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.

Verbal horror and slaughterhouse imagery in media representation of herdsmen violence

2021 ◽  
Author(s):  
Ebuka Elias Igwebuike
Keyword(s):  
Discourse Analysis ◽  
Critical Discourse Analysis ◽  
Critical Discourse ◽  
Media Representation ◽  
The Creation ◽  
Media Reports

Abstract Nigerian media reports on herdsmen’s violence present dehumanised images of a slaughterhouse in which farmers are represented as animals being slaughtered by herders. Using a critical discourse analysis and appraisal framework, with a focus on the systems of attitude and graduation, this paper critically examines media representation of herdsmen’s violence as “butchering” in the form of carnism. Analysis reveals that carnist representation is reinforced through death-dealing socio-cognitive labelling, attitudinal lexicalisation and strands of carnism. Also, using attitude and graduation resources, a one-directional and horrific image is painted. The study concludes that the creation as well as consumption of such scary news cultivates cognitive prejudices and stereotypes.

ISIS Rhetoric for the Creation of the Ummah

2020 ◽  
pp. 429-449
Author(s):  
Amaryllis Maria Georges
Keyword(s):  
Discourse Analysis ◽  
Critical Discourse Analysis ◽  
Critical Discourse ◽  
Communal Identity ◽  
Muslim Community ◽  
Community Based ◽  
Linguistic Strategy ◽  
The Creation

I intend to examine the linguistic strategy used by ISIS as a means through which it creates the concept of the Muslim Ummah, which seeks to emphasize the unity of an international Muslim community based off the power of Islam. I apply a Critical Discourse Analysis for the study of Baghdadi's sermon on 4 July 2014 where he declared the establishment of the Caliphate and himself as the Caliph. Baghdadi's discourse creates a new communal identity from a Muslim populace who may have felt marginalized due to their religion in their countries of residence. It is through this discourse that he structures the Ummah loyal to the Caliphate in two ways: a) by summoning Islam to create a singular global Muslim body and the establishment of a Caliphate; and b) the structuring of an indiscriminate opponent, one that conflicts with the “camp of Islam”. The method of convincing and generating consent – of institutionalizing jihad - goes beyond propaganda; it necessitates the formation of an entirely novel lexicon, a narrative that fosters support while concurrently quashing any singular qualms.

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.

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

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