In the 2012 Families First Agenda, the Government of British Columbia outlined the provision of ‘evidence-based’ parenting information as part of its official commitment to support vulnerable families. This thesis investigates and analyzes the particular views and assumptions about parenting responsibility and child development in a selection of web-based parenting resources endorsed by the BC government. Study findings show that parenting education materials promote a universalized account of childrearing that privileges expert-driven knowledge, largely drawn from Euro-Western frameworks. The examined materials are also found to present a view of parents as responsible for monitoring and mitigating personal and environmental stressors. Discussion of these features considers the ways in which parenting education materials marginalize the knowledge and practices of diverse families, and conceal oppressive structures that perpetuate social and economic inequalities. Implications drawn from the findings contribute to a discussion of more inclusive and collaborative approaches to parenting support and education. / Graduate

This thesis explores some ways in which language can be employed as a tool for crosscurricular learning in Key Stage 3 (KS3) education. An examination of how linguistic interaction is employed by pupils as a means of facilitating their attainment of curriculaspecific learning objectives provides a case study for exemplifying how language can be used effectively across disciplines in secondary education. Within the context of exploring pupils' interaction in the subject of Technology, this thesis explores some gender differences in interaction and the potential effects that such differences can have upon gender-differentiated attainment levels in KS3 Technology. The data obtained for the thesis comprises transcripts of small group pupil-pupil discussion taken from KS3 Technology lessons. The conversations of the groups were recorded, transcribed and then analysed using a revised version of Francis and Hunston's (1992) system of discourse analysis. Gender differences in the types of discourse strategies employed by the participants were identified and evaluated in terms of how effectively they function to facilitate the successful attainment of specific learning objectives. The conclusions drawn from the findings of the research are that the discourse collectively produced by the girls in the study tends to be more effective in facilitating the attainment of learning objectives than that which is produced by the boys. This may, in part, provide one possible explanation as to why the girls in the study achieve higher attainment levels in KS3 Technology than the boys.

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Through analysis of written texts produced by school districts and high schools with predominantly Mexican American populations, beliefs about Mexican American students that mediate attitudes and expectations can be exposed. In this work, I conduct comparative critical discourse analyses (CDA) of school district and high school mission statements from a total of 35 schools and 20 school districts in the Southwestern United States and Chicago, Illinois. The sites were selected because of their large to predominantly Mexican American students populations. Of the 35 school mission statements I researched, 19 were from predominantly Mexican American high schools and 16 were from predominantly White high schools. Of the 20 school district mission statements I collected, 11 were from largely to predominantly Mexican American school districts and 9 were from largely to predominantly White school districts.Analyses conducted in this study of the mission statements utilizing several `tools' of CDA revealed ideologies, or ideological discursive formations (IDFs), of low expectations and negative attitudes for Mexican American students when compared to White students. These IDFs materialize by way of frames and signs that are (re)created in the district and school mission statements. The IDFs serve to mediate the discourses that are utilized to describe Mexican American students and the districts and schools they attend. These discourses serve to mediate beliefs about Mexican American students that in turn reinforce the IDFs already in place.Understanding the types of discourses that (re)produce low expectations for and negative attitudes about Mexican American students is a first step in changing these schooling discourses that ultimately contribute to low academic achievement.

Canada’s public immigration discourse is usually racialized in using an ideological framework to evaluate, select and make judgements of immigrants on whether they are culturally, socially, or economically desirable to Canada. Some social and economic affairs may present a discursive context for debates over immigration and the value of immigrants to Canada. By using a critical discourse analysis of news articles on immigration in Canada’s national newspaper The Globe and Mail in four historical phases after the end of the Second World War, this study examines how the contents of “desirable immigrants” were changed throughout history. This study questions whether some social political affairs in a country or an extreme economic situation such as high unemployment can change the social boundaries of exclusion for immigrants of certain racial and ethnic backgrounds and allow more direct and exclusionary racial messages to be expressed in the discourse. The findings indicate that during economic recessions, it is more acceptable for the media and the public to express more directly racist messages about non-white immigrants, and some political factors and major social events may also influence how different ethnic groups of immigrants can be socially constructed. While a liberal democratic country like Canada may not accept overt racial discrimination, I argue that a social crisis or economic recession can change the social boundaries of exclusion for immigrants of certain racial and ethnic backgrounds and justify using more blatant racial messages in discussing immigrants.

