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This study aims to examine the argumentation regarding freedom of speech and the statement “je suis Charlie” (“I am Charlie”) in eight opinion articles from different Swedish web magazines. Two doctotral dissertations who’s main topics are the freedom of speech and different types of arguments regarding freedom of speach, was used in this study. The study also uses the actual Swedish law surrounding the freedom of speech, as well as the freedom of the press and breaches of these laws. Also mentioned as different types of theories are; utilitarianism and journalism ethics and standards. This is a qualitative study using rhetorical analysis as a main method, but the study also uses some tools from the field of argument analysis, such as theses and main arguments. The results from this study shows, amongst other things, that various arguments can be used when trying to get your view surrounding the freedom of speech across. However there seems to be a clear difference between the writers who argue that the freedom of speech is more important than the right to not having to be discriminated by a statement or an utterance, and the writers who argue that the right to not having to be discriminated by a statement is more important than the right to potentially disciminate someone while uttering something. The writers who share the first view presented here, that the freedom of speech is more important, are also the ones who support the expression ”I am Charlie”, and the writers who don’t think that the freedom of speech is of more importance than the right to not having to be discriminated, does not support the expression ”I am Charlie”. However, while looking at this study, it’s imoportant that the reader bares in mind that the results from it doesn’t say anythning about anything else apart from the articles studied.

[pt] Logo após deixar o recinto do Templo, em meio a conturbados episódios de oposição, Jesus sobe o Monte das Oliveiras para ensinar aos discípulos o que enfrentariam no porvir, naquilo que ficou conhecido como seu Discurso Escatológico (Mc 13,5-27). Uma pequena parte desse discurso chamou particular atenção dos estudiosos, especialmente pela linguagem fortemente judaica e sua aproximação com a literatura apocalíptica. Trata-se do extrato discursivo presente em Mc 13,24-27: o apocalipse de Jesus, o Judeu. Esse texto, embora fascinante, é envolto em uma camada espessa de desafios metodológicos: sua autoria é perpassada por problemas historiográficos, sua composição possui várias nuances redacionais, ele pertence a uma construção narrativa repleta de paralelismos retóricos. Além disso, sua forma literária apresenta diversos elementos de um gênero absolutamente paradigmático: o apocalipse. Esta pesquisa, portanto, apresenta uma proposta de exegese dentro de um percurso realmente transdisciplinar, conciliando métodos diacrônicos, seguindo uma abordagem histórico-crítica, e sincrônicos, particularmente através do uso do método de Análise Retórico Bíblica Semítica. / [en] Soon after leaving the Temple grounds, in the midst of turbulent episodes of opposition, Jesusclimbs the Mount of Olives to teach his disciples what they would face, in what became knownas his Eschatological Discourse (Mk 13,5-27). A small part of this speech caught particularattention from scholars, especially due to the strongly Jewish language and its proximity toapocalyptic literature. This is the discursive extract present in Mc 13,24-27: the apocalypse ofJesus, the Jew. The text of Mc 13,24-27, although fascinating, is surrounded by a thick layer ofmethodological challenges: its authorship is permeated by historiographical problems, itscomposition has several editorial nuances, it belongs to a narrative construction full of rhetoricalparallels, in addition Furthermore, its literary form presents several elements of an absolutelyparadigmatic genre: the apocalypse. This research, therefore, presents a proposal for exegesiswithin a truly transdisciplinary path, reconciling diachronic methods, following a historicalcritical approach, and synchronic ones, particularly through the use of the Semitic BiblicalRhetorical Analysis method.

