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Dominant Ideology and Racism in the French Media: a Critical Discourse Analysis on the Case of the Denaturalization LawBocquet, Brian January 2016 (has links)
This study focuses on how minorities are stigmatized in the French media. It limits itself to the case of the proposal of the denaturalization law and the consequent discourse about it. The subject is introduced through a short background on the law and its relevance to the possible racist nature of the debate, followed by some background on racism in France, an overview of the theory on new racism and how it can explain stigmatizating discourses. Critical Discourse Analysis is used as the method to uncover said discourses as it is a method related to the in-depth analysis of implicit dominant ideologies and power-structures. The study analyzes twenty articles from two French newspapers in order to determine how stigmatizing discourses are expressed. The results in the discussion show recurrent racist narratives that systematically denigrate and stereotype Muslims and immigrants. They also show a pattern of the dominant culture negating space to minorities.
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Discourse, Social Scales, and Epiphenomenality of Language Policy: A Case Study of a Local, Hong Kong NGOTso, Elizabeth Ann, Tso, Elizabeth Ann January 2017 (has links)
In this multi-methodological (Gee, 2011; Hult & D. Johnson, 2015) study, I examine Richard Ruiz's (2014) original concept of the epiphenomenal nature of language in language policy and planning (LPP) across social scales (Hult, 2013) in Hong Kong. While research in Hong Kong has focused on interactions between schools, teachers, students, parents, business, and the government, the work on non-profits and non-governmental organizations (NGOs) remains a neglected social scale. Addressing this gap, I examine the role of a local NGO, Hong Kong Unison (Unison), as a social actor involved in the negotiation of language-in-education policies for the city's ethnic minority students. Through the collection of one decade of publically accessible documents, I created a corpus of Unison's work. Corpus linguistics approaches and a wider-angle perspective to critical discourse analysis (cf. Tian, 2006, 2008) were combined in order to highlight salient patterns and discourses within the data (cf. Baker, 2016). Corpus and discursive analyses indicate that Unison is primarily involved in transforming language policies through their active role in increasing public awareness about the social, political, and educational difficulties ethnic minority students encounter in Hong Kong. Furthermore, the NGO’s ideologies reveal the epiphenomenal nature of LPP. Epiphenomenality reflects how decisions made about language are influenced and shaped by non-linguistic phenomena. Unison's negotiation of LPP demonstrates how their decisions about language are connected to issues of equality, justice, economic opportunity, educational attainment, and social advancement. These ideologies manifest themselves in dialogue across social scales, demonstrating Unison's impact in negotiating LPP in Hong Kong. This study, while providing more insight into LPP research by examining the role of a local NGO, continues to raise questions on how to best understand how multiple scales intersect in the policymaking process, and how the epiphenomenal nature of language shapes decision-making.
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Advertising greenness in China : a critical discourse analysis of the corporate online advertising discourseLiu, Shubo January 2015 (has links)
A growing number of companies, both multinationals and local firms, have begun to adopt the idea of sustainability development, and develop and market their green products/services with green advertising in developing countries. However, in the context of China where the idea of commercial environmentalism or green consumption is emerging and transported from the West, it is not clear that how the green consumption is advocated and how consumption practices are connected to environmental protection, and how the meaning of green consumption is constructed by firms operating in China. This study explores the Internet as a rich text for environmental marketing by analyzing the ways firms showcase details of their green products/services, production methods, business philosophy and other facets of their environmental practices and values. The online promotional information can be seen as corporate green advertising. Focused on the advertisings from corporate websites, and through the analytical framework of Critical Discourse Analysis (CDA) (e.g., Faircloug, 1992; 1995(a) (b); Wodak and Chilton, 2005), this study presents how a number of environmental conscious firms in China are portraying and promoting their environmental responsible image and green products/services, and aims to examine what firms are really telling and how they are discursively constructing corporate “greenness”. Based on the analyses of green advertisements from websites of four case companies (two MNCs in China: General Electric in China, Unilever in China, and two Chinese local firms: BYD automobile, and Landsea Real Estate), the study suggests that corporate green advertising discourse plays an active role in defining “reality” of greenness and imbuing meanings of consumption into environmentalism, as well as in achieving the hegemonic construction of corporate greenness. In addition, the corporate greenness is anthropocentric and embraces consumerist and post-materialist values. Instead of endorsing the environmentalism which appeals for a change of the current over-consumption lifestyle in capitalist development, the corporate green advertising strategically integrates lineages from green discourse of ecological modernization and political discourse of neoliberalism. In addition to similarities, dissimilarities existing between discourses from MNCs’ and Chinese local firms are identified in two aspects: greenness integration and greenness level. The differences in advertising discourses derive from both organizational resources and firms’ embedded economic, historical, and social-cultural contexts. Such differences prove the mutual constitutive or dialectical relationship between language and society and develop the argument that although firms play active role in constructing discourse, and green advertising discourse can be seen as corporations’ discursive approach to achieve environmental governance, their discourse is nevertheless constrained by both organizational internal and external influences.
