No description available.

This dissertation re-examines a particular period of American broadcasting regulation in the 1920s, namely the "chaos" period traditionally labeled as the brief time in between the breakdown of federal radio regulation in early 1926 and the passage of the Radio Act of 1927. Using the ideas of heteroglossia and vernacular discourse drawn respectively from Mikhail Bakhtin and Gerard Hauser, I argue that the media scholarship understanding of chaos needs to be expanded beyond the conventional interpretation of a fatalistic moment which inevitably resulted in the support for broadcast commercialization on a national scale. This theoretical expansion reflects three trends that can be studied in this period: several years of uncertainty in regulatory decision-making, the attempted emergence of a greater variety of stations, and a substantive public debate about the direction of regulation towards commercialization. Chaos can ultimately be looked at as a positive term with ties to the traditional ideal of public interest in broadcasting. I explore three levels and local examples of public discourse to make this argument about chaos, in the process concentrating on Chicago area stations, in particular WCFL and WJAZ, and their experiences during this period. First of all, congressional records of debate over radio regulation as well as the early actions of the Federal Radio Commission establish a level of governmental discourse that struggled to rationalize the elimination of stations towards network commercialization. Second, trade journals such as Radio Broadcast reflect a level of public discourse in close collaboration with regulators, but also reflective of listener voices resistant to the predominance of big commercial stations. Thirdly, WCFL programming, as characterized differently by both Chicago newspaper accounts and station literature, is regarded as contemporary evidence of the heteroglossic and vernacular quality of local broadcasting in urban environments, to be affected negatively by the regulatory turn towards the networks. Re-exploring this period with a more positive evaluation of "chaos," however, can aid scholars in drawing on historical support for media reform movements in an ever-changing communication environment.

The achievement gap has long been viewed as a persistent shortcoming of the public education system in the U.S. The achievement gap also highlights the challenges faced by Latino populations with educational achievements and future employment prospects. The purpose of this multiple-case study was to describe how four Latina adolescents, each of whom identified herself as a struggling or “not good” reader, reauthored their reading identities by acting as reading tutors to elementary students. This study combined elements of narrative inquiry with multiple case study research. The four participants—Paula, Lucia, Cassandra, and Amaia (all names are pseudonyms)—were selected from a cross-age tutoring program for Latino youth called Latinos in Action located in the state of Utah. As part of this class, ninth-graders received training on how to provide tutoring in reading to elementary students, and they tutored elementary students twice per week for 30 minutes. The participants underwent 6 months of tutoring. Prior to tutoring, the participants were interviewed to ascertain how their reader identities had developed through adolescence. Subsequent interviews with the participants, teachers, and family members, in addition to observed tutoring sessions, illustrated ways that tutoring provided an avenue for the participants to re-author their reader identities. Using these data, I worked with participants to develop narratives regarding their reading experiences and identities. I used an a priori Bakhtinian framework to explain what I viewed in the narratives, with conclusions confirmed by each participant. Finally, I used constant comparative analytic methods to identify common themes across the participants’ stories. From the analysis, I identified five major themes as the findings of this study: examples at home, school as authoritative, fluent oral reading in English, reading aloud in tutoring, and changes in reading practices. The process of tutoring younger students provided a place, within the authoritative space of the school setting, where the participants were able to practice this skill. The results of this study indicated that educators and policy makers can look to cross-age tutoring as one method to provide adolescent, struggling readers with opportunities to positively adjust their reader identities.

No description available.

Jeffrey Eugenides‟ Middlesex can be ascribed to many genres, one of which is the novel of immigration. Mikhail Bakhtin has suggested that each genre, indeed any literary motif, can be defined by its own chronotope, literally “time space,” “the intrinsic connectedness of temporal and spatial relationships that are artistically expressed in literature.” The essay discusses the chronotope of immigration in Middlesex, and looks at how four specific intersections of time and space, embodied by the four houses inhabited by the Stephanides family, contribute to the unfolding of this particular immigration saga. The four houses can thus be seen to represent the key elements of this novel‟s instance of a chronotope of immigration, which brings up concepts such as assimilation, hybridity and “third space.” The essay also examines the relations of central characters to time, space and each other; the upstairs/downstairs and inside/outside dichotomies within each house providing interesting keys to inter-gender and inter-generational alienation within this chronotope of immigration.

This essay examines the uses of the grotesque in Alice Walker’s novel The Third Life of Grange Copeland. Published in 1970 the novel has been subject to various readings by diverse scholars. However, previous research has failed to take into account the displays of the grotesque in the novel. This essay argues that not only does Walker use the grotesque prominently throughout the novel, but also that Walker constructs an intricate critique of U.S. society through her depictions of the grotesque. Resting largely on the theoretical perspective of Mikhail Bakhtin this essay examines the following grotesque images: the female spectacle, the female adolescent, the hysteric, pregnant death, monstrosity, and whiteness. By exposing Walker’s uses of the grotesque, this essay offers an analysis that exposes the relationship between Walker’s grotesque images and her womanist objective. The aim of The Third Life of Grange Copeland is to critique the oppressive regimes of patriarchy and U.S. white supremacist culture and society. It is argued here, then, that the grotesque is strategically used in different manners when addressing womanist and racial issues. Walker uses the grotesque in order to alter confining gender binaries and expose and criticize the destructive aspects of patriarchal and white supremacist ideologies. Through her narrative and the diverse characters of The Third Life, Walker exposes the repercussions of oppressive white supremacist and patriarchal orders.

