This study has identified the discourses surrounding water birth and analyses how these discourses are utilised by the media in New Zealand to represent water birth. The philosophical approach that underpins the study is that of philosopher Michel Foucault and his theory on discourse, power and the subject. His framework is used in a discourse analysis to reveal three main discourses: the scientific medical discourse, the natural birth discourse and the dive reflex discourse. Data used for this study consisted of 30 newspaper articles containing the word 'water birth' collected over a five-year period (2000-2005) from New Zealand's eight main broadsheet newspapers. Analysis was a two-part process: Foucauldian discourse analysis and a media discourse analysis (Fairclough, 1995b).Firstly, the discourse analysis showed the subject and the power positions each discourse offered women for positioning themselves in that discourse. The literature and texts revealed Foucault's theory on power relations and resultant subjectivity within institutions and how waterbirth within institutions is disciplined, surveilled, excluded and circulated. The second part of the analysis revealed how the media chooses to deploy the three identified discourses that represent waterbirth in New Zealand. This textual analysis followed the framework of Fairclough's (1995b) media discourse analysis, showing media strategies that are used to promote the discourse deemed to be ideologically significant by the media outlet. Textual analysis identified that the scientific medical discourse contests waterbirth as an unsafe, unproven practice that puts babies' lives at risk. This discourse categorises women who choose waterbirth as unsafe, irrational, alternative, tree-hugging hippies who favour perceived benefits of waterbirth for themselves above the safety of their baby. The natural birth discourse contests that waterbirth is a safe practice that has encountered few problems since its emergence as a validated birthing practice in the late 1980s. It promotes waterbirth as having multiple benefits for both mother and baby and as a way of enhancing the physiological process of birth through non-intervention. The dive reflex discourse underpins the issue of babies drowning when born into water. This discourse details a reflex that suppresses the normal breathing mechanisms in neonates at birth. Literature debates its existence and troubles the overall trustworthiness of such a reflex to prevent a baby drowning when born into water. It is this discourse that sways people's views and positioning on the overall discourse of waterbirth.

Abstract When the Swedish Centre Party, Centerpartiet, just before Christmas 2012 released a draft for new program of ideas a powerful "winter storm" broke out. Ideas that Centerpartiet would abolish compulsory schooling and the right to inheritance and allow polygamy are just a few of the things that cause alarm. It's not the first time during the last years the Centre Party is associated with neo-liberal elements in their party’s ideology. In 2007 Erik Ullenhag criticized Centerpartiet for their new neo-liberalism was a danger to the alliance. The aim of this study is to investigate whether it is possible to see a change in Centerpartiets ideology and how deep it is. From an idea analytical approach based on ideal types, created for social liberalism, neoliberalism and ecohumanism, the party programs from 2001 and 2013 are studied. The eight components studied are: the view on human nature, most important unit in society, the vision of freedom, methods of social change, political governance, society's economic organization, the vision of prosperity and utopia - the good society. In examining the causes of the potential changes a secondary analysis, where existing material was used, has been implemented. The result shows that there has been a change in ideology in Centerpartiet between 2001 and 2013. The probable causes for this are the bad result in the general election 2010 and the election of a new leadership for the party in 2013. Keywords: Swedish Centre Party, analysis of ideas, ideologies, ideal types, change,

This study aimed at investigating the effect of educational ideologies on teacher&amp / #8217 / s perceptions of and attitudes towards curriculum change. The sample consisted of 184 primary and secondary school teachers working in Kulu, Konya. Data were gathered from the participants via two inventories, Educational Ideologies Inventory and Perceptions of and Attitudes towards Curriculum Change Inventory. The first inventory developed by William O&amp / #8217 / Neill. The second inventory was developed by McAttee &amp / Punch (1979). The researcher translated them into Turkish, made necessary alterations and pilot tested. Both descriptive and inferential statistics were utilized to analyze the data. Mann-Whitney U Test was employed to investigate the effect of educational ideologies on teacher&amp / #8217 / s perceptions of and attitudes towards curriculum change. Results of the study indicated that there is no significant difference between teachers&amp / #8217 / educational ideologies and their perceptions of and attitudes towards curriculum change. Furthermore, some background variables were also not found to affect the teachers&amp / #8217 / perceptions of and attitudes towards the new curriculum.