The aim with this thesis was to investigate how the Swedish newspaper Aftonbladet construct and reproduce imaginations of gender and gender order. An important premise for our work is the agenda theory, which states that media has great impact on what is on their audience mind. We chose to investigate how Aftonbladet wrote about two Swedish footballers, Lotta Schelin and Zlatan Ibrahimovic, during a European championship with each players national team. By using a method of critical discourse analysis based on Teun van Dijks idea and with gender glasses, we analysed eight articles and two chronicles regarding each player. Our results show that Aftonbladet construct and reproduce gender and gender order by its different ways of portraying Lotta Schelin and Zlatan Ibrahimovic. Articles regarding Lotta Schelin tend to be more audience oriented, focus more on her and her teammates emotions and more often focus on things outside her profession as a footballer. On a contrary, articles regarding Zlatan Ibrahimovic tend to upgrade masculinity, power and more often highlights his performances on the pitch. He is also portrayed as a person of much greater status than Lotta Schelin.

A new approach to oceans and coastal governance – influenced by ecosystem-based management and resilience thinking, by spatial approaches to management and by decentralized or participatory governance – a policy of integrated management was defined in the years following the Oceans Act (1986). The motivation for this study arose from the resistance of project partners in the Coastal CURA (a five-year, SSHRC-funded, multi-partner research project designed to support coastal community engagement in resource governance) to the thinking and practice of government-supported “integrated management”. In response, I developed a conceptual framework for examining integrated management from a critical, community-based perspective, drawing on political ecology, geography and policy studies. I apply this framework to a study of policy discourses in the Canadian Maritime Provinces to examine: i) their role in framing what options, participants, and knowledges are included in fisheries and coastal policy, regulation and institutions; ii) how power relationships are enacted and how access to resources are altered through integrated management approaches to coastal resource governance; iii) community resistance through alternative discourses and models. Within this study, I use governmentality and critical policy analysis as tools for analyzing the retreat of the state on the one hand (through decentralized and participatory governance), and the application of new technologies of governance on the other, and for examining the effects these movements have on coastal citizens. By naturalising the state as the appropriate scale and competent party for managing coastal problems, coastal communities are framed out of governing the commons. However, this study demonstrates how counter-discourses can re-imagine communities, and their practices and knowledges, in a discursive policy struggle. This thesis situates these puzzles in three case studies, one of regional policy discourses and two community case studies in Nova Scotia’s Annapolis Basin and Passamaquoddy Bay, New Brunswick.

Through an analysis of History Geography and Social Science subject matter in the elementary level curriculum in Chile, this thesis highlights the role of official education in constructing a notion of human being that gravitates toward Whiteness. The law of education and the curriculum are analyzed to examine the way in which official curriculum operates as a mechanism for oppression, exclusion, and marginalization. It is argued that through the curriculum, a national ideology that incorporates a hegemonic notion of ideal human being and citizen is promoted. Using an anti-colonial, anti-racist discursive framework, and techniques from Critical Discourse Analysis, this work locates Chilean official education and curriculum as the culmination of colonial and racist notion of human and citizenship values supported by the neoliberal state. The researcher advocates for equity and justice in the education system that acknowledges Chile as a multicultural country where different ways of knowing coexist.

This thesis explores the potential for ethico-politically committed cultural critique in investigating lived experiences of gender in the hegemonic global north, where the neo/liberal rhetoric of sexual equality tends to portray issues of gender as already sufficiently addressed. It argues that the ideological roots of dominant gender discourses can be productively explored through the interrelated histories of Christianities and neo/liberalisms that have powerfully shaped mainstream Canadian society. Supported by an extensive body of literature bringing religious studies, feminist, and queer theory to bear on sociological and political questions, this rhetoric is investigated by applying critical discourse analysis to transcripts of interviews conducted over a year of participant observation with the members of a local United Church women’s discussion group. Findings suggest a complex set of attachments, rejections, and ambivalent attitudes toward those elements of feminism that have entered into the social, cultural, political and economic discourses that have become dominant in Canada. The discussion of results considers the forces which produced respondents’ general complacency with the status quo of gender equality along with their hesitancy to make judgments about the validity of competing claims regarding gender ethics. Analysis concludes by examining the implication of these attitudes for the prospects of gender justice movements, especially those conceived in terms of allyship and coalition-building at the intersection of different axes of identity and practice. / Thesis (Master, Cultural Studies) -- Queen's University, 2011-09-14 13:34:43.664

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