The focus of this study is the formation of legal professional identity and the manner and extent to which representations of legal professionals in classroom talk could feature in and be studied as part of this process. Eclipsed for many years by the need to teach students to ‘think like lawyers’, professional identify formation is increasingly acknowledged as a legitimate concern of legal educationalists. This entails expanding the sphere of legal education beyond the cognitive aspects of the discipline of law to encompass inculcation of the purposes and values of the profession but also, more broadly, an appreciation of the forms of power legal professionals exercise, the forms of work they undertake, the relationships they establish and maintain, and the social profile of the profession they advocate for or accept. The study assumes an understanding of legal professional identity formation as a pervasive and implicit process of socialization that occurs irrespective of whether professional identity has been posited as a particular pedagogical object or not. It puts forward the thesis that representations of legal professionals in classroom talk constitute part of the socialization process. It presents a theoretical model for understanding the significance of such representations in processes of identity formation, linking them to an understanding of ‘identity regulation’ that revolves around the concepts ‘role’ and ‘discourse’. It further invokes the resources of critical discourse analysis and, in particular, the work of Van Leeuwen, to develop a set of appropriate analytical codes modeled on key elements of social practice for analyzing representational meanings relating to legal professionals in classroom talk. The development of the codes is undertaken through an iterative process that engages with a complete, verbatim transcription of classroom talk in an introductory six-­‐month course on law at a tertiary institution. The study concludes that a discursive, analytical approach to studying representational meanings relating to legal professionals in classroom talk and, in particular, a micro-­‐discursive point of entry modeled on key elements of social practice, is useful and appropriate for apprehending the richness of the representational meanings. Such an approach allows for a grounded identification of themes that can then be compared to claims made in the literature on legal professionalism and the teaching of legal ethics. It also concludes that because the representation of legal professionals in classroom talk overlaps with the power relations of the classroom, they should be regarded as a significant source of identity regulation and thus used in a manner that is both reflective and constructive.

Abstract This is a study of law and language; in particular an investigation into the language of judgments. The focus is on judgments as texts authored by judges. The main thinkers chosen as the theoretical basis are not experts in law – Michel Foucault, Mikhail Bakhtin, Norman Fairclough and Hayden White, for example. The reason for this choice is to consider the language of law from insights outside of law. Topics such as rhetoric, narrative, critical discourse analysis, intertextuality, interpretive communities, the monologic voice, oppositional reading, and power relations are seldom found in mainstream legal literature. The position taken is that judgments are texts which are no more privileged (simply because they are legal texts) than any others that a society creates. However, judgments are viewed by some as being special societal texts, coated with a patina of mystique because they are dealing with inviolate legal principles. The patina is removed enough to suggest that judges use various linguistic processes to shape their judgments in ways no different from other authors, notwithstanding that they are writing about ‘the law’. Judges are rhetoricians who use rhetoric to shape the facts, choose the most expedient legal principle, and incorporate views of society expedient to their opinion. The thrust of this study is to locate rhetoric at work within a specific sphere. The corpus consists of forty-four cases over a seventy-five year period dealing with sexual orientation. This area of law was chosen for a number of reasons. It is self-contained and lends itself to detailed examination. The topic is emotive which means more rhetorical techniques are at play than in a fairly technical area of law. There have been significant changes in the way sexual orientation has been treated in law over the years. It is interesting to trace how rhetoric facilitated that change. Lastly, we see how a judicial hegemony deals with an apolitical, splintered minority. Any categorical conclusions are impossible in an exploration of this kind. The findings, however, indicate that judges are not as restricted as is generally considered and that their judgments are shaped by employing linguistic techniques available to writers of both fact and fiction. The intention is to provide a fresh way of reading judgments, where observations gleaned in one area can be applied to other areas of law.

