Syftet med den här studien är att undersöka och analysera vilka diskurser om inkludering som blir synliga i skolledares tal om begreppet. Från en socialkonstruktionistisk utgångspunkt användes Faircloughs kritiska diskursanalys på en text bestående av fyra transkriberade intervjuer med skolledare. Sammanfattningsvis har studien sett sex diskurser om inkludering framträda. Dessa var en gemenskapsdiskurs, en diagnostisk diskurs, en dialogisk diskurs, en expertisinriktad diskurs, en individualiseringsdiskurs och en förmågediskurs. Inkluderingen beskrevs på skiftande sätt, vilket stämmer väl överens med skiftande definitioner även inom forskningen. De diskurser inom vilka språkanvändandet minst stämmer överens med forskning om inkludering var den diagnostiska diskursen och förmågediskursen, där det lätt blir att barnet sätts som bärare av problemet. / The object of this study is to examine and analyze which discourses concerning inclusion become apparent when school administrators speak of the concept. Fairclough critical discourse analysis was used, from a social constructionist premise on four transcribed interviews with school administrators. In conclusion, six discourses became apparent about inclusion. These included a community discourse, a diagnostic discourse, a dialogical discourse, an expertise oriented discourse, an individualization discourse and an ability discourse. Inclusion was described in varying ways, which corresponds well with current research. The discourses where language use least corresponded with research about inclusion was the diagnostic discourse and the ability discourse, wherein the child is easily portrayed as the carrier of the problem.

This paper performs a corpus-based critical discourse analysis on the terms“vamp”, “slut”, “prude” and “spinster” and how they are used in context fromthe 1920s to the 2000s. They were categorized according to what attitudeswere connected to them, positive, neutral and negative. An interest was alsotaken in what attributive adjectives were used in context with each term. Theresults showed consistent negative attitudes towards “prude” and “spinster”,while the attitudes towards “Vamp” and “slut” were mixed with negative andpositive.

The teacher's situation in upper secondary school today is strongly influenced by several factors, both inside and outside the school's walls. One of these factors are the national steering documents that are designed to regulate the educational activities: school law, curriculum and other regulations. The professionalism in the knowledge-based work has changed from being regulated within the profession to be used as a tool for controlling service personnel by the organisation (Evetts 2009, 2013). Based on a professional theoretical perspective and with critical discourse analysis as a method, this study focuses on:  1. To investigate how the teachers’ assignment appears in the steering documents, and what kind of professionalism that is emerging.  2. To investigate the ability of a professional teacher to act based on what appears in the steering documents regarding the characteristics of a profession.  3. The various regulatory documents’ content and formulations linked to previous research, i.e. if it is possible to connect the analysis of control documents with national research on the teacher's professional role and assignment.  The result shows that signs of the teacher's autonomy, discretion, self-control and expertise - characteristics of a profession - are not present in the steering documents, and instead the discourse of control used by the organization seems to have taken a clear place. With documentation requirements, grades based on standardized knowledge requirements and focus on goal attainment, the governing documents seem to limit and shrink the teacher's discretion, which leads to the assumption that the teacher demands greater responsibility, but is given less opportunity to act as a professional.

Police presence on social media in Sweden has grown in recent years. New social networking tools have resulted in changes of practice in communication. This qualitative study examines how one local Police department in Sweden presents themselves on Facebook. Drawing on critical discourse analysis this paper focuses on uncovering personal values and power relations in various Police discourses but also how identity is shaped. Analyzing one year of Facebook posts from Polisen Södermalm, we identified several thematic discourses and found that content in the informal discourse reproduce some values not supported by policy or principles of public servantship. Our study contributes with qualitative analysis and findings in a field that still needs more work.

Metonymic and metaphoric language are thoroughly present in everyday language, so much so that they hold in themselves strong explanatory capacity to uncover and even influence underlying individual or social/cultural ideological systems and beliefs about the world around us (Catalano & Waugh, 2013; 2014; Lakoff & Johnson, 1980). The mapping systems involved in both metonymy and metaphor provide access to conceptual and social heuristics that help us make inferential and referential shortcuts (Littlemore, 2015), and thus these figurative constructs are directly implicated as “natural inference schemas” that we engage in the construction of meaning through written discourse (Panther & Thornburg, 2003). Further, these heuristics are environmental, social, and cognitively appointed forces that shape how we understand things and how we work out abstract concepts and how we reason and shape the world around us. Because of this, metonymy and metaphor are crucial foci for any inquiry into how our individual or systemic perceptions, attitudes, beliefs, and thought processes (Catalano & Waugh, 2014, p. 407) are revealed through the written discourses in our world. But, while conceptual metaphor has enjoyed a great deal of attention over the last several decades, research into what metonymy can reveal as a potent participant in social and cognitive meaning-making has been comparatively scarce—a notion that is especially disconcerting given strong recent evidence to suggest that metonymy conceptually “leads the way” to metaphor (Mittelberg & Waugh, 2009). Inspired by this, this dissertation project seeks reparation for metonymy’s relative neglect as an effective tool for critical discourse analysts. Through an exploration of metonymy’s critical relationship to online discourse, internationalization in higher education, and language policy and planning, the three studies that comprise this project seek to engage the “explanatory and practical aims” of critical discourse analysis and to support the tireless work of such analysis that attempts “to uncover, reveal or disclose what is implicit, hidden or otherwise not immediately obvious in relationships of discursively enacted dominance [and] their underlying ideologies” (van Dijk, 1995).

