This paper aims to study Swedish newspapers and their reporting on climate change and the climate threat in regard to different discourses. The two discourses, one regarding rhetoric controlled by a mindset of chatastrophy and the other concerning responsibility were discussed in relation to the content of the Paris agreement. The agreement also functioned as the chosen time period for the essay. This means articles from 2015 and forward were analyzed and the discussed. The methods used for the study were critical discourse analysis which was created by Norman Fairclough in combination with theories regarding policymaking and represented problems, a theory and method created by Carol Lee Bacchi. The essay’s results focused on the two discourses and the content of the Paris agreement, in these the discourses were identified and analysed. The conclusions showed that the rhetoric surrounding climate change was influenced by a doomsday an chatastrophic influenced rhetoric that affected the articles and opinions. Another conclusion showed that in relation to the Paris agreement the question of responsibility was placed on the more developed countries in the agreement but in the media the responsibility was more abstract and concerned a more unclear version of humanity. Therefore the blame for climate change is unclear and uncertain.

Esta pesquisa foi desenvolvida para examinar a articulação dos recursos de linguagem e seus efeitos de sentido e compreender o seu papel na transformação social que motivou, mobilizou e legitimou a Revolução Egípcia de 2011, um evento social do movimento popular Primavera Árabe, promovido na página do site de rede social Facebook denominado We Are All Khaled Said. Para isto, valemo-nos da abordagem metodológica da Teoria Social do Discurso, uma vertente da Análise de Discurso Crítica, desenvolvida por Norman Fairclough, que possibilitou o mapeamento da organização dos enunciados escolhidos ao corpus desta análise. / This research was conducted to examine the articulation of language features and their effects of meaning and understand their role in social transformation that motivated, mobilized and legitimized the Egyptian Revolution of 2011, a social event of the popular Arab Spring movement, promoted on the page social networking site Facebook called We Are All Khaled Said. For this, we used of the methodological approach of Social Discourse Theory, a branch of Critical Discourse Analysis, developed by Norman Fairclough, which enabled the mapping of the organization of the corpus utterances chosen this analysis.

Esta tese teve por objetivo discutir a discursivização do conceito Turismo em currículos de graduação dessa área e o papel das referências na formação profissional considerando o trato do repertório de elementos e valores culturais no âmbito das práticas discursivas e formativas, inter-relacionando aspectos linguísticos e sociais para observar quais valores estão em jogo, admitindo que referenciação e formação são processos. Nesta tese, selecionamos pressupostos teóricos de Fairclough (2001, 2003), Dubois (1994), Ferreira (2000), Mondada & Dubois (1995), Koch (2001) e Marcuschi (2002, 2003 e 2004), Bakhtin (2002), Beaugrande (2003), Van Dijk (2001), Sacristán (2000), Delphino (2009) e Perrenoud (2003), além um referencial legal constituído por currículos, decretos, pareceres e diretrizes oficiais. Feitas as análises lexicais, concluímos que os discursos que permeiam as referências ao Turismo estão em descompasso em relação tanto à totalidade do fenômeno; a influência do setor produtivo na academia direciona os estudantes a atividades de interesses de grupos particulares e as representações materializadas nas referências atuam para além da formação profissional perpetuando uma assimetria sócio-histórica. A efetiva participação dos estudantes nos rumos da formação exige práticas institucionais compatíveis com a essência das DCN; dessacralizando-se o currículo, possibilita-se o avanço das teorizações acerca do objeto de estudo, o processo de afirmação do estatuto científico do Turismo, a emancipação sócio-discursiva dos estudantes e a reflexão sobre o seu real significado para a sociedade. Assim, lembrando o postulado de correspondência entre ação e gêneros, representação e discursos, identificação e estilos de Fairclough (2003a), concluímos que a busca pelo equilíbrio das assimetrias nas instâncias ideologia, currículo, gênero, discurso e língua pode orquestrar um ciclo virtuoso para atender a expectativas mais amplas dos estudantes e da sociedade, o que reafirma a indissociabilidade e a importância da relação entre língua e sociedade, ensino, pesquisa e extensão. / This research aimed to discuss the discursivization of the concept Tourism in undergraduate curricula in this field and the role of the references in the professional development training considering the way to deal the repertoire of cultural elements and values within of the discursive and formative practices. We interrelate the linguistic and social aspects to observe what values are at stake, considering that referetiation and training are processes. In this research, we selected theoretical assumptions of Fairclough (2001, 2003), Dubois (1994), Ferreira (2000), Mondada & Dubois (1995), Koch (2001) e Marcuschi (2002, 2003 e 2004), Bakhtin (2002), Beaugrande (2003), Van Dijk (2001), Sacristán (2000), Delphino (2009) e Perrenoud (2003), and a legal reference consisted of curricula, decrees, opinions and official guidelines. After doing the lexical analysis, we conclude that the discourses that permeate references to Tourism are out of step with respect to the whole phenomenon, the influence of the productive sector in academy directs the students to activities of interests from particular groups the representations embodied in references that act beyond professional development, perpetuating a social and historical asymmetry. The effective participation of students in the course of training requires institutional practices compatible with the essence of the National Curricular Guidelines (DCN); demystifying the curriculum, it enables the advancement of theories about the object of study; it also enables the process of assertion of the scientific statute of Tourism, the socio-discursive empowerment of students and reflection on its real meaning for society. Thus, recalling the postulated correlation between action and genres, discourses and representation, identification and styles of Fairclough (2003a), we conclude that the search for the balance of asymmetries in the instances ideology, curriculum, gender, speech and language can orchestrate a virtuous cycle for meeting the broader expectations of students and society, which reaffirms the importance and inseparability of the relationship among language and society, teaching, research and extension.