Gender studies in South Africa, especially the understanding of masculinity, is still in its infancy and as such paucity in literature and qualitative studies is evident. This study was aimed at exploring how male and female university students talked about the emergence of the ‘metrosexual’ male and the changes, if any, that masculinity has undergone. The rationale of this study is to therefore contribute to the growing understanding of the ‘metrosexual’ male and to try and bridge the gap between theoretical understandings of masculinity and the lived experiences of the South African population. The sample for this study consisted of eight University of Witwatersrand undergraduate students (four male and four female). . The research process involved each participant undergoing a semi structured interview, after which their talk around the ‘metrosexual’ male was analysed using discourse analysis. The researcher was interested in learning how the participants talked about current masculinity, the ‘metrosexual’ male, factors that are responsible for the emergence of the ‘metrosexual’ male and finally the suggestion that masculinity is in crisis. The data suggests that whilst the ‘metrosexual’ is understood as being another form of masculinity, the suggestion of a crisis is questionable, as perhaps the so called crisis is created through people’s discourses as a means of repositioning masculinity and maintaining its inherent dominance. The ‘metrosexual’ male was therefore seen as a positioning of masculinity that implies freedom to explore without disrupting the hegemonic qualities of masculinity.

Orientador: Carlos da Fonseca Brandão / Banca: Graziela Zambão Abdian Maia / Banca: Júlio César Torres / Banca: Ronaldo Cardoso Alves / Banca: Márcia Teté Ramos / Resumo: Desde que os portugueses aportaram no litoral norte do território que se tornou o Brasil e tiveram seus primeiros contatos com os povos que habitavam o local, representações acerca daqueles sujeitos, que foram nomeados de "índios", começaram a ser criadas e difundidas. Tais representações sobre os indígenas fazem parte da Historiografia brasileira até os dias atuais, principalmente por serem propagadas através do ensino de História do Brasil, que mantêm, desde o princípio, a perspectiva eurocêntrica na abordagem do ensino. Tratados como personagens coadjuvantes e sempre em função do colonizador - ora vistos como colaboradores, ora como estorvo do progresso do país -, os povos indígenas tiveram suas culturas e suas histórias generalizadas, romantizadas e suas vozes silenciadas. Com a intenção de fazer uma "fotografia do tempo presente" entre os anos de 2014 e 2017, essa pesquisa analisa, a partir dos aportes teóricos e metodológicos da Análise de Discurso francesa, as representações encontradas nos discursos do Currículo São Paulo faz Escola e de professores de História atuantes na rede estadual de ensino de duas regiões paulistas - Assis e Tupã. O objetivo principal é compreender quais são as visões sobre os indígenas levadas até os bancos escolares após o fortalecimento de novas perspectivas sobre a temática, surgidas na Historiografia brasileira com a Nova História Indígena e também com a sanção da Lei 11.645/2008. Consideramos que as representações contidas no Currículo tr... (Resumo completo, clicar acesso eletrônico abaixo) / Abstract: Ever since the Portuguese landed on the north coast of the territory that later became Brazil and got in touch with the natives who lived there, representations about these natives, who were called "indians", began to be created and widespread. These representations of the native people are part of Brazilian Historiography until now, mainly because they are spread through the Brazilian History teaching, which keeps, from its very beginning, a Eurocentric perspective in its approach to teaching. Always treated as supporting characters and under the settlers shadow - sometimes they are seen as contributors, sometimes as a barrier for the progress of the country -, the indigenous people had their cultures and histories generalized, romanticized and their voices silenced. Intending to take a "photograph of the present time" between 2014 to 2017, this study analyzes, from the French Discourse Analysis' theoretical and methodological perspective, the indigenous representations found in the discourses of 'São Paulo Faz Escola' curriculum and in the discourses of History teachers working in two São Paulo state schools located in the cities of Assis and Tupã. The main objective of this study is to understand what are the current concepts that are taken to the schools after the strengthening of new perspectives on the subject, coming from the New Indian History and after the approval of the State Law number 11.645/2008. We consider that the curriculum representations are particularly s... (Complete abstract click electronic access below) / Doutor

