According to the National Council of Teachers of Mathematics (NCTM) standard of communication, ??Instructional programs from pre-kindergarten through grade 12 should enable all students to...communicate their mathematical thinking coherently and clearly to peers, teachers, and others?? and students need to learn ??what is acceptable as evidence in mathematics?? (NCTM, 2000, p. 60). But do teachers have a clear understanding of what is acceptable or do they believe that the only acceptable explanations are the ones that they themselves gave to the students? Can teachers accept alternative forms of explanation and methods of solution as mathematically accurate or do they want students to simply restate the teachers?? understandings of mathematics and the problem? The focus of this dissertation is the authoritative discourse practices of classroom teachers as they relate to individual students and large and small groups of students. In this case study, I examine the interactions in one eighth-grade mathematics classroom and the possible sharing of mathematical authority and development of mathematical agency that take place via the teacher??s uses of authoritative discourse. A guiding objective of this research was to examine the ways a teacher??s discursive practices were aligned with her pedagogical intentions. The teacher for this study was an experienced eighth-grade mathematics teacher at a rural Central Texas middle school. The teacher was a participant in the Middle School Mathematics Project at Texas A&M University. Results of an analysis of the discourse of six selected classes were combined with interview and observation data and curriculum materials to inform the research questions. I found that through the teacher??s regular use of authoritative discursive devices, mathematical authority was infrequently shared. Also the teacher??s uses of authoritative discourse helped create an environment where mathematical agency was not encouraged or supported. The teacher??s use of various discursive devices helped establish and maintain a hierarchy of mathematical authority with students at the lowest level reliant on others for various mathematical decisions.

Ma thèse interroge les modalités discursives du « changement dans la continuité », qui fait la spécificité des relations franco-africaines. J'analyse la recomposition des rhétoriques coloniales en rhétoriques du développement à travers les phénomènes de reformulation des formes linguistiques, qui, à la fois, rendent compte de cette « relation de dominance particulière » et participent à la construire. <br /><br />À partir des observatoires préalables que sont les discours des chercheurs en sciences humaines et sociales, l'analyse des archives de mémoire lexicographiques et encyclopédiques résulte en un état des savoirs sur les notions de colonisation, de progrès civilisateur et de développement.<br /><br />Le cheminement au sein des différentes théories du discours, puis de la catégorisation linguistique permet de poser des hypothèses de configurations discursives et de leur transformation au fil des événements historiques. Hypothèses qui sont soumises à l'épreuve d'un corpus d'étude composé d'un ensemble d'une centaine de textes du \siecle{XVIII}~siècle à nos jours : textes du progrès des Lumières, de l'économie, de l'anthropologie et textes sur la colonisation et le développement de l'Afrique autour du Mali.<br /><br />L'analyse de l'organisation énonciative d'états de discours successifs permet de repérer, au fil des répétitions et des transformations, quelques marqueurs d'\emph{interdiscours} qui, soudant les textes dans l'épaisseur du discours, contribuent à construire des objets et des pratiques propres à la formation discursive. <br /><br /><br />Elle permet de dégager quelques processus de production/reproduction discursive d'un «type» normatif et dominant de citoyen occidental face à une altérité double, à la fois incluse dans la catégorie (dans une relation de symétrie) et extérieure à elle (stéréotypie et relation de complémentarité). Les différents marqueurs, qui composent les notions, les types et les altérités permettent in fine d'approcher le fonctionnement discursif de l'idéologie qui structure la relation de dominance.

<p>After the appointment of a new European Commission in 2004, “communication” was made a top priority on the agenda. The Commission presented a new communication policy, which would establish a dialogue with the citizens, thereby bringing more democracy to the union and bridging the gap to the citizens. Three documents containing the policy were published, namely an internal action plan for the Commission, Plan D which establishes the framework for national debates and a whitepaper on EU communication policy. These documents were met by mistrust and criticism from many different actors such as journalists and experts.</p><p>The aim of this master thesis is to examine this new communication policy from a deliberative democratic perspective. The thesis asks whether the new policy has a potential of contributing to deliberative democracy, by investigating the documents from a discursive point of view. Deliberative democracy focuses mainly on public discussions and the generation of a general will by public conversation where every one has a right to participate on equal terms. This thesis uses a discursive interpretation, as stated by the philosopher Jürgen Habermas, where the public sphere and political rights which constitutes the public area plays an important role. The theoretical perspective is used in the thesis to understand and assess the policy.</p><p>To be able to draw conclusions, the new communication policy is searched for discursive ideas and the occurrence is analyzed by a both qualitative and quantitative text analysis. The analysis shows that the policy includes a lot of actions that goes well along with a discursive perspective, as defined in the thesis, although some important considerations are missing. The new communication policy as presented by the European Commission has therefore a good potential of contributing to deliberative democracy in the Union.</p><p>The policy is also discussed in relation to the criticism that has been presented regarding the theory of deliberative democracy. The thesis shows that the communication policy includes actions which decrease the importance of this criticism, allowing for the policy to possibly contribute to European democracy and decreasing the democratic deficit.</p>

The study examines how messages to, from, and concerning home may impact first-semester college student retention. The current study extends previous retention research in several ways. Rather than collect data regarding retention after students drop out, this study analyzed free write responses of 135 participants while they were enrolled in 15 sections of CIS 110 (Composition and Communication I) throughout the course of the Fall 2010 semester. Using relational dialectics theory (RDT) (Baxter & Montgomery, 1996) as a sensitizing framework, this study identified three discursive struggles and associated radiants of meaning present in the free write responses of these 135 first semester college students. Specifically, students identified experiencing the discursive struggles of independence, integration, and expression during the first semester of college. Non-returning students also identified these same three discursive struggles. However, non-returning students identified the discursive struggle of expression much more than did the returning students. Ultimately, this dissertation study proposed practical implications for students, parents, and the academy regarding how messages to, from, and about home might impact the transition of first-semester students from high school to college.

