This mixed-methods study examines the potential existence of a military dialect separate from regional or social dialects experienced by civilians. In particular, how similar is the military-related storytelling lexicon of veterans in the Fargo-Moorhead area to the lexicon set forth in training bases and training manuals used by the U.S. military? The lexicon used by veterans in storytelling can sometimes seem opaque to an audience. It is typically dense with meaning borne by a few coded words. These words carry a contextual burden that can be better understood by an appeal to the dialect from which they were borne. In order to disentangle the veteran way of speaking from other overlapping and intersecting social and regional dialects that make up a subject’s typical speech, guided conversation and word-matching exercises were used to isolate lexicon that was typical to the military experience. The resulting interview transcripts were analyzed in comparison to military training manuals to arrive at a percentage of military-specific terms used in the guided conversation and a percentage of general knowledge military terms retained in the word-matching measure. The resulting 1.85% of military-specific terms and phrases used by participants in guided conversations and 61% retention of military-specific term knowledge was used to show that the military dialect not only exists but persists in the repertoire of veteran participants. As the majority of those who work with veterans are not veterans themselves, these percentages represent a significant barrier to understanding veteran storytelling. This barrier hinders the successful reintegration and mental health of veterans who return to their communities without knowing how to meaningfully express their stories in their existing support networks.

博士（社会学） / [4], 130 p. / 一橋大学

"The purpose of this paper is to formulate conclusions which have been reached as of the present time regarding the nature of language, particularly from the standpoint of its practical application to the purposes of social interaction. That there are many possible interpretations of the nature of language is quite obvious. The interpretation here presented is only one of many possible interpretations. Furthermore, consideration of the nature of language in any respect whatsoever has broad possibilities. As a matter of fact, many points which could not be explored within current limitations came to light during the study. These possibilities will be explored as the future permits. This paper, therefore, represents only a beginning. It is exploratory rather than conclusive"--Introduction. / Typescript. / "Aug. 19, 1949." / "Submitted to the Graduate Council of Florida State University in partial fulfillment of the requirements for the degree of Master of Science under Plan II." / Includes bibliographical references (leaves 226-231).

Inhabitants of Sumapaz, a mountainous and underpopulated region in the Colombian Eastern Highlands, have been engaged in a longstanding history of social organization for defending their rights as peasants, and protecting themselves from violent processes that endanger their ways of living and their lives. Educational and literacy practices have been an important part of their organization. However, these practices are frequently undervalued or erased because of ideologies that portray peasants as violent, ignorant, and illiterate, or that define them only based on specific forms of production. Based on ethnographic methods, and a reflective and recursive approach, this study reveals specific instances of these ideologies in sources such as stories, films, papers, and speech acts. These sources are interpreted as traceable utterances of specific prejudices that interact with each other. Aiming to reveal literacy and educational practices that go beyond prejudice, the researcher engaged in about one year of participant observation focused on one family and their consociates. Accounts collected during this fieldwork are presented as a journey in which ethnographic vignettes dialogue with a theoretical exploration. Based on this journey, and drawing on theories from Literacy Studies, Glottopolitics, and Anthropology and Education, this study proposes that literacies are a constant becoming of pluralistic repertoires of ways of writing, not necessarily tied to standardized languages. The inhabitants of Sumapaz with whom this study was conducted created organizations, and kept maintaining and challenging them, in a process that can be interpreted as educative in the sense that, in the face of uncertainty and while carrying many sorrows, they assembled actors and sequences in complex dynamics of instruction and deliberation. These dynamics include their environment (páramos), social categories they self-identify with (peasantries), and their constant becoming of ways of writing (literacies).

Even as the numbers of migrants waiting in North Africa to continue their journeys to Europe continue to grow, the social and political consequences of this time spent “en route” remain marginal to conversations around migration across the Mediterranean. There is a focus on migrants’ movement through space, with emphasis on origin and destination, presumed to be Europe, but not much attention paid to the time in between. Rather than centering on how borders regulate, impede, and allow or not, migratory flow, and what happens when European borders are crossed, this dissertation focuses on another of the predominant phenomena to which borders give rise: waiting. This dissertation emerges from the social worlds and subjective transformations that take place in and around the borderlands of the Strait of Gibraltar. These worlds include communities of West African migrants who have become immigrants in Morocco, Moroccan and Spanish day-laborers who work as commodity porters moving back and forth between Morocco and Spain, and activist and mutual aid networks that have emerged around the rapidly growing immigrant community in Tangier, Morocco. Lives lived while waiting, whether in the city of Tangier among im/migrants or in the commodity warehouses that abut the border between Spanish Ceuta and Morocco, form consequential habits that sediment into social life and become fields for potential political claims grounded in communal sentiments. As such, this dissertation explores the consequences of these communal sentiments across the many borders of the Strait of Gibraltar, and draws on intensive fieldwork between 2017 and 2019 in the context of a decade of research in Tangier and Ceuta. It does so through a critical ethnographic analysis exploring the emergent languages, labors, and infrastructures of belonging and difference that emerge among immigrant and migrant communities in Tangier, Morocco and Ceuta, Spain. Theoretically, this dissertation builds from theories of metapragmatic discourse analysis, infrastructural flow and breakdown, and borderland political economies in order to emphasize the worlds emergent along these borders. When seen through the lens of waiting, understanding the growth and transformations of migratory dynamics and border politics in the region means paying more attention to this time spent “en route,” its consequences beyond just the regulation of access to spatial territories, and the categories of belonging and difference that emerge along the way.

Indiana University-Purdue University Indianapolis (IUPUI) / With several highly publicized police killings during the latter half of 2014, the issue of police violence has been re-ignited in the United States as emotionally charged a topic as ever, dividing Americans politically and socially and racially. From Eric Garner to Nicholas Robertson, the media has been greatly influential on public perception of police killings. Based on 163 digital news articles about cases of police killings from the top ten visited American news sites of 2015, this study analyzes how the American media’s language contributes to readers’ perception of police killings, focusing on patterns of race-related modifiers, passivization, and evaluation. Use of these linguistic features can influence public perception of the role of race, police accountability, and societal expectations. Considering the findings, I advocate for media literacy education as professional development for journalists.

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