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Norway’s Arctic conundrum: Sustainable Development in the Norwegian media discourseReistad, Hege Helene January 2016 (has links)
This thesis concludes that the discourse surrounding the Arctic in the Norwegian press has a prevailing focus on resource extraction and resource demands, and that the term “sustainable development” is rarely being employed. At the same time, there is an increase in the amount of times the topics climate change and environment are discussed in the same articles that discuss oil, gas and resource extraction. This indicates that in the post-petroleum and “green shift” era that Norway has entered, these discourses now demand a joint discussion, rather than two separate discourses and topics. Looking at how Norway might act in the Arctic in the future, this can indicate that these focus areas will lay the foundation for possible action in the region as well. The background of the study was to obtain an understanding of how Norway deals with its conundrum of contradictory roles as an advocate for sustainable development and as an oil and gas producer. This was done through an investigation of how the Arctic, and especially sustainable development in the Arctic, is framed in the Norwegian press. By looking at the media discourse surrounding the topic, it is possible to get an understanding of how the region is framed in Norway, and subsequently how Norway as an Arctic actor will act in the future. Social constructionism, critical discourse analysis, mediatisation and framing theory make up the theoretical underpinnings of the thesis, and content analysis with a sequential process of three steps is employed to analyse the material from a bird’s-eye view to a very specific analysis.
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"They Want to Control Everything" - Discourse and Lifestyle in Contemporary TurkeyBädeker, Lars January 2016 (has links)
Based upon anthropological fieldwork and contemporary literature as well as an analysis of media reports and statements by government officials such as current president Recep Tayyip Erdoğan, this thesis explores the interrelations between political discourses, lifestyle, and identity construction in contemporary Turkey. In the thesis, it is depicted how certain lifestyle choices are legally limited or (drawing on moral, religious, and nationalist discourses) labeled as 'bad' or 'wrong' by the current AKP government and certain parts of society. The informants interviewed for this thesis, mostly well-educated, young Turkish urbanites, feel like these restrictions of lifestyle choices limit their possibilities to freely construct and express their identities, which leads to feelings of resentment, unhappiness, and discomfort. By analyzing political developments in the 20th and 21st century, it is furthermore illustrated that authoritarianism has been a substantial part of the Turkish state project ever since the founding of the Turkish Republic. The current political events and conflicts about lifestyle and identity construction, it is argued, have to be understood in this context rather than depicting them as based upon a strict dividing line between 'secular' and 'religious' parts of society, as it is often depicted in Western media.
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Legal professional identity formation and the representation of legal professionals in classroom talk.Humby, Tracy-Lynn 20 September 2012 (has links)
The
focus
of
this
study
is
the
formation
of
legal
professional
identity
and
the
manner
and
extent
to
which
representations
of
legal
professionals
in
classroom
talk
could
feature
in
and
be
studied
as
part
of
this
process.
Eclipsed
for
many
years
by
the
need
to
teach
students
to
‘think
like
lawyers’,
professional
identify
formation
is
increasingly
acknowledged
as
a
legitimate
concern
of
legal
educationalists.