[pt] A presente pesquisa tem como objetivo geral apresentar a relação semântica e teológica entre Fl 2,1-11 e 1Pd 1,3-16. Como objetivos específicos: a) verificar se há uma ética cristã nas referidas perícopes, com a finalidade de correlacionar as atitudes de Jesus com as dos cristãos; b) analisar os termos que têm o mesmo sentido semântico; c) apresentar uma contribuição para as Teologias Bíblica e Sistemático-Pastoral. O referido tema que foi escolhido mediante a constatação de que a teologia presente em 1Pedro, nas questões que envolvem os sofrimentos de Jesus, e a exortação a uma vida cristã pautada pela ética, tendo como parâmetro o exemplo de Cristo, é o mesmo no intitulado hino cristológico de Filipenses. Essa constatação torna a pesquisa pertinente, uma vez que dará o seu contributo exegético-teológico, tanto para a Teologia Bíblica quanto para a Teologia Sistemático-Pastoral. Uma vez que a pesquisa se dá sob o prisma da Teologia Bíblica, o objeto material são as duas perícopes delimitadas em Fl 2,1-11 e 1Pd 1,3-16; e o formal constitui-se pela investigação de referências bibliográficas. De modo que a relevância da pesquisa consiste em apresentar uma discussão entre dois textos, ao interno do cânon do Novo Testamento, a partir da análise exegética, conforme o instrumental do Método Histórico-Crítico, auxiliado pelo Método da Análise Retórica Bíblica Semítica. O uso destes métodos justifica-se pela sua eficácia e pela possibilidade de apresentar um estudo que se paute pelas abordagens diacrônica e sincrônica, respectivamente, evidenciando as particularidades de cada texto analisado. E chega ao final, concluindo que os termos empregados em 1Pedro, não são frutos apenas da tradição comum ou primitiva, mas refletem igualmente um pensar teológico e estruturado com a finalidade de comunicar sinfonicamente o agir de Cristo, correlacionado ao discípulo, comprovando, deste modo, que os termos e a teologia que estão em Filipenses influenciaram a escrita de 1Pedro. / [en] The present research has the general objective of presenting the semantic and theological relationship between Phil 2:1-11 and 1 Pet 1:3-16. The specific objectives are: a) verify whether there is Christian ethics in the aforementioned contexts, with the purpose of correlating the attitudes of Jesus with Christians; b) analyze terms that have the same semantic meaning; c) present a contribution to Biblical and Systematic-Pastoral theologies. The aforementioned theme, which was chosen based on the observation that the theology presented in 1 Peter, in the issues involving the sufferings of Jesus, and the exhortation to a Christian life guided by ethics, having the example of Christ as a parameter, is the same in the title Christological hymn of the Philippians. This finding makes the research pertinent, as it will make its exegetical-theological contribution, both to biblical theology and to systematic-pastoral theology. Since the research takes place from the perspective of Biblical Theology, the material object is the two pericopes delimited in Phil 2:1-11 and 1Pet 1:3-16; and the formal constitution is through the investigation of bibliographic references. Therefore, the relevance of the research consists in presenting a discussion between two texts, within the canon of the New Testament, based on exegetical analysis, according to the instruments of the Historical-Critical Method, assisted by the Semitic Biblical Rhetorical Analysis Method. The use of these methods is justified by their effectiveness and the possibility of presenting a study that is guided by diachronic and synchronic approaches, respectively, highlighting the particularities of each text analyzed. And it comes to the end, concluding that the terms used in 1 Peter are not only the result of common or primitive tradition, but also reflect a theological and structured thought with the purpose of symphonically communicating the action of Christ, correlated to the disciple, thus proving, that the terms and theology found in Philippians influenced the writing of 1 Peter.

