This paper examines two different theories in relation to the optimal modes of public deliberation about constitutional values and the public good in the context of democratic pluralism: Rawlsian Public Reason and Nedelsky’s Enlarged Mentality. I challenge Rawlsian public reason’s claim to epistemic abstinence, autonomy and its claim to reflect a political conception of justice by examining certain contradictory aspects of its theoretical rendition. I argue that significant aspects of the picture of democracy that Rawlsian public reason reflects are unempirical. I argue that Rawlsian public reason’s concept of bracketing moral and religious argumentation from public deliberation is unjustifiable, unattainable and derogates from Canadian constitutional values. I proffer that Nedelsky’s enlarged mentality is preferable as it is more realistic and consonant with Canadian constitutional values. I argue that Nedelsky’s enlarged mentality is facilitative of genuine and meaningful dialogic exchange in spite of difference whilst managing the risk of democratic instability.

This thesis explores the coalescence of Japanese and Anglo-American colonial discourses in the Seoul Press. Between the Protectorate Treaty of 1905 and the Annexation Treaty of 1910, Korea was dominated not only territorially but also discursively. Under the guise of the “civilizing mission,” the Japanese Residency General sought to legitimize its colonial project in Korea. To accomplish its goals of silencing foreign opposition to Japanese colonialism and of dictating international opinion about Korea, the Residency General established an English language newspaper, the Seoul Press. In the pages of this daily paper, the views of Japanese colonial officials as well as Anglo-American observers found expression. Through an analysis of articles from the Seoul Press, this thesis will reveal the existence of a dual-layered gaze of colonialism, the rhetorical threads of which made up the tapestry of colonial communication.

This paper examines two different theories in relation to the optimal modes of public deliberation about constitutional values and the public good in the context of democratic pluralism: Rawlsian Public Reason and Nedelsky’s Enlarged Mentality. I challenge Rawlsian public reason’s claim to epistemic abstinence, autonomy and its claim to reflect a political conception of justice by examining certain contradictory aspects of its theoretical rendition. I argue that significant aspects of the picture of democracy that Rawlsian public reason reflects are unempirical. I argue that Rawlsian public reason’s concept of bracketing moral and religious argumentation from public deliberation is unjustifiable, unattainable and derogates from Canadian constitutional values. I proffer that Nedelsky’s enlarged mentality is preferable as it is more realistic and consonant with Canadian constitutional values. I argue that Nedelsky’s enlarged mentality is facilitative of genuine and meaningful dialogic exchange in spite of difference whilst managing the risk of democratic instability.

A critical feminist discursive approach was used to explore how and to what ends women organized their talk about female genitals. Exploration and interpretation of how the eight women in this research used talk to orient their constructed positions for female genitals, within the dyad conversational sessions, was informed by the analytic concepts of interpretative repertoires, subject positioning and ideological dilemmas. Findings indicated that these women repeatedly drew on socially available information (e.g., fictional and non-fictional literature, media, family and friend, empirical research) regarding female genitals during their dyad discussions. Shared components in the womens accounts were organized into two opposing interpretative repertoires consistent with those identified in a selection of reviewed textual resources: powerful female genital repertoire and powerless female genital repertoire. The participants drew on both these repertoires when arguing and defending multiple, and often contradictory, subject positions on this topic. Although the women discursively demonstrated a strong pull toward a position that aligned with the powerful repertoire, their powerful subject positions were tenuous. This tenuousness may have been due to the sensitive nature of this topic, the rhetorical demands of the research conversations, and/or the untenability of an extremist position in either of the powerful or powerless female genital repertoires. Further, these women did not construct any new information in their talk regarding female genitals, thus suggesting that the female genital repertoires are discursively pervasive and constraining. This research contributes to our knowledge of talk regarding female genitals by illustrating how and to what ends women choose to organize, interpret and exclusively use existing discourses on this topic.

Ideas of what constitutes a good doctor underlie decisions about medical student selection, as well as curriculum design and the structure of medical education at both undergraduate and postgraduate levels of training. Factors at play include knowledge paradigms (what does a good doctor need to know), identity paradigms (who can become a good doctor) and notions about the relationship of doctors to society (the social responsibility or social accountability of the good doctor). As with any social phenomenon, constructs of the good doctor are historically derived and socially negotiated. Ideas about the good doctor tend to be considered as ‘truths’ in any era, with little attention to or understanding of the assumptions that underpin any particular formulation. In this thesis, I explore and dissect the dominant constructs of the good doctor in North American medical education between 1910 and 2010. Drawing upon Foucauldian critical discourse analysis, I focus particular attention on discursive shifts in the conception of the good doctor over the past century. This analysis reveals a series of discursive shifts in the framing of the good doctor in medical education between 1910-2010. Abraham Flexner promoted the construct of the good doctor as a scientist physician who was also a man of character. In the post-Flexnerian transformation of medical education, science became curricular content while the discourse of character remained. In the late 1950s a sudden discursive shift occurred, from the character of the good doctor to characteristics. With this shift, the student was dissected as an object of study. Further discursive shifts incorporated discourses of performance and production into constructs of the good doctor as roles-competent. This research explores the implications and consequences of these various discursive framings of the good doctor.