This
entails
expanding
the
sphere
of
legal
education
beyond
the
cognitive
aspects
of
the
discipline
of
law
to
encompass
inculcation
of
the
purposes
and
values
of
the
profession
but
also,
more
broadly,
an
appreciation
of
the
forms
of
power
legal
professionals
exercise,
the
forms
of
work
they
undertake,
the
relationships
they
establish
and
maintain,
and
the
social
profile
of
the
profession
they
advocate
for
or
accept.
The
study
assumes
an
understanding
of
legal
professional
identity
formation
as
a
pervasive
and
implicit
process
of
socialization
that
occurs
irrespective
of
whether
professional
identity
has
been
posited
as
a
particular
pedagogical
object
or
not.
It
puts
forward
the
thesis
that
representations
of
legal
professionals
in
classroom
talk
constitute
part
of
the
socialization
process.
It
presents
a
theoretical
model
for
understanding
the
significance
of
such
representations
in
processes
of
identity
formation,
linking
them
to
an
understanding
of
‘identity
regulation’
that
revolves
around
the
concepts
‘role’
and
‘discourse’.
It
further
invokes
the
resources
of
critical
discourse
analysis
and,
in
particular,
the
work
of
Van
Leeuwen,
to
develop
a
set
of
appropriate
analytical
codes
modeled
on
key
elements
of
social
practice
for
analyzing
representational
meanings
relating
to
legal
professionals
in
classroom
talk.
The
development
of
the
codes
is
undertaken
through
an
iterative
process
that
engages
with
a
complete,
verbatim
transcription
of
classroom
talk
in
an
introductory
six-‐month
course
on
law
at
a
tertiary
institution.
The
study
concludes
that
a
discursive,
analytical
approach
to
studying
representational
meanings
relating
to
legal
professionals
in
classroom
talk
and,
in
particular,
a
micro-‐discursive
point
of
entry
modeled
on
key
elements
of
social
practice,
is
useful
and
appropriate
for
apprehending
the
richness
of
the
representational
meanings.
Such
an
approach
allows
for
a
grounded
identification
of
themes
that
can
then
be
compared
to
claims
made
in
the
literature
on
legal
professionalism
and
the
teaching
of
legal
ethics.
It
also
concludes
that
because
the
representation
of
legal
professionals
in
classroom
talk
overlaps
with
the
power
relations
of
the
classroom,
they
should
be
regarded
as
a
significant
source
of
identity
regulation
and
thus
used
in
a
manner
that
is
both
reflective
and
constructive.
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Diversity on Jesuit Higher Education WebsitesOlivieri, Scott D. January 2018 (has links)
Thesis advisor: Ana M. Martínez Alemán / The term “diversity” was popularized in Justice Powell’s opinion in Regents of the University of California v. Bakke, which identified the benefits of a diverse student body as a compelling state interest. Forty years after Bakke, deep inequities remain in higher education and racist events occur with regularity on college campuses (“Campus Racial Incidents : The Journal of Blacks in Higher Education,” n.d.). Institutions continue to struggle to address student concerns and a significant gap remains between students and administrators on the topic of diversity and inclusion. Because the public website is the face of the university to the world and the most powerful platform for conveying institutional values, goals, and priorities, representations of diversity on university webpages are potent statements about how institutions address these topics (Snider & Martin, 2012). Jesuit universities in particular have a 500-year tradition in education that is founded on a deep respect for cultural difference, making them an excellent choice for a study on diversity (O’Malley, 2014). This exploratory qualitative study utilizes Critical Discourse Analysis to examine how diversity is characterized on Jesuit higher education websites. The 28 Jesuit higher education institutions in the United States were analyzed during two time periods using a framework combining elements of Fairclough (2003) and McGregor (2014). The data were interpreted through the lens of Critical Race Theory (CRT), which posits that racism continues to be endemic and omnipresent in the United States. CRT scholarship on microaggressions, whiteness, and colorblindness is a foundational element of this analysis Based on this analysis, institutions were placed in an adapted model of diversity development based on Williams (2013). While respecting cultural difference and care for the marginalized is at the core of the Jesuit mission, translating this to an inclusive diversity web presence has presented challenges for institutions. In this study, just 3 of the 28 Jesuit higher education institutions attained the most advanced stage—Inclusive Excellence. Few Jesuit institutions placed diversity at the core of the mission or maintained cohesive and powerful diversity messaging across the website. This study found instances where imagery, prose, and information architecture issues reinforced hegemonic norms and objectified individuals. This analysis concludes with diversity website content recommendations for administrators, communications professionals, and faculty who seek to be inclusive rather than alienate, deconstruct hegemonic norms rather than reinforce them, and balance marketing goals with campus authenticity. / Thesis (PhD) — Boston College, 2018. / Submitted to: Boston College. Lynch School of Education. / Discipline: Educational Leadership and Higher Education.