Using the methodological approach of Socio-rhetorical Analysis, this study focuses on understanding the phrase in 1 John 3:8, “the works of the devil,” from the standpoint of the original audience. A comprehensive investigation of this phrase contributes toward theological discourse about the Johannine understanding of the devil/evil and cosmic conflict. By juxtaposing the results of a number of temporarily bounded studies, the meaning of the phrase, “the works of the devil,” is seen in its historical, cultural, and literary context. The literary context of the phrase under investigation involves two pericopes at the center of 1 John: 3:4-10, and 3:11-18, where the author’s cosmic eschatological theology is presented in a chiastic climax. Inner texture analysis of these pericopes reveals complex rhetorical transitions that focus attention on the destruction of the works of the devil. Repetitive-progressive texture charts and discourse analysis of these pericopes uncover the key terms and relationships of these terms, contributing toward an understanding of the meaning of the phrase, “the works of the devil.” Scribal inter-texture analysis compares the use of these terms in other biblical and extra-biblical literature, including an original analysis of 1QS 4:15-25. In short, the works of the devil, according to 1 John and the Gospel of John, supplemented by historical evidence of ancient culture and writings, would have been seen by early Johannine believers as equated with that which leads to death. Examples show that this could be physical death, as in the example of Cain, or of disease, or spiritual death, as in the example of idols which represent unbelief, evil work, false approaches to God, and disobedience to God’s commands. While the devil’s works can be summarized as bringing death—both physical (disease and deformity, social chaos, mental chaos) and spiritual (unbelief, hatred),the Son of God appeared to give life (1 John 4:9). The appearing of the Son of God is seen to result in works and characteristics that are the opposite of those associated with the sin of the devil, thus nullifying or destroying them. / Christian Spirituality Church History and Missiology / D. Litt et Phil. (Biblical Studies)

Ce mémoire étudie le phénomène de wedge politics sous un angle communicationnel, en proposant d’identifier et décrire les principales pratiques rhétoriques associées au déploiement d’une stratégie de wedge politics par les nombreux acteurs du débat public sur le projet de loi C-391, intitulé Loi modifiant le Code criminel et la Loi sur les armes à feu (abrogation du registre des armes d’épaule). La posture rhétorique que nous adoptons se traduit par une démarche méthodologique et des analyses imbriquées en quatre étapes: 1) l’élaboration d’une mise en perspective historique relativement élargie du débat public entourant le projet de loi C-391, 2) la recension des principaux acteurs et des discours qu’ils ont produits à un moment fort de ce débat, entre mai 2009 et mai 2011, 3) une première analyse et description générale de la dynamique rhétorique entre les acteurs du débat pendant cette période, et enfin, 4) une analyse systématique des discours échangés entre le 1er août 2010 et le 22 septembre 2010 nous permettant d’identifier et de décrire les principales pratiques rhétoriques employées par les acteurs. Les dix pratiques que nous avons relevées sont: l’appel à l’action, le scapegoating, le ciblage, la personnalisation du débat, le blâme, la dérision, l’attribution d’intentions malveillantes, la menace de représailles de la part des électeurs, l’exploitation des clivages et le contraste. En conclusion, nous discutons en quoi ces pratiques rhétoriques peuvent contribuer à l’atteinte des objectifs d’une stratégie de wedge politics. / This thesis examines the wedge politics phenomenon from a communicational standpoint by identifying and describing the main rhetorical practices associated with the deployment of a wedge politics strategy during the public debate surrounding Bill C-391, entitled An Act to amend the Criminal Code and the Firearms Act (repeal of long-gun registry). Our rhetorical approach entails a methodological framework and analyses deployed in four stages: 1) the establishment of a relatively wide ranging historical perspective on the public debate surrounding Bill C-391, 2) a survey of the main actors and the speeches they exchanged at a key moment of the debate, between May 2009 and May 2011, 3) a preliminary analysis and general description of the rhetorical dynamics among the actors during that time, and finally, 4) a systematic analysis of the exchanges that took place between August 1st 2010 and September 22nd 2010 in order to identify and describe the key rhetorical practices employed by the actors. The ten practices we have identified are: call to action, scapegoating, targeting, personalisation of the debate, blame, mockery, attribution of malicious intent, evoking the threat of retribution on the part of the electorate, exploiting cleavages and contrast. We conclude by discussing how these rhetorical practices contribute to the general objectives of a wedge politics strategy.

