The issue of ‘race’ and policing has generated considerable public controversy. I draw the work of Norman Fairclough in analyzing online public comments responding to three Winnipeg incidents from the summer of 2008: the detainment of Robert Wilson, the inquest into the death of Matthew Dumas and the tasering death of Michael Langan. My main research questions are 1) what characterises these discourses? 2) what processes of social struggle are evident? and 3) what can this tell us about power relations and ideology in society? The analysis of 3342 comments demonstrates power dynamics in discursive struggles over the definition of the relationship between racialized group-members and the police. Specifically, a conservative discursive formation was found to have three interrelated ‘stages’: support for the police, denial of racism and mediating discourses of responsibilization/criminalization. The conclusion considers how a transformative discourse of racialized policing might mitigate prevailing justifications of racial privilege and inequality.

Thesis (M.A.)--University of Hong Kong, 1999. / Includes bibliographical references (leaves 89-90).

Thesis (M.A.)--University of Hong Kong, 1999. / Includes bibliographical references (leaves 89-90). Also available in print.

Thesis (M.A. in Theological Studies)--Associated Mennonite Biblical Seminary, 2004. / Abstract. Thesis supervisor: Perry B. Yoder. Includes bibliographical references (leaves [123]-129).

Thesis (M.A. in Theological Studies)--Associated Mennonite Biblical Seminary, 2004. / Abstract. Thesis supervisor: Perry B. Yoder. Includes bibliographical references (leaves [123]-129).