Orientador: Maria de Lourdes Ortiz Gandini Baldan / Banca: Ilana Feldman Marzochi / Banca: Luiz Gonzaga Marchezan / Banca: Marisa Giannecchini Gonçalves de Souza / Banca: Sérgio Vicente Motta / Resumo: A possibilidade de um estudo pormenorizado sobre o processo criativo de minisséries televisivas, baseadas na transposição de obras literárias, instigou-nos a querer compreender, de forma mais rigorosa, as relações existentes entre Literatura e Cinema, Literatura e Televisão, no trabalho realizado pelo diretor Luiz Fernando Carvalho. A enunciação de suas realizações televisivas - Hoje é dia de Maria (2005); A Pedra do Reino (2007); Capitu (2008) - produz enunciados que reúnem a história da obra em questão e a história da crítica dos contos e romances transpostos, de modo deliberado e atualizado. Carvalho, ao ser lido como um enunciador crítico em suas produções sincréticas, consolida uma poética de escancaramento das relações existentes entre o texto verbal e o texto sincrético, que pode ser entendida como os procedimentos de composição específicos que apareceram de forma reiterada em suas realizações, estabelecendo uma metaficção televisiva. Nossa hipótese, portanto, para a consolidação dessa poética é que o elemento base de diferenciação de Carvalho consiste no fato de ele apoiar-se na recorrência com que a denúncia dos seus procedimentos compositivos é feita, criando um recorrente efeito de estranhamento no seu telespectador, uma vez que encontramos o ressoo da obra primeira, a verbal, aliado à tradução realizada para um novo suporte, pautado, por sua vez, por um jogo entre a tradição buscada e a reinvenção da mesma, de modo escancarado. Consegue, assim, produzir outros sentidos para a obra, não só devido à exploração de procedimentos metalinguísticos ao longo da trama, mas, principalmente, pelo escancaramento deles, permitindo que suas minisséries sejam lidas dentro de uma ficcionalidade altamente reflexiva, que mimetiza o próprio conceito de ficção. Dentro do efeito de excesso e do escancaramento do fazer que caracterizam tais minisséries, podemos encontrar sutilezas que permitem um... / Abstract: The possibility of a detailed study of the creative process of TV miniseries based on the transposition of literary works, instigated us to want to understand in a more rigorous way the relationship between literature and cinema, literature and television, in the work done by director Luiz Fernando Carvalho. The enunciation of his television accomplishments Hoje é dia de Maria (2005); A Pedra do Reino (2007); Capitu (2008) produces discourses that gather the story of the work in question and the history of the criticism of the short stories and novels transposed in a deliberate and updated way. Carvalho, when read as a critical enunciator in his syncretic productions, consolidates an unveiling poetics between the verbal text and the syncretic text, and that can be understood as the specific composition procedures that show up in a reiterated way in his accomplishments, establishing a TV metafiction. Our hypothesis, therefore, for the consolidation of this poetics is that Carvalho's base element of differentiation consists in the fact that he bases himself on the recurrence with which the denouncement of his compositions procedures is made, creating a recurring sense of estrangement in the viewer, once we find the echo of the first work, the verbal one, associated with the translation done for a new support, lined, by a game between the tradition searched and its own reinvention in a wide open way. This way, he is able to produce other meanings for the work, not only due to the exploration of metalinguistic procedures along the plot but specially because he reveals unveiling resources, allowing his miniseries to be read inside a highly reflexive fictionality that mimics its own concept of fiction. Within a practice of exaggeration and unveiling of the making process that characterizes his TV accomplishments, we find subtleties that open a path for a profound study of the transposed literary work, of the criticism, the tradition and... / Doutor

The purpose of this study was to show support that certain cultural characteristics of an individual could be identified based on the region where that individual was born and raised. These cultural characteristics were identified and defined, and strategies on understanding these cultural characteristics were reviewed. This study revealed that by focusing on this understanding, trust can be established quickly and it is this trust that is the basis of building any type of relationship. Several different macrocultural systems were examined in this study. These included the United States, Asia, Central and South America, India, the Middle East, and the European Union cultures. These are the largest and the fastest growing regions of the world as well as the locations where most of the newly established business relationships are being formed. / The study examined each macrocultural system individually by giving some background information on the culture and reasons for their recent explosive economic growth. Upon review of this study, any individual should be able to approach others with the realization that, with some degree of confidence, cultural characteristics of the individual being pursued can be predetermined based on a number of factors. The ability to recognize