In this report, I discuss the re-contextualization of a working-class Jamaican speaker’s discourse in the media and the new meanings his speech acquires in the process. The series of re-contextualizations starts out with an interview on Jamaican television, which is in turn remixed into an electronic dance song and accompanying music video. The song entextualizes individual stretches of the speaker’s original dis­course into readily identifiable quotes that turn into Jamaican slang items. In the process, linguistic disorderliness is foregrounded in the utterances in question while their propositional content is virtually erased. In a further instance of re-contextualization, the speaker encounters his by now entextualized utterances in an interview on Jamaican breakfast television and struggles to re-establish his originally intended framing of it. His success in the specific interaction is very limited, but viewers’ comments reveal that the interview does effect a change in the meta-linguistic discourse surrounding the incident. I analyze the data as a case in point of ‘speaky spoky,’ a Jamaican label for un­successful attempts to emulate foreign prestige accents, resulting in linguistic dis­orderliness. By considering aspects of performance, entextualization and the keying of different frames, I demonstrate the interactional work that goes into the construc­tion of speaky spoky as a label, as well as the ideological work that label is put to in turn and its political effects. Based on these observations, I argue that speaky spoky is best understood as a multivalent construct resource for sustaining and influencing lan­guage ideologies. Its interactional versatility renders its relationship to authenticity in the Jamaican speech community complicated and potentially ambiguous. / text

Using Nacon & Cole’s (2009) three ideologies of diversity, I look closely at how teachers’ beliefs and attitudes about language and culture influence learning. Through reviewing the research collected over the past eleven years, I seek to answer the following questions: What have researchers found and concluded about how teachers should approach language instruction in linguistically diverse classrooms? What is the relationship between language instruction and the language ideologies of the classroom teacher, and how do these ideologies impact the learning that occurs? / text

There are a number of factors that contribute to the differences in college access rates of under-represented students compared with their white and Asian American counterparts. Families play a role in whether students experience a college-going culture. In an effort to challenge the dominant literature which focuses primarily on familial deficits, the intent of this research is to understand families from a different model, that of funds of knowledge (Moll, Amanti, Neff, & Gonzalez, 1992). Using a qualitative approach of embedded case studies and oral history interviews, this study explored the funds of knowledge present in six Mexican families in a university outreach program and sought to understand how those funds of knowledge contribute to the development of the college ideologies for their families. Participants are represented by the term household clusters, which includes extensions of families beyond the nuclear household (Vélez-Ibáñez & Greenberg, 2005). Three theoretical frameworks were used for this study. The primary framework utilized is funds of knowledge (Gonzalez, Moll & Amanti, 2005), with social capital (Bourdieu 1973, 1977) and cultural capital (Bourdieu, 1986; Bourdieu & Passerson, 1977) serving as supplemental frameworks. Findings illustrate that funds of knowledge in the form of daily educational practices were present in household clusters and influenced children’s academic experiences and college knowledge. Educational ideologies highlighted the ways in which beliefs around the college-going process were formed and manifested as both helpful and limiting. Finally, it was evident that parental involvement was valued; this also included examples of non-traditional involvement, particularly when mothers worked at their children’s schools.

This study has identified the discourses surrounding water birth and analyses how these discourses are utilised by the media in New Zealand to represent water birth. The philosophical approach that underpins the study is that of philosopher Michel Foucault and his theory on discourse, power and the subject. His framework is used in a discourse analysis to reveal three main discourses: the scientific medical discourse, the natural birth discourse and the dive reflex discourse. Data used for this study consisted of 30 newspaper articles containing the word 'water birth' collected over a five-year period (2000-2005) from New Zealand's eight main broadsheet newspapers. Analysis was a two-part process: Foucauldian discourse analysis and a media discourse analysis (Fairclough, 1995b).Firstly, the discourse analysis showed the subject and the power positions each discourse offered women for positioning themselves in that discourse. The literature and texts revealed Foucault's theory on power relations and resultant subjectivity within institutions and how waterbirth within institutions is disciplined, surveilled, excluded and circulated. The second part of the analysis revealed how the media chooses to deploy the three identified discourses that represent waterbirth in New Zealand. This textual analysis followed the framework of Fairclough's (1995b) media discourse analysis, showing media strategies that are used to promote the discourse deemed to be ideologically significant by the media outlet. Textual analysis identified that the scientific medical discourse contests waterbirth as an unsafe, unproven practice that puts babies' lives at risk. This discourse categorises women who choose waterbirth as unsafe, irrational, alternative, tree-hugging hippies who favour perceived benefits of waterbirth for themselves above the safety of their baby. The natural birth discourse contests that waterbirth is a safe practice that has encountered few problems since its emergence as a validated birthing practice in the late 1980s. It promotes waterbirth as having multiple benefits for both mother and baby and as a way of enhancing the physiological process of birth through non-intervention. The dive reflex discourse underpins the issue of babies drowning when born into water. This discourse details a reflex that suppresses the normal breathing mechanisms in neonates at birth. Literature debates its existence and troubles the overall trustworthiness of such a reflex to prevent a baby drowning when born into water. It is this discourse that sways people's views and positioning on the overall discourse of waterbirth.