In contemporary times, policy makers and risk managers find themselves required to make decisions about how to prevent or mitigate complex risks that face society. Risks, such as global warming and energy production, are considered complex because they require knowledge from multiple scientific and technical disciplines to explain the mechanisms that cause and/or prevent hazards. This dissertation focuses on these types of situations: when experts from different disciplines and professions interact to coordinate and legitimize risk characterizations. A review of the risk communication literature highlights three main critiques: (1) Risk communication research historically treats expert groups as uniform and does not consider the processes by which they construct and legitimize risk understandings. (2) Risk communication research tends to privilege transmissive and message-centered approached to communication rather than examine the discursive management and coordination of different risk understandings. (3) Rather than assuming the taken-for-granted position that objective scientific knowledge is the source of legitimacy for technical risk understandings, risk communication research should examine the way that expert groups legitimate their knowledge claims and emphasize the transparency of norms and values in public discourse. This study performs an in-depth analysis of the case of cesium chloride. Cesium chloride is a radioactive source that has several beneficial uses medical, research, and radiation safety applications. However, it has also been identified as a security threat due to the severity of its consequences if used in a radiological dispersal device, better known as a “dirty bomb.” A recent National Academy of Sciences study recommended the replacement or elimination of cesium chloride sources. This case is relevant to the study of risk communication among multidisciplinary experts because it involves a wide variety of fields to discuss and compare terrorism risks and health risks. This study uses a multi-perspectival framework based on Bakhtin’s dialogism that enables entrance into the discourse of experts’ risk communication from different vantage points. Three main implications emerge from this study as seen through the lens of dialogism. (1) Expert risk communication in cross-disciplinary situations is a tension-filled process. (2) Experts who interact in cross-disciplinary situations manage the tension between discursive openness and closure through the use of shared resources between the interpretative repertoires, immersion and interaction with other perspectives, and the layering of risk logics with structural resources. (3) The emergence of security risk Discourse in a post-9/11 world involves a different set of resources and strategies that risk communication studies need to address. In the case of cesium chloride issue, the interaction of experts negotiated conflict about the characterization of this isotope as a security threat or as being useful and unique. Even though participants and organizations vary in how they characterize cesium chloride, most maintained some level of balance between both characterizations—a balance that was constructed through their interactions with each other. This project demonstrates that risk characterizations risks shape organizational decisions and priorities in both policy-making and regulatory organizations and private-sector and functional organizations.

Thesis (Ph. D.) -- University of Alberta, 2010. / "A thesis submitted to the Faculty of Graduate Studies and Research in partial fulfillment of the requirements for the degree of Doctor of Philosophy, Department of Psychology, University of Alberta." Title from pdf file main screen (viewed on February 12, 2010) Includes bibliographical references.

This case study investigated the ways in which its participants drew from available language and literacy practices as they constructed identities in various contexts. Data was gathered using ethnographic methods, including field notes, interviews, artifact collection, and video data. Observations took place within a fifth grade classroom and select focal participants were interviewed and collected video data on their own outside of school. The study was framed through theories of context-dependent identities, built from the semiotic resources available to people based on context and positionality. Findings suggest the participants engaged in multimodal, heteroglossic composing practices outside of school, while inside of school their composing practices were defined by accountability measures imposed on them from outside the classroom. Findings also showed how the classroom community was discursively built and maintained, at times functioning as a homogenizing force even though the discourses defining the community were those of acceptance and diversity. Participants cultivated what they viewed were acceptable identities within the classroom through the language and literacy norms and practices therein. The study suggests implications for educators in how language and literacy practices shape acceptable identities and the spaces for them, and for how the construct of community is understood and intended in classrooms versus how it functions in practice. / text

In Fear and Loathing in Las Vegas by Hunter S. Thompson, the city of Las Vegasrepresents a country that is torn between the flippant capitalism and the dream ofprogress on the one hand, and the need to come closer to your own humanity on theother. Critics have had much interest in the novel and Thompson’s personal relation toit, although they have not treated the dynamic of zoomorphism that informs therelationship between man and animal of the whole novel and how the animal representdifferent values depending on circumstance. This essay provides a new approach to theideas of animalism and to Thompson’s relation to it, and the analysis examines thenovel’s representation of the relation between society, man and animal and how it canbe connected to contemporary 1972 political and personal relations. This essay’s aim isto investigate how the novel through a Bakhtinian carnival reading, together withaforementioned concept of zoomorphism, handles the issue of the underlyinganimalistic tendencies of humans and how those tendencies can represent differentthings depending on context.First, I begin with a description of the concepts and theories of significance that shall beof use in the analysis, mainly that of the Bakhtinian concept of the carnival and to alesser extent Wendy Doniger’s take on zoomorphism, which will then be connectedwith instances in the novel that handles the issue of man and animal coexistence.