Ce mémoire propose d'étudier la portée des discours présidentiels sur l'essor d'une nation. Plus précisément, cette recherche explore les pratiques rhétoriques par lesquelles Nicolas Sarkozy, à titre de Président de l'Union européenne du 1er juillet 2008 au 31 décembre 2008, a tenté de raviver l'intérêt de la population française pour le développement de l'Europe. Nous considérons, dans un premier temps, le contexte politique particulier qui précède la nomination de Nicolas Sarkozy en juillet 2008 ainsi que les deux crises internationales majeures qui ont ponctué sa présidence. Nous explorons ensuite comment la littérature scientifique sur la rhétorique présidentielle en temps de crise peut nous permettre de comprendre la portée de ses discours sur un auditoire français quelque peu désabusé des questions de politique européenne. Après avoir sélectionné et justifié le choix des cinq discours présidentiels de notre corpus, nous introduisons notre méthode d‟analyse basée sur l'approche rhétorique de la « Close textual analysis ». Nous présentons enfin nos analyses qui mettent en évidence les principaux procédés rhétoriques des cinq discours de notre corpus. En conclusion, nous considérons comment ces différents procédés rhétoriques peuvent contribuer à l'essor de la communauté européenne. / This thesis studies the impact of presidential communication on the rapid development of a nation. More precisely, this study explores the rhetorical practices in which Nicolas Sarkozy, by being the President of European union from July 1st to December 31th, has attempted to revive the interest of the French population on European development. Firstly, we examine the particular politic context that precedes the nomination of Nicolas Sarkozy in July 2008 and the two main international crisis which has punctuated his presidency. Then, we explore how scientific literature on the presidential rhetoric in time of crisis can contribute to understand the impact of his speeches on the French audience who is disillusioned about the European politic questions. After selecting and justifying the choice of five presidential speeches of our corpus, we introduce our analysis method based on the rhetorical approach of the “Close textual analysis”. Following this, we present our analyses which highlight the main rhetorical process existing in the five speeches. To conclude, we examine how these different rhetorical processes contribute to establish the rapid development of a European community.

Les enjeux liés aux politiques éducatives ont considérablement changé au cours des dernières décennies. Ces changements sont liés, entre autres, à l’accroissement de l’imputabilité et de la reddition de compte qui est devenue une caractéristique importante des réformes curriculaires et pédagogiques. Les politiques à enjeux élevés exercent une pression énorme sur les districts et les écoles états-unienne afin qu’ils augmentent le rendement des élèves en utilisant des systèmes de conséquences (Hall & Ryan, 2011; Loeb & Strunk, 2007). Ces politiques envoient de puissants messages sur l'importance de certaines matières scolaires au détriment d'autres - circonscrivant les exigences en termes de compétences et de connaissances. La langue maternelle d’enseignement et les mathématiques sont devenues des mesures centrales sur lesquelles reposent l’évaluation et le degré de performance des districts et des écoles. Conséquemment, les administrateurs de districts et les directions d’écoles ont souvent recours à des réformes curriculaires et pédagogiques comme moyen d'augmenter le rendement des élèves dans les matières scolaires visées par ces politiques. Les politiques contraignent les acteurs scolaires de concentrer les ressources sur les programmes curriculaires et les évaluations, le développement professionnel, et la prise de décision pilotée par les données (Anagnostopoulos & Ruthledge, 2007; Honig & Hatch, 2004; Spillane, Diamond, et al., 2002; Weitz White & Rosenbaum, 2008). Cette thèse examine la manière dont les politiques à enjeux élevés opèrent quotidiennement dans les interactions et les pratiques au sein des écoles. Nous analysons plus particulièrement les différents messages provenant de la politique transmis aux acteurs scolaires sur les manières d'apporter des changements substantiels dans le curriculum et l'enseignement. Nous élargissons l’analyse en prenant en compte le rôle des administrateurs de district ainsi que des partenaires universitaires qui façonnent également la manière dont certains aspects des messages provenant des politiques sont transmis, négociés et/ou débattus et d’autres sont ignorés (Coburn & Woulfin, 2012). En utilisant l’analyse de discours, nous examinons le rôle du langage comme constituant et médiateur des interactions sociales entre les acteurs scolaires et d’autres parties prenantes. De telles analyses impliquent une investigation approfondie d’un nombre d’étude de cas limité. Les données utilisées dans cette thèse ont été colligées dans une école primaire états-unienne du mid-West. Cette étude de cas fait partie d’une