Orientador: João Wanderley Geraldi / Dissertação (mestrado) - Universidade Estadual de Campinas, Instituto de Estudos da Linguagem / Made available in DSpace on 2018-08-06T20:59:31Z (GMT). No. of bitstreams: 1 BearzottiPires_Vivian_M.pdf: 976422 bytes, checksum: d024391d5d78f9237ecc3879e0dc3dc5 (MD5) Previous issue date: 2006 / Resumo: Nesta dissertação, faz-se a análise de um conjunto de documentos, Relatórios Individuais de Avaliação de Aluno, que circulam em escolas aqui denominadas como 'escolas alternativas¿, abordando este conjunto de documentos como um gênero de discurso, segundo a concepção de Bakhtin e de seu círculo. Diante de uma compreensão dialógica da linguagem, parte do pressuposto de que os interlocutores privilegiados do gênero são a escola que os produz e os pais dos alunos, ambos imersos no discurso pedagógico alternativo. Para dar conta da situação de enunciação do gênero, da relação de interlocução com a própria escola e do discurso pedagógico alternativo em seu embate com o discurso pedagógico tradicional, no primeiro capítulo, faz-se uma breve reconstrução histórica da emergência dessas escolas no ensino privado, por meio de um diálogo entre alguns apontamentos históricos acerca da constituição da escola moderna de caráter tradicional e aqueles do surgimento da própria escola alternativa. Neste diálogo, focalizam-se as diferentes (e semelhantes) concepções de família e de infância, de modo de produção, e de ciência, e suas diferentes (e semelhantes) incidências nos discursos (e práticas) pedagógicos tradicional e alternativo, naquilo que contribuem para sua concepção de sujeito aprendiz. O material de análise para a reconstrução da emergência dessas escolas é extraído dos históricos presentes nos sites da Internet de algumas escolas dessa natureza. A voz polifônica que assume a narração é a da escola como instituição. No segundo capítulo, a voz polifônica que assume a autoria do material de análise continua sendo a da escola como instituição, e o lugar de extração continua sendo os sites das escolas, espaço de publicidade de seu fazer e de seu pensar, dado essas escolas venderem seus serviços, uma vez que são escolas privadas. Os enunciados aí presentes são tomados, fundamentalmente, como dirigidos aos pais de alunos ou possíveis alunos. Focam-se, nesse capítulo, as apresentações das escolas em seus sites, a fim de conhecer uma parte da entonação (Bakhtin) persuasiva das mesmas dirigida aos pais, mais especificamente, o ethos confiável que procuram mostrar tanto em seu caráter como em sua corporalidade. Chega-se a um ethos que apresenta essas escolas como portadoras de uma tradição na vanguarda da educação. No terceiro capítulo, produz-se a análise dos documentos propriamente dita. A voz polifônica que assume a autoria dos documentos é a do professor que avalia o seu aluno. Para dar conta do diálogo com o 'outro¿ que procura negar, o discurso pedagógico tradicional, faz-se uma breve genealogia do gênero sob análise em confronto com gêneros assemelhados desse seu outro. Do diálogo tenso com os discursos pedagógicos e com a escola, depreende-se a forma composicional do gênero, introduzido por um cabeçalho, no qual se lê uma certa cena enunciativa, bem como, no restante de seu corpo textual, a explicitação/implicitação daquilo que constitui seu tema, alguns 'observáveis¿ de avaliação do aluno de naturezas sócio-afetiva e cognitiva, bem como um observável híbrido e núcleo convergente do discurso pedagógico alternativo: a autonomia. Do diálogo com os pais, que delegaram a educação dos filhos àquela escola em específico, pode-se depreender o estilo persuasivo do gênero, seja pela explicitação da fundamentação teórica, representada pelos diversos 'observáveis¿, seja pelo jogo entre o elogio no uso de um 'olhar sensível¿ ¿ que marca esse discurso - e o seu deslizamento para a 'paparicação¿ na descrição das características e condições do aluno. O caráter persuasivo sedutor, presente no ethos das escolas, confirma-se como marca de estilo neste gênero do discurso / Abstract: In this research, it is led an analysis in a group of documents, Individual Reports of Student¿s Evaluation, approached as gender of discourse, according to Bakhtin and his circle, and which circulates in schools here named ¿alternative schools¿. Having a dialogic comprehension of language, we presuppose that the school and the parents produce the privileged interlocutors of gender, both immersed in an alternative pedagogical discourse. In order to show the gender in situation of enunciation found in the relation of interlocution between the school and the alternative pedagogical discourse in its encounter with traditional pedagogical discourse, in the first chapter we make a brief historical reconstruction of the emergence of those private schools, throughout a dialog among some historical notes on the constitution of the modern school with a traditional character, and those found in the appearance of the alternative school. In this dialog, it is focused the different (and similar) conceptions of family and childhood, the way of production, and science, and its different (and similar) incidences of traditional and alternative pedagogical discourses (and practices), which contribute for its conception of learner subject. The material for analysis of the reconstruction of the emergence of these schools is assembled from the historic located in Internet sites of some schools. The school, as an institution, is the polyphonic voice that embraces the narration. In the second chapter, the polyphonic voice that assumes the authorial persona of the material of analysis is still the school as an institution, and the place of gathering data is still the sites of the schools, spot of publicity where the schools sell their services, once they are private schools. The utterances presented there are understood, fundamentally, directed towards the parents of the students or possible future students. In this chapter, it is shown the presentation of those schools in their sites, in order to acknowledge their part of persuasive intonation (Bakhtin) towards the parents, specifically a trustful ethos that they try to show, not only in their character but also in their corporality. We come to an ethos that presents those schools as having a tradition in the vanguard of education. In the third chapter, it can be found the analysis of documents. The polyphonic voice that assumes the authorial persona of the documents is the teacher that evaluates his student. For dealing with the dialogue of the ¿other¿ that the alternative pedagogical discourse tries to deny - the traditional pedagogical discourse -, it is made a brief genealogy under analysis in comparison to genders alike of that other discourse. From the tense dialogue with the pedagogical discourses and the school, it is apprehended that the compositional form of gender, introduced by a headline, in which it can be read an enunciative scene as well as in the rest of the textual body, the explicitation/implicitation of that which constitutes its theme, some ¿observable¿ of student¿s evaluation from cognitive and socio-affective natures, as well as an observable hybrid and convergent nucleus of the alternative pedagogical discourse: the autonomy. From the dialogue with the parents, who delegate the education of their children to that specific school, it is possible to extract the persuasive style of gender either by the theoretical discussion explicit, represented by several ¿observable¿, or by the ability of a ¿sensitive look¿ in a way of praising ¿ which marks this discourse ¿ and its movement to the ¿flattery¿ when describing the characteristics and conditions of the student. The seductive-persuasive character in the ethos of the schools is confirmed as a mark of style in this gender of discourse / Mestrado / Mestre em Linguística

