Thesis (MA)--Stellenbosch University, 2015. / ENGLISH ABSTRACT: The study takes an analytical approach to discourse in its focus on the discursive realisation and (re)production of ideology in terms of the (re)construction of a singular female identity as portrayed by the media – specifically content generated by the online news and entertainment website, BuzzFeed. Data was collected electronically over a period of fifteen months (January 2014 to May 2015) and subjected to a keyword search, which then determined the most relevant articles. These articles were entered into two separate corpora for analysis in order to identify the most significant ideologies related to body shaming, and broken down linguistically through the use of Wordsmith Tools. The analysis of the data mainly drew upon the theories of Bakhtin’s conceptualisation of dialogic (2004), Gee’s building tasks of language (2014), van Dijk’s analytical toolkit (1984), (1990) and Kress’ notion of the formation of ideology (1989). The aim of this thesis was to investigate the (re)production of ideology surrounding traditional beauty ideals as being a singular concept in order to reveal the more complex identities of women as unique individuals. The study’s findings indicate that there is a significant correlation between female empowerment in terms of associating with feminist ideals and female misogyny as one of the main sources of body shaming, with female misogyny outranking feminism with only 4,94%. Furthermore, the study revealed that overall appearance was the most commonly discussed topic throughout the corpus, being mentioned in a total of 93,83% of articles, with the face and hair of women being most frequently discussed in 23,46% of articles. Overall appearance was also the topic most commonly shamed in the corpus, closely followed by fashion, body shape and fitness. / AFRIKAANSE OPSOMMING: Die studie maak gebruik van ‘n analitiese benadering tot diskoers gerig op aspekte van taalwetenskap wat ‘n rol speel in die realisasie van idees in terme van die rekonstruksie van ‘n singulêre vroulike identiteit soos voorgeskryf deur die media – veral in die geval van inhoud gegenereer deur die aanlyn nuus en vermaakwebblad, BuzzFeed. Data was elektronies ingesamel oor ‘n periode van vyftien maande (vanaf Januarie 2014 tot Mei 2015) en onderwerp aan ‘n sleutelwoord soektog, wat dan die mees relevante artikels kon identifiseer. Hierdie artikels was toe in twee aparte corpora ingeskryf vir analise, ten einde van die identifikasie van ideologieë mees relevant tot die konsep van liggaambeskaming. Die data was ook taalkundig afgebreek deur die gebruik van Wordsmith Tools. Die analise van die data is hoofsaaklik gegrond op die teorieë van Bakhtin se konseptualisasie van dialogie (2004), Gee se boutake van taal (2014), van Dijk se metodologiese analise (1984), (1990) en Kress se teorie oor hoe ideologiese raamwerke gevorm word (1989). Die doel van hierdie tesis was die ondersoek in terme van die reproduksie van sekere ideologieë rondom tradisionele ideale van skoonheid as ‘n enkelvoudige konsep om meer te openbaar oor die komplekse identiteite van vroue as unieke individue. Die navorsing dui op ‘n beduidende korrelasie tussen die bemagtiging van vroue in terme van die assosiasie met feministiese ideale en vroue haat deur ander vroue as een van die hoofbronne van liggaambeskaaming, met vroue haat deur ander vroue geidentifiseer as die ideologie wat die meeste voorkom in die korpus, net 4,94% meer as feminisme. Verder onthul die studie dat algehele voorkoms die mees algemeen bespreekte onderwerp was, genoem in ‘n totaal van 93,83% van artikels, met die gesig en hare van vroue mees algemeen bespreek in 23,46% van artikels. Algehele voorkoms was ook die onderwerp wat mees algemeen verneder was, gevolg deur mode, liggaamsvorm en fiksheid.

This essay explores ten articles or letters to the editor, written by women who sympathize with the Swedish extreme right-wing party Nordic Resistance Movement. The purpose of the essay is to examine what arguments women bring forward to explain their commitment to the movement, despite its misogynist roots. The texts, along with an article, written by a man who is a party member, and the party manifesto, are examined mainly with the help of discourse analysis. Yvonne Hirdman’s theory on gender systems, Edward Said’s notion of orientalism and Benedict Anderson’s concept of imagined communities have all been crucial to the theoretical framework of the essay. The results show that the women emphasize how their unique female qualities give them an elevated position in the organization, that they complete men, that they are in need of protection and, finally, that they have reached a higher level of understanding of society than other women. However, they contradict themselves when they reveal how they feel diminished and treated with scorn by men from the party.