Submitted by Jorge Silva (jorgelmsilva@ufrrj.br) on 2017-09-05T20:45:02Z No. of bitstreams: 1 2016 - Daniel Castro dos Santos.pdf: 2955105 bytes, checksum: f979a756e7825e9d12a172baf71e4498 (MD5) / Made available in DSpace on 2017-09-05T20:45:02Z (GMT). No. of bitstreams: 1 2016 - Daniel Castro dos Santos.pdf: 2955105 bytes, checksum: f979a756e7825e9d12a172baf71e4498 (MD5) Previous issue date: 2016-04-19 / The objective of this research is to analyze what the ideological discourse of the linked advertising on social networking site Facebook, a Brazilian beer brand. In seeking to achieve this goal, it was possible to question about the relations of power, which in this context are related to the way that an alcoholic beverage demand advertising set up on the receiving audience. If dealing with a product that can cause addiction, social problems and be consumed by an underage audience, it is very important to understand what discursive strategies are employed by the brand. For theoretical foundation was made a literature review about advertising & advertising, online social media, consumer, discourse and ideology. The sources were obtained through desk research of qualitative nature, which lasted two years and six months, starting in January 2013 and ending in June 2015. The research corpus was composed of advertisements with more tanned in each semester , distributed through institutional page of Skol beer brand on Facebook, which totaled ten ads compounds for image and text multimodality. For ideology of identification were categorized eight discursive objects that make up three discursive formations, which are: positioning, educating consumers and consumption as entertainment. The analysis method was Discourse Critical Analysis focused on three-dimensional model of discourse proposed by Fairclough (2001), along with multimodal analysis Machin & Mayr (2012). The results suggest that the Skol beer brand, seeks to sustain consumerism speech order, or market ideology. / O objetivo desta pesquisa consiste em analisar qual o discurso ideol?gico da publicidade vinculada no site de rede social Facebook, de uma marca de cerveja brasileira. Ao buscar alcan?ar esse objetivo, foi poss?vel problematizar sobre as rela??es de poder, que neste contexto est?o relacionadas aos sentidos que uma publicidade de bebida alco?lica procura instaurar no p?blico receptor. Se tratando de um produto que pode causar depend?ncia, problemas sociais e ser consumido por um p?blico menor de idade, ? de grande import?ncia entender quais estrat?gias discursivas s?o empregadas pela marca. Para fundamenta??o te?rica foi feita uma revis?o da literatura sobre publicidade & propaganda, m?dias sociais online, consumo, discurso e ideologia. As fontes foram obtidas por meio de pesquisa documental de cunho qualitativo, que abrangeu dois anos e seis meses, iniciando em Janeiro de 2013 e terminando em Junho de 2015. O corpus de pesquisa foi composto pelas pe?as publicit?rias com maior n?mero de curtidas em cada semestre, distribu?da atrav?s da p?gina institucional da marca de cerveja Skol no Facebook, o que totalizou dez an?ncios compostos pela multimodalidade de imagem e texto. Para identifica??o da ideologia foram categorizados oito objetos discursivos que comp?em tr?s forma??es discursivas, que s?o: posicionamento, educando o consumidor e consumo como entretenimento. O m?todo de an?lise foi a An?lise Cr?tica de Discurso com enfoque no modelo tridimensional de discurso proposto por Fairclough (2001), junto a an?lise multimodal de Machin & Mayr (2012). Os resultados obtidos sugerem, que a marca de cerveja Skol, procura sustentar a ordem do discurso do consumismo.