The aim of this study is to describe how reviews of literature in Bonniers litterära magasin and Expressen changed during the period 1964-2004. The investigation is based on 20 reviews of novels and short stories, which are analysed with a method described in Hellspong and Ledin (1997) and inspired by Halliday. The theoretical frame of the investigation is founded on critical discourse analysis (Fairclough 1992 & 2001) and Habermas´social theory of the public sphere. The investigation shows, among other things, that the reviews became shorter and easier to read in both paper during the period. The investigation also shows that the genre´s style, composition and contents are relatively stable, and that current ideologies in society have a tendency to be reflected in the reviewers´evaluation of the books. To generalize, the reviews thus developed from a poetic genre in 1964, to become political in the 1970s, academic in the 1980s, feminist in the 1990s and finally an intermedial genre in 2004.

In the spring of 2016, a wildfire consumed the boreal forest that encircles the municipality of Fort McMurray, Alberta. Notwithstanding the severity of the blaze, known as “The Beast,” attention turned to the community because of its link to Canada’s largest industrial project – the Athabasca tar/oil sands in northern Alberta. A moment of controversy erupted in May 2016 when commentary pinned the cause of the wildfire on climate change, a charge that was quickly judged insensitive. With this context in mind, Fort McMurray holds scholarly value in the investigation of discourse related to today’s dominant form of energy – fossil fuels. Using a dataset of opinion discourse (N=40) sourced from four Canadian newspapers (The Globe and Mail, the National Post, the Calgary Herald, and the Edmonton Journal), this thesis presents a critical discourse analysis of how commentators and editorial boards articulated the relationship between the 2016 Fort McMurray wildfire and concerns about the tar/oil sands contribution to climate change. The opinion pages are free from the journalistic pressure of objectivity and thus offer a place for argumentative narratives to reside. As such, my analysis focuses on the use of storylines in the dataset to give meaning to the wildfire and the tar/oil sands industry. The analysis reveals that the storylines cast environmentalist groups as ideologically motivated radicals while the oil industry was positioned as Alberta’s economic champion, thereby fusing the petro-state with the common good.

Le texte de la série télévisée Friends a été analysé dans le cadre de l’Analyse Critique du Discours. L’étude concerne deux thèmes principaux présents dans les conversations des personnages de la série : les hommes et les femmes, ainsi que l’hétéro- et l’homosexualité. L’analyse se concentre sur les fragments concernant la situation des candidats sur le « marché des relations », les fragments où les personnages masculins et féminins se trouvent dans la même situation, mais où le langage utilisé pour parler des deux est diamétralement différent, les insultes adressées aux hommes et aux femmes, les fragments concernant le mariage et le divorce, ainsi que la maternité et la paternité. En ce qui concerne le deuxième thème principal, l’analyse se concentre sur les stéréotypes reproduits par le texte, les réactions, diamétralement différentes, des personnages masculins et féminins en face d’une accusation d’homosexualité, les insultes et la question du cross-voyeurism, apparemment normalisé dans le texte et limité exclusivement au cross-voyeurism masculin. Finalement, l’étude se concentre sur deux binômes : le langage et l’image, d’une part, le langage et le pouvoir d’autre part. Le pouvoir, vu dans une perspective foucaldienne, est étudié par rapport à la doxa et au discours encratique. / The text of the TV series Friends has been analyzed within the framework of the Critical Discourse Analysis. The study concerns two main themes present in the conversations of the characters of the series: men/women, as well as hetero-/homosexuality. The analysis concentrates on fragments concerning the situation of the candidates on the “relationship market”, fragments where male and female characters find themselves in the same situation but where the language used to talk about the two is utterly different, insults addressed at men and women, fragments concerning marriage and divorce, as well as those regarding maternity and paternity. As far as the second main theme is concerned, the analysis focuses on the stereotypes reproduced by the text, the reactions, utterly different, of male and female characters faced with accusations of being homosexual, insults, and the question of cross-voyeurism, apparently normalized in the text and restricted to male cross-voyeurism. Finally, the study focuses on two duos: language and image, and, on the other hand, language and power. Power, perceived from the Foucauldian perspective, is examined in connection with doxa and encratic discourse.

This project seeks to understand the relationship between visual rhetoric and power structure between FEMA’s Earthquake publications and their audience. Research shows images leave a longer impression on readers than text, causing more studies to focus on visuals rather than just text in technical communication. Author uses Critical Discourse Analysis to analyze the images in relation to text, design, and intended audience to determine what information is being privileged. It is determined that homeowners are being privileged with information over non-homeowners, established through a collection of images and image types. The lack of information for non-homeowners could result in injury or death of potential disaster victims, making it crucial for technical document revision.

The problem of climate change is not simply scientific or technical, but also political and social. This dissertation analyzes both the role and the ethical foundations of citizenship and citizen engagement in the political and social aspects of climate change communication and policy-making. Using a critical discourse analysis of a policy recommendations drafted by the Southeast Florida Regional Climate Change Compact, I demonstrate how climate change policy documentation naturalizes a particular version of citizenship I call “climate citizenship.” Based on environmental critiques of liberal and civic republican citizenship, I show how this “climate citizenship” would be more productive and ethical if based on theories of environmental citizenship rooted in an ecological feminist ethic of flourishing. This critique of current representations of citizenship in climate change policy offers a theoretically sound basis for future engaged work in rhetoric of science focused on policy-making.