Orientador: José Carlos Marques / Banca: Claudio Bertolli Filho / Banca: Rosana de Lima Soares / Resumo: O presente estudo tem o objetivo de compreender a maneira com que quatro dos principais veículos do jornalismo anglo - saxão retrataram o Brasil e os brasileiros duran te a Copa do Mundo FIFA 2014. Interessa perceber como as noções de brasilidade são descritas pela imprensa estrangeira - especificamente, por veículos de comunicação dos Estados Un idos e da Inglaterra. Ambas as nações aparecem com frequência no discurso dos brasileiros em relaçã o às ideias de cultura, de organização e de civilização (em um sentido positivista dos te rmos); além disso, constituem - se como duas de nossas fontes de alteridade mais proclamadas (como indica Renato Ortiz). Mas, afinal, o que definiria o Brasil como "naçã o" e o que nos diferencia ria de outros povos? Existiria, de fato, um "caráter" nacional? Pontualme nte, seríamos vistos como "o" "P aís do futebol" aos olhos da imprensa estrangeira? É o que se busca compreender neste estudo, a partir da análise dos textos do corpus e d a leitura de autores da historiografia nacional e da Comunicação Esportiva que, via futebol, procuram um entendimento do que é o simbólico "ser" brasileiro. A fundamentação teórica, a discussão dos resultados e as considerações se baseiam em fundamentos da Análise do Discurso Francesa, na noção de interculturalidade e nos Estudos Culturais. Sob este referencial, prosse gui mos uma Análise do Discurso dos jornais The New York Times, The Wall Street Journal, The Times e The Guardian, em textos sobre o Mundial - 20... (Resumo completo, clicar acesso eletrônico abaixo) / Abstract: CORTEZ, Gabriel de Lima Alves. The brazilianness notion in the Anglo - Saxon journalism : a discourse analysis of US and English newspapers in the period of FIFA 2014 World Cup. 2017. 201 p . Disserta tion (M aster ' s Program in Communication ) - São Paulo State University, UNESP, Bauru, 2017. ABSTRACT This study aims to understand the way that in which four of the main vehicles of Anglo - Saxon journalism portrayed Brazil and the Brazilians during the 2014 Football World Cup. Our interest here is to verify how the B razilianness notions are described by the foreign press - specifically, by media of U nited S tates and England. Both coutnries appear frequently in Brazilians ' discourses about " cu lture ", organization and civilization (in a positivist sense of these terms); more than that, they are two of our more proclaimed sources of otherness by common sense and even by the academy (as shown Renato Ortiz). However, ultimately, what defines Brazil as a "nation" and what differentiates us from other people? In fact, does really exists a "national" character ? And, beyond that, how some of the most important US and English media discourses operate these representations? How the foreign journalistic di scourses contribute to the construction of a "B razilianness"? That is what we will seek to understand with this research. The theoretical foundation, the results and the final considerations is based on concepts of French Discourse Analysis and on Cultural Studies. The c ... (Complete abstract click electronic access below) / Mestre

In communicative and task-based classrooms learners spend much of their time in interactions with one another, and it is through the practices of small-group and pair work that many learners experience language education. The present study aims to shed light on what learners do when engaged in these small-group interactions in Japanese university EFL classrooms. In particular, the study aims to shed light on the relationship between identities, interaction practices and potentials for learning. One of the motivations for doing this project is that, while much research has investigated teacher-student interactions, less attention has been paid to peer interactions in the classroom, and our understandings of learners' interactions with one another are arguably less developed than our understandings of their interactions with the teacher. The findings of this study should be of interest to practicing teachers who wish to gain insights into how learners in small groups organize their classroom practices, as well as researchers investigating classroom interaction. Analysing two groups of 15 participants over one university semester, the approach that I adopted was informed by the methodological framework of Multimodal Interaction Analysis, which combines moment-by-moment analysis of interactions with an ethnographic approach to data collection. The interaction analysis also made use of concepts and tools from Conversation Analysis. This allowed me to come to understandings not only about the structure of classrooms interactions, including turn-taking and repair practices, but also about the learners as social beings. The study found that participants often followed predictable turn-taking practices in small-group interactions, which gave the interactions a fairly 'monologic' character. However, it also found that, over the course of the semester, certain participants began to perform off-task personal conversations in English, which more resembled the sort of conversational talk found outside of the classroom. These conversations provided students with opportunities to negotiate meaning in more dialogic interactions in which they performed a wider range of actions, which also included some use of the L1. I argue that this personal talk can play an important role in the language classroom, and suggest that teachers may need to rethink attitudes to off-task talk and also to learners' use of the L1 in the classroom. This was a localized study of just two groups of learners, and further research would thus be needed to confirm how far we can generalize these findings. Furthermore, more research is needed to investigate whether or not the learning opportunities provided in off-task classroom conversations actually do lead to long-term learning.