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Without seeking to reify a category of 'political romances', this study explores the participation of five Middle English poems (Havelok, The Tale of Gamelyn, Sir Orfeo, Sir Gowther, Robert of cisyle), normally classed among the romances, in the cultural process of constructing and regulating contemporary understandings of good kingship, tyranny, and community. In their participation in this discourse these romances cross generic boundaries, interacting with textual traditions (including historiography, hagiography, folk tale, and the literature of complaint), inscribing ideologies contesting romance's world-view. This study attempts to trace the ideological impact of these generic interactions on romance models of rule, investigating whether these romances cross generic boundaries in search of an idiom in which to critique dominant models of power relations, or whether, in attempting to appropriate the discourse of other genres, they seek to bolster dominant ideology by containing the subversive energies of its textual opponents. If these romances are identified as cultural products of a dominant ideology striving to perpetuate its own ascendancy, then it is a dominant ideology in the process of adapting itself in response to changing pressures, the nature of which I attempt to recover by attending to these texts' constructions and reconstructions of the hero's identity. I approach these romances not so much as the expression of the ideology of the dominant stratum, but part of the production of that ideology, called forth in a continuing dynamic response to contending discourses. I conclude that the energies of the genres with which these romances interact refuse appropriation, challenging the monologism of romance and continuing in their new narrative environment to propose their own political solutions. The resulting dialogization of romance indicates romance's diminishing ability to provide convincing resolutions to the contradictions of a changing society and to address the aspirations of a changing audience, In the ideological adjustments made by these romances in the process of interacting with other genres can be glimpsed the end of romance's insistence on heroic, and hence kingly, autonomy, and the replacement of heroic autonomy by community as the subject of romance.

This dissertation explores the nature, purpose, function and role of language documentation in order to further our understanding of mechanisms of language transmission and maintenance in the face of language endangerment and the repression of indigenous identity. Beyond its traditional use for generating linguistic data, I argue that the act and the process of language documentation can be understood as a comprehensive means to evaluate the interactions between speakers and researchers and as the stage where various beliefs and emotions are displayed. Extending the notion of “sites” developed by Silverstein (1998) and Kroskrity (2009), I argue that the act of language documentation can create “sites” of linguistic transaction, of self recognition, and of ideological and emotional stance shift. To attain this goal, this project linguistically and ethnographically documents and describes Belizean Mopan, an endangered Mayan language spoken in the southern Petén region of Guatemala and in the Maya Mountain region (Toledo District) of Southern Belize as a case study. Ethnographic and linguistic observation suggest that characteristics of Belizean Mopan do not simply stem from its linguistic features but rather are derived from ethnic complexity, language ideologies, identity politics, the history of Belize and speakers’ awareness of the self. Linguistic biographies, interviews, participant observation, and ethnographic accounts indicate that the individual’s emotional attachments to the language and the sense of belonging to one’s linguistic community are crucial keys for effective language documentation and revitalization. Discourse and grammatical analysis of sound symbolic words in narratives suggest that speakers’ linguistic affects can be evoked through sound itself. The devices used during language documentation, such as voice and video recorders can be understood as “signifying instruments” (J. D. Hill 2014), which amplify or evoke speakers’ and researchers’ linguistic ideologies and/or affects. Tzik ‘respect’ plays a pivotal role in distinguishing Mopans from other Maya groups and many stories and personal narratives either explicitly or subtly demonstrate the concept and importance of tzik for regulating and maintaining the traditional community and for having a successful life, which resembles the secretos ‘secrets’ described in Hofling’s (1996: 109) account of Itzaj Maya lives. Focusing on tzik gained through being a ch’ija’an kristiyanojo ‘the grown-up people’, I argue that storytelling is a primary device to transmit and circulate traditional knowledge, worldview, ideologies and memories of Maya people from the present, the immediate past, and the mythological past and that in a sense, the role and meaning of dream divination and my language consultant, Orlando Sho’s musical performances can be equated with the practice of storytelling. The act of language documentation is a portal to the site of linguistic and cultural transaction and of world learning, in which I see a key to successful language renewal and revitalization.