The aim of this study is to analyze the functional beverage NOCCO’s Instagram account. The purpose is to expose how they use discourses of health and fitness in their marketing. In particular we analyze the social actors in the pictures. The theories in this study is based on a social semiotic theory of communication and an assumption that we live in The new public health era. The method applied is a qualitative multimodal critical discourse analysis (MCDA). The study examines how the social actors are used for marketing purposes, how they are represented in the pictures and in which settings they are placed in. The results shows that NOCCO uses discourses of health and exercise in their marketing on Instagram. NOCCO appears as a healthy product due to its association with exercise and fit social actors.

The aim of this study is to analyze how homosexuality is represented in the modern tv-series Riverdale (2016-). Two confirmed homosexual characters from the show, Kevin Keller and Cheryl Blossom have been used to examine this. To showcase how their homosexuality is represented a multimodal discourse analysis was conducted. The method was used to analyze 34 scenes from varying episodes of the currently available three seasons. Queer theory was used as a theoretical point of departure in the study of the characters sexuality. Findings of the analysis shows that Kevin often withers down to stereotype of being a feminine and comedic gay best friend. Cheryl on the other hand is shown being more than just a stereotype but however noticeably lacking in sexual relations with her same-sex partner. Comparisons with previous studies was further used to see how homosexuality is constructed in the show. Through the comparison similar representation could be found from previous gay characters in terms of stereotypes and roles. The study showed however that Cheryl and Kevin’s depiction in the show was noticeably more positive.

ABSTRACT This study is based on two reportages from the program Uppdrag granskning that have received a lot of attention in 2018 and have led to the highest number of claims to the Ministry of press, radio and television in Sweden. The main theme of the two reportages is men ́s sexual violence against women, thus approached from two different perspectives. Through using a Critical Discourse Analysis and intersectional theory the thesis examines how different bodies are given different spaces, what kind of feelings they provoke and how identity is constructed. It becomes evident that the perspective and how the perpetrator is described in the program depend on whether or not he is part of norm of whiteness. The study shows that Uppdrag granskning uses its discursive power to effect feelings in a way that normalizes sexism and racism. Through the hegemonic discourse that Uppdrag granskning creates, things that are unthinkable to say today become possible to say tomorrow. Keywords: Media, Discourses, Critical Discourse Analysis, Critical Whiteness Studies, Racism, Sexism, Uppdrag granskning

abstract: Dominant discourses of health and fitness perpetuate particular ideologies of what it means to be “healthy” and “fit,” often conflating the two terms through conceptualizing the appearance of physical fitness as health. The discourse of healthism, a concept rooted in the economic concept of neoliberalism, fosters health as an individual and moral imperative to perform responsible citizenship, making the appearance of the “fit” body a valued representation of both health and self-discipline. This perspective neglects the social determinants of health and ignores the natural variation of the human body in shape, size, and ability, assuming that health can be seen visually on the body. Through a case study of one particular location of a popular commercial gym chain in an urban city of the Southwestern United States, this study employs a critical discourse analysis of the gym space itself including a collection of advertisements, photographs, and signs, in addition to participant observation and semi-structured interviews conducted with diverse women who exercise at this gym to explore how women resist and/or (re)produce discourses of healthism related to health, fitness, and body image. Ultimately, critical analysis shows that the gym itself produces and reifies the discourse of healthism through narratives of simultaneous empowerment and obligation. Though women in the gym reproduced this dominant narrative throughout their interviews, internal contradictions and nuggets of resistance emerged. These nuggets of resistance create fractures in the dominant discourse, shining light into areas that can be explored further for resistance practices through sense-making, necessitating a language of resistance. / Dissertation/Thesis / Doctoral Dissertation Communication 2019