<p>This study investigates the content and nature of the HIV and AIDS &ldquo / discourses&rdquo / of teachers, which I have identified as a knowledge gap in the existing HIV and AIDS education literature that, presumably, is informing practice. The argument is that, without an understanding of teachers&rsquo / HIV and AIDS discourses, we will continue to speculate about why HIV education often does not have the effect we expect of it &ndash / reduced HIV infection, reduced risk behaviour, reduced teenage pregnancies &ndash / and why it has been regarded as a failure by many. The public media often expose rampant teenage sexual behaviour, such as abortions, pregnancies, and an addiction for electronically generated pornographic materials, causing consternation and sending shockwaves through schools and society. These reports attest to the kind of risky sexual behaviour which makes children vulnerable to HIV infection. In spite of more than twenty years of HIV and AIDS education, teachers and society at large remain uncertain and uncomfortable about teenage sexual behaviour, HIV infection and the inability of adults to protect young people from sexual exploitation.</p>

Mémoire numérisé par la Division de la gestion de documents et des archives de l'Université de Montréal

Since the terrorist attacks of September 11th, 2001, a vast discourse on contemporary terrorism has emerged within 'Western' media. This thesis analyzes the discourse of contemporary terrorism, and highlights how the postcolonialist critique of Orientalism pioneered by Edward Said is still relevant within the discourse. This is accomplished by analyzing books that have been published post-9/11 and which have been reviewed in the journal Foreign Affairs. A primary goal of this thesis is to facilitate the de-reification of the socially constructed concepts of both 'the East' and 'the West' which currently dominate representations within the discourse, as well as to highlight some of the key features of the discursive field on contemporary terrorism. The binary representation and stereotyping within the contemporary discourse provides a one-dimensional representation of the issue of terrorism, and by questioning the conformity of these representations we can critically examine one of the most important social issues within our society.

This thesis focuses on Kaiapoi, a small town in North Canterbury, and studies the ways young people are discursively constructed by adults and each other, and also the different ways young people experience and use the town's environment. Drawing on key informant interviews, media analysis, a youth survey and a photography activity (photovoice); the research developed a rich understanding of the different ways young people are constructed in Kaiapoi and the places young people enjoy and do not enjoy going to in the town and why.

From 1839 to 1873 New Zealand was characterised by ideological, religious, economic cultural and social contest. This struggle to order a new society, in which colonists and indigenes were required to co-exist, is captured in the newspapers of the day. These document and attest to a contest over power; power to appropriate and control resources, power to administer, control and institutionalize the colony, and power to ascribe identities. Newspapers published during the initial period of colonization in New Zealand are saturated with instances of ideological work where discourses were deployed that supported the colonial endeavour. In this study therefore I have sought to understand and articulate those racial ideologies, racial formations, and discourses, which emerged from New Zealand’s colonial press archives. How did New Zealand’s colonial press constitute the privileges, entitlements and struggles of the white British colonist in relation to the native? What white British colonial ideologies, discursive formations and discourses can be identified in the colonial press in relation to the native? Are there any patterns or relationships between these discourses? What did these discourses look like over time? A critical discourse analytical approach has been applied to a body of texts extracted from newspapers published in New Zealand between 1839 and 1873. From this analysis three broad discursive formations have been apprehended; the discourses of sovereignty, discipline and paternalism respectively. These discourses were not independent of one another but worked to construct an interlocking network of discourse that provided sound ideological coverage. The discourse of sovereignty provided a broad platform for working out the colony’s ideological and institutional plan; discourses of discipline discursively managed native disruptions to the plan, while discourses of paternalism invested the colonial project with affectations of concern and interest in the progress of the native. Weaving through these discourses are patterns of meaning which worked to constitute white British colonial authority in economic, political, judicial, social, martial and moral affairs. These constitutive repertoires were malleable and adaptable and attached and detached themselves, according to the context, to and from the discourses of sovereignty, discipline and paternalism. Over time it appears that these discourses and the associated patterns of meaning worked responsively and flexibly, bleeding into each other, reconstituting authority and identity across different contexts. Furthermore, these discourses and patterns attest to a complex encounter with a vociferous non-white challenge, which necessitated a flexible reservoir of rhetoric to situate and position the white British colonial incursion favourably in the white settler public arena.

The aim of this paper is to study whether the way directioners (One Direction fans) on Twitter express self-understandings denote fandom as a sacred experience. For this purpose, the data was analyzed in relation to Nicholas Jay Demerath III typology of the varieties of the sacred experience. The method used was discursive psychology. The data was analyzed by how the fans draw the line between “us” and “them”, when expressing their self-understandings and their position in relation to others.   Five themes were identified: (1) positioning and demarcation for membership, (2) group identity, (3) conflict, (4) the norms for behavior, opinions and language and (5) the group’s role and function. The directioners were using three interpretative repertoires; the One Direction fandom as identity, lifestyle and therapy.   The conclusion when analyzing the data in relation to Demeraths typology was that directioners expressed notions of the One Direction fandom as a sacred experience in an integrative manner, that is, being a “directioner” was described as marginal and confirmatory.  This suggests that the One Direction fandom consists of people that are outside the mainstream who are brought in to a social unit by joining the fandom. The data also contradicts this; the high demands for directioners to be active on Twitter can create an unsafe community.   Being in the One Direction fandom can be a possible source for a sacred experience as experienced consequences since it has given the fans identity, improved their lives and helped them escape reality. The experience of the sacred varies depending on the devotion of the fans.