these factors facilitates a cultural competency that includes the skills and qualities that enable successful outcomes to happen in business contexts where different cultures are interacting. This predetermination will provide a type of blueprint to an individual's thoughts, tendencies, and even buying patterns. / These strategies will reveal ways of sidestepping everyone's natural tendency to say "no." By providing this insight into predisposed behavior patterns, most individuals will tend to lower their natural defense barriers and a smooth and effective conversation will follow. Personality types are recognized during or after a conversation, but cultural characteristics can be determined prior to the start of any conversation. Oftentimes, it is too late to try and figure out a personality type to adjust your sales approach or strategy in the middle of a conversation. There are ways to recognize cultural characteristics and incorporate certain strategies simply by knowing where a prospect was born and raised, as well as knowing their ethnicity. / by Walter N. Burton III. / Thesis (Ph.D.)--Florida Atlantic University, 2011. / Includes bibliography. / Electronic reproduction. Boca Raton, Fla., 2011. Mode of access: World Wide Web. FboU

Orientador: Eliza Bachega Casadei / Banca: Juliano Mauricio de Carvalho / Banca: Luiz Peres Neto / Resumo: O presente estudo tem como objetivo compreender quais são alguns dos mecanismos de legitimação discursiva envolvidos nos processos comunicacionais do curso de Gestão da Qualidade e Segurança do paciente, oferecido pelo Hospital Israelita Albert Einstein (HIAE), na modalidade a distância para um público de profissionais da saúde. Desmembrando a análise em três momentos de configuração narrativa com o foco nos processos de legitimação discursiva, pretende-se responder a seguinte questão: quem discursa no ensino de saúde? Na primeira parte, foram analisados os possíveis discursivos do ensino em saúde, sendo estes o modelo de ensino por competências, a hierarquia no discurso médico e os saberes práticos da equipe de enfermagem. A segunda parte visualizou através dos objetos midiáticos e educacionais como os discursos se materializam no formato do curso. Já o terceiro momento, de refiguração narrativa, expõe o cenário comunicacional contemporâneo, como é construído um leitor/aluno modelo para o material educacional e como funcionam os processos de interação na narrativa do curso. / Abstract: The present study aims to understand which are some of the mechanisms of discursive legitimation involved in the communicational processes of the Quality and Safety Management course, offered by Hospital Israelita Albert Einstein (HIAE), in distance modality for a professional public of health. Dismembering the analysis into three moments of narrative configuration with the focus on the processes of discursive legitimation, it is intended to answer the following question: who speaks in health education? In the first part, the possible discursives of health education were analyzed, being these the model of teaching by competences, the hierarchy in the medical discourse and the practical knowledge of the nursing. The second part visualized through the media and educational objects how the speeches materialize in the format of the course. The third moment, narrative refiguration, exposes the contemporary communication scenario, how a reader/student model is constructed for the educational material and how the interaction processes work in the course narrative. / Mestre

Este trabalho propõe investigar o imaginário sobre as relações amorosas vivenciadas pelo sujeito na contemporaneidade, marcada pela forte presença da cibercultura, tais como retratadas no discurso artístico evidenciado em seis filmes. Os longas-metragens selecionados para compor a pesquisa, representando heterogeneidade de países e gêneros cinematográficos, são: Apaixonado Thomas (Thomas est Amoureux, 2000), de Pierre-Paul Renders; Im a Cyborg, But Thats OK (Saibogujiman Kwenchana, 2006), de Chan-Wook Park; A Garota Ideal (Lars and the Real Girl, 2007), de Craig Gillespie; Catfish (2010), de Henry Joost e Ariel Schulman; Medianeras (2011), de Gustavo Taretto e, finalmente, Ela (Her), de Spike Jonze. Para tanto, partiremos do referencial teórico da Análise do Discurso (AD) de matriz francesa, sobretudo o trabalho de Michel Pêcheux e os autores que compartilha(va)m a preocupação em observar o discurso como processo imbricado numa rede de múltiplas significações, ao invés de se limitar a perceber o sentido como um produto pronto e acabado a ser extraído pelos leitores. Definindo a linguagem como trabalho, a disciplina desloca a importância dada à função referencial da linguagem, a qual ocupa posição nuclear na Linguística clássica, que defende esse enfoque na comunicação, ou na informação; assim, o viés da AD entende a linguagem como ato sócio-histórico-ideológico, sem negar o conflito, a contradição, as relações de poder que ela traz em seu bojo. Para analisar recortes dos filmes a partir das condições de produção da cibercultura, mobilizamos conceitos da AD sobre a linguagem no processo