Colleges and universities use language (i.e., talk and text) to represent diversity and inclusion in community engagement. Diversity refers to individual and social or group differences (e.g., race, ethnicity, national origin, social class, gender identity and expression, sexual orientation, ability), while inclusion is the intentional and ongoing engagement with difference. Community engagement involves collaborations between institutions of higher education and their local, regional, national, and global communities. The language used to describe diversity and inclusion in community engagement is socially constructed and situated in complex power relations. The purpose of the study was to describe how three universities use language to represent diversity and inclusion in community engagement. The primary research question asked: In what ways do colleges and universities use language to represent diversity and inclusion in community engagement? The study employed critical discourse analysis (CDA) using a multiple case study approach to examine language-in-use (i.e., discourse) about the connections between diversity, inclusion, and community engagement. As a theory and method, CDA offered a means to investigate how language constitutes reality, or in other words, is shaped by power relations and social struggles. Data analysis occurred in a three stage recursive process: description of text and its linguistic features, interpretation of messages underpinning patterns in language, and explanation of the relationship between texts and society. Language for the study stemmed from applications for the Carnegie Foundation for the Advancement of Teaching’s elective Community Engagement Classification; individual interviews with two engagement actors per campus, or faculty and staff with dedicated responsibilities in community engagement efforts; and text from community engagement office web pages. The three participating universities received the 2105 first-time Community Engagement Classification, thus providing relevant text to examine language about diversity and inclusion in community engagement. Collected data included 312 pages of text across three cases and data collection methods. Study findings emerged from the three stages of analysis (descriptive, interpretative, and explanatory). At the descriptive stage, patterns in language use pointed to linguistic features of text relevant to the connections between diversity, inclusion, and community engagement (e.g., euphemisms to conceal negative action, “diverse” as a descriptor of groups or places, and “the” community as a singular entity). Findings at the interpretative stage focused on representations of diversity and inclusion revealed in patterns of language use. Representations depicted diversity as: a seamless “other,” a commodity, and a proxy. Representations also suggested inclusion as: correction, honoring, and a skillset. Moreover, explanatory level findings indicated four emergent discourse types underpinning the language of diversity and inclusion in community engagement, including managerial, promotional, oppositional, and specialist discourses. The four discourses also reflected ideologies, or taken for granted assumptions, of neoliberalism and White supremacy in higher education. The study offered implications for community engagement practice and opportunities for more transformational educational environments. The study also suggested future studies and applications of CDA as a reflective and action-oriented tool to interrogate language-in-use towards more just outcomes. Advancing research on the language of diversity and inclusion in community engagement is integral to creating institutions of higher education that better enable all people to thrive and engage meaningfully in public life.

First generation college students, defined as students whose parents did not attend or complete education after high school, currently make up about one in three college undergraduates. First generation students often face difficulties adapting to the college environment and find their identities challenged in efforts to find success. Much research about first generation students positions students as having “risk factors” due to their backgrounds rather than the institution as inadequate to meet their needs. In order to explore how a four-year institution was and was not meeting the needs of some first generation students, I conducted an analysis of White and Latinx-identifying students’ experience of mattering and marginality using Critical Discourse Analysis as my method. The purpose of this study is to understand how first generation student represent their sense of belonging through language use. Based on qualitative analyses of focus group comments, students described mattering and marginality as occurring within multiple areas of the college experience. Throughout these areas, or “spheres,” participants described the roles of interpersonal and institutional communication that positioned them to feel a sense of belonging or marginality. Students reported experiencing marginality because of 1) issues of money, 2) not knowing things they might be expected to know, and 3) others not understanding their experiences and identities. Students experienced mattering with 1) community and 2) administrators. They also described feeling mattering and marginality simultaneously in some situations. Furthermore, students experienced campus differently based on their racial and ethnoracial identities. Theoretical and practical implications are discussed to better serve the needs of first generation students.