étude longitudinale de quatre ans qui comprenait huit écoles dans les milieux urbains entre 1999 et 2003 (Distributed Leadership Studies, http://www.distributedleadership.org). La base de données analysée inclut des observations de réunions formelles et des entrevues auprès des administrateurs du district, des partenaires universitaires, de la direction d’école et des enseignants. En plus de l’introduction et de la problématique (chapitre 1) et de discussion et conclusion (chapitre 5), cette thèse comprend un ensemble de trois articles interdépendants. Dans le premier article (chapitre 2), nous effectuons une recension des écrits portant sur le domaine de l’implantation de politiques (policy implementation) et la complexité des relations locales, nationales et internationales dans les systèmes éducatifs. Pour démystifier cette complexité, nous portons une attention particulière à la construction de sens des acteurs scolaires comme étant une dimension clé du processus de mise en œuvre des réformes. Dans le deuxième article (chapitre 3), nous cherchons à comprendre les processus sociaux qui façonnent les réponses stratégiques des acteurs scolaires à l’égard des politiques du district et de l’état et en lien avec la mise en œuvre d’un curriculum prescrit en mathématiques. Plus particulièrement, nous explorons les différentes situations dans lesquelles les acteurs scolaires argumentent au sujet des changements curriculaires et pédagogiques proposés par les administrateurs de district et des partenaires universitaires afin d’augmenter les résultats scolaires en mathématiques dans une école à faible performance. Dans le troisième article (chapitre 4), nous cherchons à démystifier les complexités liées à l’amélioration de l’enseignement dans un environnement de politiques à enjeux élevés. Pour ce faire, nous utilisons l'interaction entre les notions d'agentivité et la structure afin d'analyser la manière dont les conceptions d’imputabilité et les idées qui découlent de l'environnement politique et les activités quotidiennes jouent dans les interactions entre les acteurs scolaires concernant sur l’enseignement de la langue maternelle. Nous explorons trois objectifs spécifiques : 1) la manière dont les politiques à enjeux élevés façonnent les éléments de l’enseignement qui sont reproduits et ceux qui sont transformés au fil du temps ; 2) la manière dont la compréhension des leaders de l’imputabilité façonne les aspects des messages politiques que les acteurs scolaires remarquent à travers les interactions et les conversations et 3) la manière les acteurs scolaires portent une attention particulière à certaines messages au détriment d’autres. Dans le dernier chapitre de cette thèse, nous discutons les forces et les limites de l’analyse secondaire de données qualitatives, les implications des résultats pour le domaine d’études de l’implantation de politiques et les pistes futures de recherches. / Issues related to instructional policy have significantly shifted in recent decades, as increased accountability has become a prominent feature of curricular reforms. High stakes policies exert tremendous pressure on districts and schools to improve student performance through incentive systems (Hall & Ryan, 2011; Loeb & Strunk, 2007). These policies send powerful messages about the importance of some subject matters over others – circumscribing skill and knowledge requirements. Literacy and mathematics, in particular, have become central measures by which districts and schools are assessed for their performance level. As a result, district officials and school leaders often employ curricular reform initiatives as a means to raise students’ performance in the subject matters targeted by such policies. Policy thus compels school actors to focus resources on curriculum and assessments, professional development, and data-driven decision-making (Anagnostopoulos & Ruthledge, 2007; Honig & Hatch, 2004; Spillane, Diamond, et al., 2002; Weitz White & Rosenbaum, 2008). This dissertation examines how high stakes policy operates in everyday interactions and practices in schools. More specifically, I analyze the different policy messages conveyed to school leaders and teachers about the ways to bring about substantial changes in curriculum and instruction. I expand the analysis by taking into account the role of district leaders and university partners in shaping which aspects of policy messages are being conveyed, negotiated and/or debated, and the ones that are ignored (Coburn & Woulfin, 2012). Using discourse analysis, I investigate the role of language as constitutive and a medium of school leaders’ and teachers’ social interactions with different stakeholders. Such analyses imply an in-depth investigation of a limited number of cases. The data for this dissertation were gathered in one elementary school in a mid-West state of the USA, as part of a larger four year longitudinal study that was carried out from 1999 to 2003 (Distributed Leadership Studies, http://www.distributedleadership.org). The dataset I analyzed includes observations