discursivo não-verbal. Deste modo, ao analisar os recortes e segmentos dos filmes mencionados que instalam sentidos a partir das condições de produção da cibercultura, mobilizamos conceitos da AD sobre o processo discursivo não-verbal, como nas publicações de Neckel (2004, 2010), Souza (2001) e Orlandi (1993), entre outros. A cibercultura, notamos, não pode ser reduzida à Internet e deve ser entendida em sua influência em outros campos, como o corpo e o cinema, para que possamos efetivamente compreender como a cibercultura mudou o imaginário sobre o amor, o que o discurso artístico pode nos revelar tão bem. Em vista disso, trabalhamos ainda com os subsídios de autores da sociologia e da filosofia como Bauman (2001, 2004), Bell (2001, 2007) e Lemos (2010), entre outros, para compreender como o sujeito discursiviza(-se) na era do amor virtual a partir do conceito de imaginário discursivo e de condições de produção, tendo como norte o contexto da contemporaneidade marcado pela sociedade líquido-moderna. Tal como descreve Bell, a cibercultura tem muitas histórias nos interessando, sobretudo, a história política e a história simbólica, em especial esta por nos remeter às narrativas da/sobre a cibercultura na arte. O corpo, por sinal, é um dos conceitos em movência na era da cibercultura, sendo de nosso interesse investigar essas gestos tanto no âmbito da AD quanto com o suporte de outros teóricos. Nesse sentido, o manifesto do ciborgue de Donna Haraway (2013) sobre a ressignificação dos corpos e do amor a partir da pós-modernidade também nos auxilia a interpretar o discurso dos longasmetragens. A partir dessas inquietações, buscamos compreender os modos de subjetivação que se inscrevem da/na cibercultura, a partir das condições de produção que (re)configuram o jogo das formações discursivas na memória e no discurso artístico. / This work proposes to investigate the imaginary about romantic relationships experienced by the subject in contemporary society, marked by the strong presence of cyberculture, such as ortrayed in art discourse evidenced in six movies. The selected feature films for inclusion in this research, representing heterogeneity of countries and film genres, are: Thomas est Amoureux (2000), by Pierre-Paul Renders; I\'m a Cyborg, But That\'s OK (Saibogujiman Kwenchana, 2006), by Chan-Wook Park; Lars and the Real Girl (2007), by Craig Gillespie; Catfish (2010), by Henry Joost and Ariel Schulman; Medianeras (2011), by Gustavo Taretto and, finally, Her (2013), directed by Spike Jonze. To this goal, we mobilize the theoretical framework of Discourse Analysis (AD) of French line, especially the work of Michel Pêcheux and the authors who shares with him the concern in observing the discourse as an imbricated process in a network of multiple meanings, rather than limited to making sense as a ready and finished product to be extracted by readers. Setting the language as work, this discipline shifts the emphasis to the referential function of language, which occupies nuclear position in classical linguistics, which advocates this approach in the communication or information; thus the bias of AD understands the language as a social-historical-ideological act, without denying the conflict, contradiction, power relations that it brings with it. To analyze clippings of films from the cyberculture production conditions, we mobilize concepts of AD on language in nonverbal discursive process. Thus, when analyzing the cuts and segments of the aforementioned films wich installs directions from the cyberculture production conditions, qe mobilize concepts of AD on the nonverbal discursive process, as in publications by Neckel (2004, 2010), Souza (2001) and Orlandi (1993), among others. The cyberculture, we notice, can not be reduced to the Internet and must be understood in its influence in other fields, such as the body and the cinema itself, so we can effectively understand how cyberculture changed the imagery of love, what the artistic discourse can reveal as well. As a result, we take further work with authors of sociology and philosophy as Bauman (2001, 2004), Bell (2001, 2007) and Lemos (2010), among others, to understand how the subject discoursivizes in the age of virtual love from the concept of discursive event and production conditions, having the goal of the contemporary context marked by the liquid-modern society. As describes Bell, cyberculture has many stories above all, the political history and the symbolic story, especially in this by referring to the narratives of/on cyberculture in the art. The body, by the way, is one of the concepts in movement in the age of cyberculture, and our interest to investigate these actions both in AD scope and the support of other theorists. In this sense, the cyborg manifesto of Donna Haraway (2013) on the redefinition of the bodies and love from post-modernity also helps us interpret the discourse of the feature films. From these concerns, we seek to understand the ways of subjectivity that are part of/in cyberspace, from the conditions of production that (re)configure the set of discursive formations in memory and artistic discourse.