The aim of this thesis is to study the relationship between the overall academic and profession-oriented goals for the degree project in Swedish teacher education. The methodology includes analyses of 26 syllabi, reviews of 33 scientific papers, interviews with 24 supervisors and analyses of 84 published degree projects.  The introduction of a degree project in teacher education in many European countries, as well as in academic professional programs in general, can be understood as being a part of a trend towards academization of teacher education programs.  At the same time, however, there is another trend in higher education, a “practical” trend, which upholds the importance of profession-oriented goals. While it is a main ambition in higher education to bring these two types of goals closer together and, if possible, integrate them, these two trends can interfere with each other. The interference can be seen as a new version of the long-running issue of theory versus practice in academic professional education. This study of the purposes, implementation and outcomes of the degree project shows that there are both possibilities and hindrances when it comes to integrating the academic and the profession-oriented goals. Firstly, the three degree project models in European teacher education, i.e. the traditional thesis, the portfolio and the action research model, all allow for the integration of the two kinds of goals. Secondly, five of the goals are conducive to an integration, namely those involving subject knowledge, data collection methods, documentation skills, analysis skills and distancing skills. However, as was mentioned above, the thesis also points to certain factors that may hamper such an integration. Firstly, the academic goals often tend to be seen as more important than the profession-oriented ones in a degree project. Secondly, there are eight goals that may make the integration difficult. Three of these are academic, namely academic level, priority of supervisors’ academic qualifications over their professional qualifications and academic writing, while five are profession-oriented, namely broad knowledge, experience-based knowledge, artistic knowledge, didactic skills and normativity. This thesis analyses the possibilities and difficulties involved in an integration using Bernstein’s concepts of vertical and horizontal discourse. As the academic goals belong to the vertical discourse, they can give teacher students an understanding of why professional activities are done in a particular way, and enable them to critically assess teaching situations, while the profession-oriented goals, which belong to the horizontal discourse, can give them an understanding of how to perform professional activities and introduce them to the practical aspects of teaching. A final conclusion of this thesis is that there are many ways in which academic and profession-oriented goals can be integrated in the teacher education degree project. A successful integration would result in a degree project that incorporates two different perspectives, an academic bird’s-eye-view and a narrower, more profession-oriented one with a closeness to the teaching practice.

This study examines the early learning educators’ view on the framework of "caregiving" and "education" in preschool. A qualitative method has been used by conducting and analysing four in-depth interviews with four early learning educators. Two of these are preschool teachers and two are nursery teachers: all of them are active within the Stockholm municipality. The interviews have been conducted over the phone, then recorded, transcribed, and analysed with discourse analysis as a basis. The study has a postmodern perspective and is aimed to be a "small story" in a larger context. This by approaching the subject using discourse analysis and displaying the early learning educators’ concept of this based on their experience as a preschool teacher or nursery teachers. That purpose of the study is therefore to answer the following questions: How does the early learning educator describe their outlook on these concepts based on their own experiences? In what way do they perceive the methods by which preschool teachers and caregivers put these concepts into practice? What discourses can be discerned in the early learning educators’ answers? The result shows that all interviewees emphasize the importance of distinguishing teaching in preschool from the teaching that takes place in primary schools. They express worry with regards to how the implementation of "education" in preschool may inadvertently result in preschool teachers trying to emulate the teaching that is conducted in schools. One of the interviewees uses the words "preschool education" to differentiate from "school education", and points out the importance of them being viewed as separate concepts. According to the interviewees, "preschool education" is characterised by spontaneity; something that can be drawn out in all situations and contexts as well as being dependent on the children's participation and interest. The interviewees describe "caregiving" as present in everything they do, but also an invisible discourse wich it's not very well-defined nor often talked about. The interviewees also describe it as a significant part of "preschool education". "caregiving" and "education" are thus related to each other and "preschool education" as a whole is linked to an ethical perspective within the framework of postmodern discourse.

! The scope of this work is to critically assess the phenomenon of American interventions from the beginning of the post-Cold War era to the 2003 invasion of Iraq. Departing from the analysis of the question of why an argument liable to disproof was chosen for legitimizing on legal grounds the 2003 invasion of Iraq, I proceed to the analysis of the relation between legitimizing discourse employed by the American administration domestically, and the one employed in the context of international institutions. The first one is concluded to take precedence over the second - at least for what concerns the timeframe taken into consideration in this work. I then proceed to an analysis of the evolution of domestic legitimizing discourse from 1991 to 2003, providing a dialectic evolutionary model. Finally, competing theoretical interpretations of the phenomenon are tested against the findings of the research.

The purpose of this degree project is to find out what opportunities discourse analysis offers in teaching EFL reading. It aims at determining what areas of discourse analysis are relevant to teaching EFL reading at Swedish upper-secondary school as well as identifying what language teachers and learners can borrow from the linguistic study of text and discourse and make use of in the language classroom as well as outside it. The degree project is based on secondary research on discourse analysis within the selected works in applied linguistics, language teaching, and social sciences. The sources are reviewed critically and the results are presented. The degree project emphasises the role of discourse analysis in the shift from English being a purely proficiency-oriented subject to being a democracy-oriented subject.