Ideas of what constitutes a good doctor underlie decisions about medical student selection, as well as curriculum design and the structure of medical education at both undergraduate and postgraduate levels of training. Factors at play include knowledge paradigms (what does a good doctor need to know), identity paradigms (who can become a good doctor) and notions about the relationship of doctors to society (the social responsibility or social accountability of the good doctor). As with any social phenomenon, constructs of the good doctor are historically derived and socially negotiated. Ideas about the good doctor tend to be considered as ‘truths’ in any era, with little attention to or understanding of the assumptions that underpin any particular formulation. In this thesis, I explore and dissect the dominant constructs of the good doctor in North American medical education between 1910 and 2010. Drawing upon Foucauldian critical discourse analysis, I focus particular attention on discursive shifts in the conception of the good doctor over the past century. This analysis reveals a series of discursive shifts in the framing of the good doctor in medical education between 1910-2010. Abraham Flexner promoted the construct of the good doctor as a scientist physician who was also a man of character. In the post-Flexnerian transformation of medical education, science became curricular content while the discourse of character remained. In the late 1950s a sudden discursive shift occurred, from the character of the good doctor to characteristics. With this shift, the student was dissected as an object of study. Further discursive shifts incorporated discourses of performance and production into constructs of the good doctor as roles-competent. This research explores the implications and consequences of these various discursive framings of the good doctor.

This study examines Dialect Awareness as an instructional practice when used to teach Spanish Heritage Language (HL) learners at a university located on the U.S.-Mexico border. The author employs bidialectalism as a theoretical perspective, recognizing the important role that U.S. Border Spanish plays in constructing ethnolinguistic identity. A mixed-methods research framework was used that included a pre-post survey instrument, focus group interviews, and classroom observations to examine HL student confidence toward learning a prestige language variety and attitudes toward speaking U.S. Border Spanish. Discourse analysis was employed to examine the discursive practices of the DA classroom. Quantitative survey results showed that students developed a number of significant attitudinal changes after taking a course infused with Dialect Awareness. Triangulated qualitative findings confirmed that student attitudes had changed after one semester. The author proposes an agenda for future application of Dialect Awareness in Spanish Heritage Language classrooms.

This thesis offers an overview of the new rhetorical strategies of persuasion being implemented by the contemporary English Canadian anti-abortion movement. This thesis analyzes the main arguments, philosophical principles, narratives and other important rhetorical strategies used by the contemporary anti-abortion movement in English-speaking Canada. It seeks, in other words, to explain how the anti-abortion movement talks to Canadians and how it attempts to persuade them of anti-abortion views.

With the knowledge that risk has become an omnipresent concept used to understand various social problems, this study aims to fill a perceived gap in literature by investigating the way in which risk discourse is applied to understand different categories of crime, namely traditional crime and corporate crime. It is hypothesized that risk logic is heavily applied to the understanding of traditional crime, with minimal attribution to conversations surrounding corporate crime. The pervasiveness of risk as a technique or tactic of government renders the study of its application to different types of crime an important addition to the existing risk literature. Using the method of a comparative content analysis, the parallels and discrepancies between the ways in which risk is used to discuss traditional and corporate crime by Canadian federal criminal justice organizations are explored. The results indicate a lack of focus on risk logic with respect to corporate crime, but demonstrate that risk discourse is perhaps not altogether absent from corporate crime discussions.

In this dissertation, I examine the marking of focus and givenness in Nte?kepmxcin (Thompson River Salish). The focus is, roughly, the answer to a wh-question, and is highlighted by the primary sentential accent in stress languages like English. This has been formalized as the Stress-Focus Correspondence Principle. Given material is old information, and is de-accented in languages like English. Nte?kepmxcin is a stress language, but marks focus structurally. However, I argue that the structure has a prosodie motivation: the clause is restructured such that the focus is leftmost in the intonational phrase. It follows that Salish focus structures lack the special semantics that motivates the use of English structural focus (clefts). As a theoretical contribution, I show that the Stress-Focus Correspondence Principle does not account for focus marking in all stress languages, nor does the "distress-given" generalization account for the marking of given information. This is because focus surfaces leftmost, while the nuclear stress position is rightmost. Instead of "stress-focus", I propose that alignment with prosodie phrase edges is the universally common thread in focus marking. This mechanism enables listeners to rapidly recover the location of the focus, by identifying coarse-grained phonological categories (p-phrases and i-phrases). In Thompson River Salish, the focus is associated with the leftmost p-phrase in the matrix intonational phrase. The analysis unifies the marking of focus across languages by claiming that focus is always marked prosodically, by alignment to a prosodie category. The study combines syntactic analysis of focus utterances with their phonetic realization and semantic characteristics. As such, this dissertation is a story about the interfaces. This research is based on a corpus of conversational data as well as single sentence elicitations, all of which are original data collected during fieldwork. The second contribution of this dissertation is thus methodological: I have developed various fieldwork techniques for collecting both spontaneous and scripted conversational discourses. The empirical contribution that results is a collection of conversational discourses, to add to the single speaker traditional texts already recorded for Nte?kepmxcin.