This dissertation seeks to understand how new meanings emerge in the context of institutional change. Existing research seeking to understand shifts in meaning has primarily accessed meaning, across numerous contexts, via the three key constructs of discourse, rhetoric, or framing. Within the context of the emergence of the local food movement in Canada, I employ a mixed methods approach using term frequencies, topic modelling and qualitative content analysis, within a computational grounded theory framework for Big Data analysis. My data consists of all articles containing any mention of the term “local food” in popular Canadian press over 37 years from 1978-2014, a database totalling 31,421 articles. My results show that firstly, new meanings pertaining to local food emerged rapidly over the 37-year period. The emergence of a new meaning for local food, associated with the politicization of food production occurred in the second half of my dataset, whereas the first half was marked by connotations of poverty and hunger, associated with the local food bank. Secondly, unexpected actors were found to significantly impact the propulsion of meaning change, by establishing new vocabularies surrounding the term “local food”. Finally, this dissertation shows that the new meanings associated with local food emerged as a result of discursive opportunities, momentarily arising through the confluence of discourse, rhetoric and framing. I propose an emergent process model of meaning change and, further, propose that discursive opportunity structures can be better understood through the metaphor of an emergent property. / Graduate / 2022-08-01

This thesis explores the scope for children’s voices offered to children in court mandated investigations regarding custody, residence or contact. The focus is on children who have been exposed to their father’s violence against their mother The aim is to study how the legislators’ intentions concerning children’s participation in this area are implemented in work groups. The assumption is that implementation can be seen as collective learning. Implementation may in this case challenge established relations of power like age and gender orders. Professional discourses on violence have to shift from gender neutral to gendered discourses and discourses on children have to include a participation discourse. Learning which includes a shift in discourses and challenges established power relations is defined as radical learning.The approach is social constructionist and draws on group interviews with social workers specialized in family law.The thesis analyses which discourses of violence and of children are accessible and used at group level. This can be seen as a discursive opportunity structure. The discourses in question are: gender violence, child protection, treatment and family law discourses as well as care and participation discourses. The conclusion is that all these discourses are accessible to the professionals and the effects of the different discourses are discussed regarding the possibilities for creating a safe situation for mother and child during the investigation.The thesis furthermore analyses the organisation of the work groups. These characteristics can be seen as an organisational opportunity structure. The analysis shows different patterns in the groups when it comes to structure and stage of learning process. One group seems to be at the stage where the members are prepared to start talking to the child about the father’s violence.The final chapter presents a discussion of radical learning and the possibilities for radical social change when established power relations are challenged.