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A critical reflection on eclecticism in the teaching of English grammar at selected Zambian secondary schoolsMwanza, David Sani January 2016 (has links)
Philosophiae Doctor - PhD / English is the official language in Zambia and a compulsory subject from grade 1 to the final year of secondary education. Communicative competence in English is therefore critical to mobility in education and is also central to one’s job opportunities in the country. This implies that the teaching of English in schools is of paramount importance. Eclecticism is the recommended approach to teaching of English in Zambian secondary schools. However, no study had been done in Zambia on eclecticism in general, and on teachers’ understanding and application of the eclectic approach to English grammar teaching in particular. Hence, this study was a critical reflection on Eclecticism in the teaching of English language grammar to Grade 11 learners in selected secondary schools in Zambia. The aim of the study was to establish how Eclecticism in English language teaching was understood and applied by Zambian teachers of English. The study employed a mixed research study design employing both quantitative and qualitative approaches. In this regard, questionnaires, classroom observations, interviews
(one-on-one and focus groups) and document analysis were the main data sources.
Purposeful sampling was used to delineate the primary population and to come up with teachers and lecturers. In total, 90 teachers and 18 lecturers participated in this study. The documentary analysis involved documents such as the senior secondary school English language syllabus and Teacher training institutions’ English teaching methods course outlines. These documents were analysed to establish to what extent they supported or inhibited Eclecticism as an approach to English language teaching. Data was analysed using qualitative data analysis techniques looking for naturally occurring units and reducing them to natural meaning units to check for regular patterns of themes. Data from quantitative questionnaires were analysed using the statistical package for social sciences (SPSS) to generate frequencies and percentages. The documents provided information on the efficacy of using Eclecticism as an approach to English
language teaching in the multilingual contexts of Zambia. Theoretically, the study drew on Bernstein’s Code Theory and Pedagogic Discourse with its notion of Recontextualisation. The Code theory was used to examine power relations in
education while recontextualisation was used to explore the transfer of knowledge from one site to another. The study also used the constructivist theory which views teachers and learners as co-participants in the process of teaching and learning and treats learners’ backgrounds as crucial to effective teaching. Considering recent developments in technology, the study also explored the extent of the use of multimodal tools in the teaching of English grammar, and the contestations around the ‘grammars’ arising from the dialogicality between the so-called ‘British English Grammar’ and home grown Zambian English grammar. The idea here was to explore how English was taught in the context of other English varieties and Zambian languages present in Zambian secondary school classrooms. The findings showed that while course outlines from teacher training institutions and the senior secondary school English language syllabus showed that teacher training was aimed
at producing an eclectic teacher, teacher training was facing a lot of challenges such as inadequate peer teaching, short teaching practice and poor quality of student teachers. These were found to negatively affect the effective training of teachers into eclecticism. Further, while some teachers demonstrated understanding of the eclectic approach and held positive attitudes, others did not leading to poor application and sometimes non application of the approach. In terms of classroom application, of the five teachers whose lessons have been presented in this thesis, four of them used the eclectic approach while one did not, implying that while the policy was accepted by some, others contested it. In
addition, teachers stated that grammar meant language rules and they further stated that they taught formal ‘Standard’ English while holding negative attitudes towards Zambian languages and other varieties of English. The study observed that teachers held monolingual ideologies in which they used English exclusively during classroom interaction. Finally, teachers reported that they faced a number of challenges when using the eclectic approach such as limited time, lack of teaching materials and poor low English proficiency among some learners leading to limited to non use of communicative activities in the classroom. The study concludes that while the eclectic approach is practicable in Zambia, a lot has be to done especially in teacher training in order to equip teachers with necessary knowledge and skills to use the eclectic approach. Among other recommendations, the study recommends that there is need for teacher training institutions to improve the quality of teacher training and ensure that student teachers acquire skills of
resemiotisation, semiotic remediation and translanguaging as a pedagogical practice. The study also recommends refresher courses to already serving teachers to acquaint them with how the eclectic approach can be recontextualised in different teaching contexts. The study contributes to the body of knowledge in the theoretical and practical understanding of the eclectic approach and how it is used in the Zambian context. The study also adds to literature on the eclectic approach. In addition, the findings act as a diagnostic tool among government education officials, teacher educators and teachers of English in Zambia in particular as they can now see where things are done right and where improvement is needed. Other countries where English is taught as a second language can also learn from the Zambian situation as they search for better ways of training eclectic teachers of English and how to teach English in their own respective contexts.
