current State ◽  
The University ◽  
Sociological Studies

The paper aims to contribute to a better understanding of gender as a performative social construct within topical frameworks of critical discourse analysis. Our study considers meritocratic academic discourse as one which manifasts itself in a multitude of ways in communicative action including the binary possibilities that we encounter in language. The communication of a gender in academia involves not just a performativity but also its reception in the meritocratic academic discourse. The study is framed by the context of the current state of the university sector and is based on linguistic and sociological studies at two universities in Ukraine.

Voicing the absented presence of blackness in Canada: a multimodal critical discourse analysis

2021 ◽  
Vol 0 (0) ◽  
Author(s):  
Emilio Amideo
Keyword(s):  
Discourse Analysis ◽  
Critical Discourse Analysis ◽  
Black People ◽  
Life Story ◽  
Linguistic Diversity ◽  
Meaning Making ◽  
Critical Discourse ◽  
Specific Response ◽  
National Belonging ◽  
To Come

Abstract Canada makes of multiculturalism its trademark in a process caught between a (yet to come) full openness toward cultural and linguistic diversity, and the removal of an ambiguous collective memory rooted in racio-cultural violence. One that at different times in Canadian history considered Black people unwanted citizens, making of their experience an “absented presence” within the Canadian discourse. Drawing on Multimodal Critical Discourse Analysis, the aim of this essay is to investigate the retrieval of part of that absented presence through an exploration of the 2015 miniseries The Book of Negroes (dir. Clement Virgo) which traces the life story of the West African storyteller Aminata Diallo as she is captured, sold into slavery and then slowly regains her freedom. The essay focuses on the analysis of the different semiotic resources employed in the miniseries and on the way a reflection of their co-articulation contributes not only to the meaning-making potential of the narrative but also to a specific response in the audience. The multiple ‘languages’ of storytelling through which Aminata’s story unfolds emphasise the need for a rethinking of national belonging by way of privileging diasporic affiliations that reject the violence inherent in monolithic and appropriating discourses.

Marketization of universities in China: A critical discourse analysis of the university president’s message

2019 ◽  
Vol 13 (5) ◽  
pp. 539-561 ◽  
Author(s):  
Peter Teo ◽  
Songsha Ren
Keyword(s):  
Discourse Analysis ◽  
Critical Discourse Analysis ◽  
University Presidents ◽  
Methodological Approach ◽  
Critical Discourse ◽  
National Interests ◽  
Political Ideologies ◽  
Micro Level ◽  
The University

This article focuses on the global phenomenon of the marketization of higher education and how it has shaped the discourses of China’s top universities. By analyzing the university presidents’ messages published in the websites of 36 top-ranked universities in China, the aim is to ascertain the extent to which this institutionalized genre imbricates a marketizing role with other ideological imperatives. Informed by the theoretical principles of Critical Discourse Analysis and adopting a genre analysis methodological approach, we first examined the macro-level rhetorical structure followed by a micro-level analysis of the discursive strategies used in the presidents’ messages. The findings reveal a dynamic interweaving of three distinct discursive strands – bureaucratic, conversational and advertising – constructed in and around the move structure of the presidents’ messages. This interdiscursive analysis reveals competing imperatives and contestations that reflect the dual role of the presidents’ messages to project a globalized, international outlook while maintaining an allegiance to political ideologies and national interests that top-ranked universities in China have to simultaneously negotiate.

El uso de las TIC en la enseñanza de lenguas extranjeras a partir del análisis del discurso de docentes universitarios / The use of the ICT to teach foreign languages from a critical discourse analysis of the university professors’ speech

2012 ◽  
Vol 13 (1) ◽  
pp. 368-394
Author(s):  
Jenny Bermúdez Jiménez ◽  
Ángela Montoya Díaz
Keyword(s):  
Discourse Analysis ◽  
Critical Discourse Analysis ◽  
Information And Communication Technologies ◽  
Communication Technologies ◽  
Transformation Process ◽  
Critical Discourse ◽  
Foreign Languages ◽  
University Professors ◽  
Information And Communication ◽  
The University

El proceso de transformaciones en el campo educativo surgido a partir del desarrollo y aplicación generalizada de las TIC, tiene de diferente, sobre las revoluciones tecnológicas precedentes, el ritmo asombrosamente acelerado que impone. Es de innegable importancia para las ciencias sociales, y para el campo de la pedagogía y la didáctica en particular, reflexionar sobre las implicaciones que la adopción generalizada y creciente de las TIC tiene sobre su presente y su futuro. Este estudio intenta establecer no solamente las implicaciones formalmente previsibles –de primer orden–  en cuanto a eficacia y eficiencia, resultantes del uso de las TIC en la enseñanza de lenguas extranjeras, sino hasta dónde esta función tiende a transformar roles –implicaciones de segundo orden– de los actores, incluidos los docentes y la institucionalidad de la que hacen parte, además del grado de conciencia que existe sobre tales fenómenos. La investigación busca evidenciar cuál es el uso de las TIC en la enseñanza de lenguas extranjeras a partir del análisis del discurso de docentes universitarios. No se presenta una aplicación lineal del método de análisis del discurso de Teun Van Dijk: sino una adaptación, aplicando su esquema conceptual más en el orden de lo institucional-pedagógico que en el orden gramatical. Enfatizando el análisis en las relaciones binarias de discurso y cognición, pragmática e ideología.     The transformation process occurring in the educational field, which has resulted from the generalized development and application of the Information and Communication Technologies (ICT), differs from preceding technological revolutions in the amazingly accelerated pace it sets. Reflecting upon the implications of the generalized and increasing adoption of ICT is undeniably important for the present and future of social sciences and, particularly, for the areas of pedagogy and didactics. This study does not only attempt to establish those implications formally foreseeable in terms of efficacy and effectiveness resulting from the use of ICT to teach foreign languages –first order, but also to determine how much this function tends to transform the roles of participants –second order implications. The latter includes the teachers, the institution they belong to and the degree of awareness existing upon those phenomena. The research study aims at making evident what the use of ICT for language teaching is as seen from a critical discourse analysis of the university professors’ speech. It does not show a direct application of Teun Van Dijk’s discourse analysis method, but rather an adaptation which emphasizes the implementation of the conceptual framework in institutional-pedagogic terms than in grammar terms, therefore highlighting the analysis of the binary relationships existing between discourse and cognition and pragmatics and ideology.

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