Thesis advisor: Ana M. Martínez Alemán / The term “diversity” was popularized in Justice Powell’s opinion in Regents of the University of California v. Bakke, which identified the benefits of a diverse student body as a compelling state interest. Forty years after Bakke, deep inequities remain in higher education and racist events occur with regularity on college campuses (“Campus Racial Incidents : The Journal of Blacks in Higher Education,” n.d.). Institutions continue to struggle to address student concerns and a significant gap remains between students and administrators on the topic of diversity and inclusion. Because the public website is the face of the university to the world and the most powerful platform for conveying institutional values, goals, and priorities, representations of diversity on university webpages are potent statements about how institutions address these topics (Snider & Martin, 2012). Jesuit universities in particular have a 500-year tradition in education that is founded on a deep respect for cultural difference, making them an excellent choice for a study on diversity (O’Malley, 2014). This exploratory qualitative study utilizes Critical Discourse Analysis to examine how diversity is characterized on Jesuit higher education websites. The 28 Jesuit higher education institutions in the United States were analyzed during two time periods using a framework combining elements of Fairclough (2003) and McGregor (2014). The data were interpreted through the lens of Critical Race Theory (CRT), which posits that racism continues to be endemic and omnipresent in the United States. CRT scholarship on microaggressions, whiteness, and colorblindness is a foundational element of this analysis Based on this analysis, institutions were placed in an adapted model of diversity development based on Williams (2013). While respecting cultural difference and care for the marginalized is at the core of the Jesuit mission, translating this to an inclusive diversity web presence has presented challenges for institutions. In this study, just 3 of the 28 Jesuit higher education institutions attained the most advanced stage—Inclusive Excellence. Few Jesuit institutions placed diversity at the core of the mission or maintained cohesive and powerful diversity messaging across the website. This study found instances where imagery, prose, and information architecture issues reinforced hegemonic norms and objectified individuals. This analysis concludes with diversity website content recommendations for administrators, communications professionals, and faculty who seek to be inclusive rather than alienate, deconstruct hegemonic norms rather than reinforce them, and balance marketing goals with campus authenticity. / Thesis (PhD) — Boston College, 2018. / Submitted to: Boston College. Lynch School of Education. / Discipline: Educational Leadership and Higher Education.

Thesis advisor: Rebecca Lowenhaupht / Abstract Purpose and Research Questions: To understand central office leadership, it is necessary to examine how language grounds leaders’ actions, and influences their effectiveness among themselves and with stakeholders, including other central office leaders, building principals, teachers, community and students. This study explores the relationship between central office administrators’ language and their support of historically marginalized students. Looking closely at how language shows commonality or disconnect in understanding and action, this study is guided by the following research questions: (1) What language do leaders use to talk about their work with marginalized populations? (2) How does this language influence practice? Methods: This qualitative case study analyzes with the use of discourse analysis the language of central office administrators and their work in support of historically marginalized populations, using semi-structured interviews, and document review to answer the aforementioned research questions. This is one section of a larger research project studying how central office administrators organize their work in support of marginalized populations. Findings: Turnaround districts such as the district in this case study face complex and urgent issues, which seem to influence the language central office administrator’s use. In this study, central office administrators expressed language of frustration to talk about lack of time. Second, central office administrators used language that either recognized or demonstrated implicit bias in what marginalized populations heard or saw. Third, central office administrators relied on expressions of mandated language when they communicated about their work in support of marginalized populations, and lastly, central office administrators used language of care to talk about why they worked in a turnaround district. Significance: Given the importance of communication in district leadership, practitioners should work to establish and integrate consistent language into practice. Researchers will find it a valuable contribution to examine the outcomes of central office administrators’ language use in supporting traditionally marginalized student populations, as research is limited. / Thesis (EdD) — Boston College, 2018. / Submitted to: Boston College. Lynch School of Education. / Discipline: Educational Leadership and Higher Education.