Tsarist Russia, the USSR and modern Russia have had unique perspectives on Africa and aid, due to geographical location, changing ideologies, non-colonial history with Africa, the Cold War, alternating aid status of recipient and donor, and a historic view of Africa in a tripartite relationship with the West. Western development discourse evolved to produce a large aid apparatus, accompanied by depoliticised discourse on Africa. The USSR’s discourse on Africa was political. Using Critical Discourse Analysis (CDA), Discourse Historical Approach (DHA) and a postcolonial approach, with a structural analysis of 262 pages of Soviet newspaper Pravda and discourse analysis of 54 articles, this thesis relates findings to the Russian, Soviet and Western contexts in which the discourses arose. It shows that Pravda used Africa and aid as discursive tools to establish the USSR’s position in the international hierarchy, used Africa as a rhetorical proxy, and carried a theme of “freedom as development”. Similarities between Soviet, Russian and Western representations of Africa, development and aid (for example Africa’s low status) were built on different motivations and assumptions, and used different tools. The USSR’s Cold War rhetoric conveyed a partial and incomplete construction of Africa, aid and development. Pravda conveyed assumptions that all countries, including the USSR, are developing, that the USSR and Africa are comparable and in some ways similar, and that freedom is an overriding aspiration. Constructing development as natural, Pravda constructed a weak link between development and aid, and in general Pravda presented aid as harmful Western aid. Russia’s legacy is an ideology in which Africa is still eternally “developing” but shares this activity with all countries, Africa is weak and yet is Russia’s friend and ally, competition continues between Russia and the West over Africa’s friendship, and aid has mainly humanitarian rather than development value. Socialist ideological discourse of equal nations remains in today’s Communist Pravda. This thesis explores the evolution of perceptions in Soviet Pravda discourse, and makes a substantive analytical contribution to the literatures on development and aid, Russian foreign policy and international relations, and postcolonialism. It increases knowledge of Cold War Africa, and the USSR’s and Russia’s self-perceptions and attitudes towards others. Russia’s status as a non-Western donor and recent aid recipient make its legacy and attitudes of particular interest.

The social and political history of Catalonia has long been dominated by debates about language, nation and identity and forty years of linguistic and cultural repression have impacted the sociocultural landscape of the region. The new millennium and new nationalist/gendered identities in the context of changing patterns of migration, growing multiculturalism and economic crisis have led to a resurgence of nationalism and renewed demands for Catalan independence since 2010. Adopting oral history as a central method, this thesis examines language, nation and identity from a gendered perspective and investigates to what extent women use Catalan in their everyday social practices to construct gendered and national identities. The focus of the study is three female 'generations' from one Catalan village. It covers 50 years of historical change from the 1960s to the present. The thesis explores women’s contribution to the preservation of Catalan language during Franco's regime (1939-75); how the emergence of a feminist movement and discourse, and changing patterns of migration, have transformed the relationship between gender and national identity in Catalonia; and the role that Catalan plays today in defining women's (individual) identities and as a nation-building tool. Previous research has not considered an intergenerational approach and this study addresses this gap. Drawing on theories of nationalism, gender and nation and language ideologies, I adopt a new analytical approach incorporating discourse analysis and small story research to examine the narratives of 40 oral history interviews and a corpus of social media data. In order to organise the diverse themes in my data I develop a spatial framework in which I identify three principal spaces: physical, ideological and temporal. Mainstream and political discourse exemplify the Catalan nation as civic, intercultural and tolerant. This study challenges these canonical beliefs. The findings reveal ethnolinguistic ideologies and a complex divergence/convergence of issues surrounding migration that are difficult to reconcile with official discourse. Specifically the findings provide insights into some of the issues of inclusion and exclusion that are absent in political and nationalist discourse and suggests that an increased understanding of cultural pluralism at a local level can be abstracted to the Catalan community as a whole.