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Cultural diversity communication strategies in UK and US advertising agencies : a Bourdieusian analysisAdams, Nessa Cecelia January 2017 (has links)
The rise of black and minority ethnic (BME) populations in the UK and US in recent years has led to the introduction of cultural diversity communication strategies within the advertising industry. These strategies draw on beliefs, and cultural and religious values to specifically target BME audiences. This thesis examines the processes involved in creating these strategies, by analysing the discourse and working practices of advertising practitioners. By drawing on interviews and ethnographic observations in eight advertising agencies in the UK and US, it compares the differences in producing cultural diversity communication strategies between a) the general market agencies targeting mass audiences, and b) the emerging cultural diversity agencies only targeting BME audiences. I argue that the creation of these strategies is subject to powerful constraints and institutional racism, limiting market opportunities for advertising. The thesis starts by bringing together Bourdieu's theories of habitus and field theory (1977; 1984; 1993) with contemporary studies of the relationship between 'race' and media practices. This union sets the foundation for my adaption of field theory to analyse contemporary advertising practices and to examine how discourse, working practices and 'professional advertising organisations' reinforce racist ideologies and audience exclusion. In the second part of the thesis, this theoretical framework is applied to the fieldwork. Firstly, my analysis evidences the manifestation of racism across the field and how racial stereotypes are developed. Secondly, these attitudes shape the exclusionary practices that affect how CD communication strategies are executed, particularly in the UK. Lastly, I examine two 'diversity' events run by 'professional advertising organisations', analysing how they set 'good practice' standards and the power they have in shaping working practices across the industry. Ultimately, this thesis goes beyond existing studies on racial representations, and investigates the relationship between racism and intentionality amongst the industry's powerful constraints.
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(UN)WELCOME TO AMERICA: A CRITICAL DISCOURSE ANALYSIS OF ANTI-IMMIGRANT RHETORIC IN TRUMP’S SPEECHES AND CONSERVATIVE MAINSTREAM MEDIAQuinonez, Erika Sabrina 01 June 2018 (has links)
This project makes the empirical assertion that U.S. President Donald Trump and conservative news media outlets contribute to a national narrative of xenophobia that frames immigrants, particularly those of color, as parasitic and dangerous to the American way of life. Through this study, I assert that the use of demagogic and dehumanizing language along with more subtle discursive strategies, such as positive representation of ‘us’, negative representation of ‘them,’ and metaphorical constructions are being used to stoke fear and anti-immigrant sentiment and to strip individuals of their humanity for the purpose of rendering them unworthy of dignity and of the same rights and benefits as those to which groups considered insiders and ‘real Americans’ are entitled.
Through the lens of Critical Discourse Analysis and Corpus Linguistics, I analyze a collection of transcriptions selected from among 100+ speeches, addresses and remarks delivered by Donald Trump both before and after the 2016 U.S. Presidential Elections, along with a set of ten news stories featuring issues surrounding immigration collected from FoxNews.com, Breitbart.com, and Bill O’Reilly.com. Concordancing software is used to reveal and quantify discursive patterns that contribute to this national narrative of xenophobia.
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