of formal meetings –faculty meetings, professional development activities– as well as interviews with district administrators, university partners, school leaders and teachers. In addition to the introduction/problem statement (chapter 1) and the discussion/conclusion chapter, this dissertation comprises a set of three interrelated, yet independent articles. In the first article (chapter 2), I provide a theoretical and empirical framework on policy implementation and the complexity of local, national, and global interrelationships at play in educational systems. To disentangle this complexity, I pay close attention to school actors’ sense-making as one key dimension of the implementation process of reform initiatives. In the second article (chapter 3), I aim to better understand the social processes that shape school actors’ strategic responses to high stake state and district policies in regards to a mandated curriculum and instruction in mathematics. More specifically, I explore different situations where school leaders and teachers argued about the instructional changes proposed by district leaders and university partners in order to raise test scores in mathematics in a low-performing school. In the third article (chapter 4), to disentangle the complexities of instructional improvement in a high stakes policy environment, I use the interplay of agency and structure to analyze how accountability assumptions and ideas from the policy environment and the day-to-day activities play out in interactions among school leaders and teachers about reading instruction. I explore 1) how high stakes policy shapes which elements of instruction are reproduced and which ones are transformed over time; and 2) how leaders’ understandings of accountability shape which aspects of policy school actors notice through interactions and conversations and how they attend to some policy messages while ignoring others. In the last chapter of the dissertation, I discuss the strengths and limitations of secondary analysis of qualitative data, the implications of the findings for the policy implementation field and future research avenues.

Ce mémoire étudie le phénomène de wedge politics sous un angle communicationnel, en proposant d’identifier et décrire les principales pratiques rhétoriques associées au déploiement d’une stratégie de wedge politics par les nombreux acteurs du débat public sur le projet de loi C-391, intitulé Loi modifiant le Code criminel et la Loi sur les armes à feu (abrogation du registre des armes d’épaule). La posture rhétorique que nous adoptons se traduit par une démarche méthodologique et des analyses imbriquées en quatre étapes: 1) l’élaboration d’une mise en perspective historique relativement élargie du débat public entourant le projet de loi C-391, 2) la recension des principaux acteurs et des discours qu’ils ont produits à un moment fort de ce débat, entre mai 2009 et mai 2011, 3) une première analyse et description générale de la dynamique rhétorique entre les acteurs du débat pendant cette période, et enfin, 4) une analyse systématique des discours échangés entre le 1er août 2010 et le 22 septembre 2010 nous permettant d’identifier et de décrire les principales pratiques rhétoriques employées par les acteurs. Les dix pratiques que nous avons relevées sont: l’appel à l’action, le scapegoating, le ciblage, la personnalisation du débat, le blâme, la dérision, l’attribution d’intentions malveillantes, la menace de représailles de la part des électeurs, l’exploitation des clivages et le contraste. En conclusion, nous discutons en quoi ces pratiques rhétoriques peuvent contribuer à l’atteinte des objectifs d’une stratégie de wedge politics. / This thesis examines the wedge politics phenomenon from a communicational standpoint by identifying and describing the main rhetorical practices associated with the deployment of a wedge politics strategy during the public debate surrounding Bill C-391, entitled An Act to amend the Criminal Code and the Firearms Act (repeal of long-gun registry). Our rhetorical approach entails a methodological framework and analyses deployed in four stages: 1) the establishment of a relatively wide ranging historical perspective on the public debate surrounding Bill C-391, 2) a survey of the main actors and the speeches they exchanged at a key moment of the debate, between May 2009 and May 2011, 3) a preliminary analysis and general description of the rhetorical dynamics among the actors during that time, and finally, 4) a systematic analysis of the exchanges that took place between August 1st 2010 and September 22nd 2010 in order to identify and describe the key rhetorical practices employed by the actors. The ten practices we have identified are: call to action, scapegoating, targeting, personalisation of the debate, blame, mockery, attribution of malicious intent, evoking the threat of retribution on the part of the electorate, exploiting cleavages and contrast. We conclude by discussing how these rhetorical practices contribute to the general objectives of a wedge politics strategy.