It is widely acknowledged that mass media play a central role in circulating and disseminating ideas. Particularly in this globalised era, it is becoming increasingly difficult to ignore the role and impact of news media in shaping public opinion worldwide. During the attacks on New York in September 2001, for instance, CNN - the American cable news network - broadcast across the world twenty-four hours, and most of its reports were translated, or interpreted, into other languages, to be aired in other countries in real time. Most people are thus exposed to extensive reporting every day, but they are not necessarily aware that each news institution promotes, or, at least tries to construct, a particular media discourse according to its political or social orientation. Because of the complexity of mass media discourses, however, it is difficult to demonstrate how the language used participates in constructing and disseminating certain ideologies, or to challenge stereotypes and power relationships. This explains why media, news, political and institutional texts are preferred genres for critical discourse analysts. The extensive body of literature on news media discourses and their impact which draws on critical discourse analysis includes Van Dijk (1988), Fairclough (1995b), Al-Hejin (2007), Kim S (2008), among many others. Translation is a major variable that influences the circulation of ideas and ideologies, and translational choices can participate in provoking (or diffusing) political conflict. At the same time, translation may also challenge dominant discourses. Baker (1996: 14) acknowledges the power of translation, arguing that translation and the study of translation have been used as a "weapon in fighting colonialism, sexism, racism, and so on". And yet, most research on news discourse has so far tended to examine monolingual texts, rather than multilingual texts, including translations, despite the fact that numerous news reports are translated from one language into another on a regular basis. Critical approaches to language study have occasionally been used to investigate translation, in order "to reveal how translation is shaped by ideologies and in this way contributes to the perpetuation or subversion of particular discourses" (Olk 2002: 101), but such studies have remained restricted in scope. Drawing on corpus-based methodology and critical discourse analysis, this study examines US and South Korean news stories published in mainstream media with a view to identifying specific discursive practices relating to North Korea and how they are mediated in translation. The study attempts to analyse the relationship between textual features and practices specific to each news outlet. The corpus for this study consists of two separate sub-corpora, designed and compiled according to the same criteria and specifications: one made up of news texts originally written in English, and the other consisting of translated texts which include English source texts and the target texts translated from English into Korean. The texts are drawn from Newsweek/Newsweek Hangukpan and CNN/CNN Hanguel News. It is hoped that this study will enhance our understanding of some of the ways in which particular media discourses are constructed, disseminated and mediated via translation.

This thesis analyses Learning Development (LD), a field of practice designed to support students’ learning, and explores what this relatively new field can tell us about certain aspects of higher education in the UK. Theoretical work deriving from Foucault underpins the research. The empirical data is constructed from interviews, observation and reflexive autoethnographic sources, and the analytical thrust employs sociolinguistic tools from critical discourse analysis. The result is a case study of identity, offering unique insights into the field of LD itself and, through the ‘lens’ of LD, an original focus upon the production of relationships and their effects, as policies are enacted, within HE in the UK in the early 21st century. Although previous studies have examined the identities and practices of different university workers in terms of concepts such as ‘tribes’ and ‘territories’, and the impact of neoliberalism, this thesis takes a more relational approach. By combining a problematising theoretical framework with discourse analysis, it sheds light upon the mutual construction of relations between LDs, academics, students and university managers, as HE policy is produced, interpreted and enacted through practice at institutional levels. These insights also contribute to an understanding of the operation of ‘governmentality’ within universities. The LD lens brings into focus: i) the continuing drive towards commodification of all aspects of HE, including approaches to learning, under neoliberal economic and political conditions ii) the lack of preparation on the part of UK universities for some aspects of ‘diversity’ and the failure to fulfil the broad mission to widen participation commonly expressed by successive government policies since the 1990s iii) the persistence of traditional approaches to HE practices (particularly the privileging of ‘essayist’ literacy) iv) the tendency to limit student subject positions in respect of how HE is conceived and delivered The thesis concludes by offering some suggestions for further research and practice that may be useful for Learning Developers (LDs), academics and policy-makers in addressing these issues.

Da perspectiva da Análise de Discurso francesa fundada por Michel Pêcheux, um dos aspectos essenciais da língua é a sua materialidade ideológica. A ideologia, por esta razão, se consubstancia no discurso. Todo ato enunciativo praticado traz consigo um todo complexo de efeitos de sentidos, memórias, contextos e sujeitos que respondem pelas condições nas quais cada um deles foi produzido. Examinar os modos pelos quais se manifesta a ideologia nos discursos, desse modo, é uma etapa fundamental para um entendimento acerca de como se constitui, em dados discursos, o sentido. O objeto de pesquisa do presente estudo são os discursos de estudantes da educação popular - mais precisamente, de um PVP. Trata-se de pesquisa qualitativa que incorporou a técnica de geração de dados com grupo focal por meio de que foi estabelecido um diálogo com as estudantes do Curso PVP que foram interlocutoras da investigação. O principal objetivo foi uma análise acerca dos efeitos de sentido de autonomia manifestos nos discursos desses sujeitos no que tange temáticas que tocam relações de classe, gênero e etnia. Na busca pela compreensão dos efeitos de sentidos de autonomia identificados nos discursos discentes, foi movimentado o aparato teórico-metodológico da Análise de Discurso pecheuxtiana – desde suas concepções fundadoras até sua caixa de ferramentas, condição de operação da AD enquanto disciplina de entremeio. A concepção freireana de autonomia se configurou como pedra de toque do gesto interpretativo empreendido haja vista seus sentidos reverberarem nos depoimentos recortados para análise. Nos discursos analisados, foi possível reconhecer também vestígios de luta identificada a determinadas posições discursivo-ideológicas, o que permite perspectivar que os princípios da educação popular nos quais se balizam as ações protagonizadas no Curso PVP investigado afetem, sob certo aspecto, os modos a partir dos quais as estudantes interlocutoras da pesquisa (se) significam. / From the perspective of the French Discourse Analysis founded by Michel Pêcheux, one of the essential aspects of language is its ideological materiality. Ideology, for this reason, is embodied in discourse. Every enunciative act practiced brings with it a complex whole of effects of senses, memories, contexts and subjects that respond by the conditions in which each one of them was produced. Examining the ways in which ideology manifests itself in discourses, thus, is a fundamental stage for an understanding of how sense is constituted in discourses. The research object of the present study are the discourses of students of popular education - more precisely, of a PVP. It is a qualitative research that incorporated the technique of data generation with focus group through which a dialogue was established with the students of the PVP course who were interlocutors of the research. The main objective was an analysis about the effects of the sense of autonomy manifested in the discourses of these subjects in relation to themes that touch on relations of class, gender and ethnicity. In the search for an understanding of the effects of senses of autonomy identified in the students discourses, the theoretical and methodological apparatus of the Pecheuxtian Discourse Analysis was moved - from its founding conceptions to its toolbox, condition of operation of the AD as an intermission discipline. The Freirean conception of autonomy was configured as the touchstone of the interpretative gesture undertaken as its senses reverberated in the testimonies cut out for analysis. In the speeches analyzed, it was possible to recognize vestiges of identified struggle with certain discursive-ideological positions, which allows to realize that the principles of popular education in which the actions carried out in the PVP course investigated are affected, in a certain aspect, the ways of which the research interlocutor students mean themselves.

In recent years government reform has focused on the expectations of practice for professionals in the education sector. In the last three years alone, revised standards have been published for Headteachers and Teachers. But what model of professionalism do these standards seek to promote? The focus of the work which follows is concerned with analysing the language used within such policies in order to evaluate whether conceptualisations of professionalism are altered over time, by charting the development of policy from 2004 to 2015 for the Headteachers’ standards and from 2007 to 2012 for the Teachers’ standards. In exploring the language of the standards, the author will also consider the nature of professionalism and discuss whether any conceptualisation can ever be articulated which can produce certainty and consensus of understanding.