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Thematische Bibliographien / Class discourse analysis

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Auswahl der wissenschaftlichen Literatur zum Thema „Class discourse analysis“

Autor: Grafiati

Veröffentlicht am 24. Juni 2021

Zuletzt aktualisiert am 6. Februar 2022

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Zeitschriftenartikel zum Thema "Class discourse analysis"

1

Ungureanu, Elena. „A DISCOURSE ANALYSIS OF CLASS INTERACTIONS“. Journal of Pedagogy - Revista de Pedagogie LXVIII, Nr. 2 (Dezember 2020): 49–69. http://dx.doi.org/10.26755/revped/2020.2/49.

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In this article I analyse the discursive context of two classes of students bringing into discussion the concepts of educational knowledge and the organization of teaching-learning activities. Although there is much research that provides nuanced insights into how teachers and students are involved in the social construction of classroom discourses about knowledge, in Romanian literature the issue of classroom interactions has been approached from the perspective of teachers ‘ and students’ perceptions, while school knowledge has been studied only incidentally Therefore, I present a qualitative study, based on a critical discourse analysis that highlights how different versions of knowledge are socially constructed in the discursive space of the classroom, in order to point out ways in which the classroom and school can become spaces in which interactions no longer revolve around knowledge defined only by reference to disciplinary content. Bimonthly observations and audio-video recordings were made in the 2017-2018 school year during language and communication activities, in two classes, from two different schools. The results show that classroom interactions and participation structures differ depending on the purpose of the activities, and student participation is not only based on generally accepted communication rules, but varies depending on the implicit or explicit purpose of the activities.

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2

Forman, Ellice A., und Dawn E. Mccormick. „Discourse Analysis“. Remedial and Special Education 16, Nr. 3 (Mai 1995): 150–58. http://dx.doi.org/10.1177/074193259501600304.

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Discourse analysis is one of the principal methodologies of sociocultural research in education. sociocultural research focuses on understanding how cognitive, social, cultural, affective, and communicative factors influence instruction. we review how sociocultural theory conceptualizes teaching and learning, some fundamental constructs of both the theory and the methodology, and the basic guidelines for discourse analysis. we discuss the applications of sociocultural theory and discourse analysis to remedial and special education by focusing on three areas of research: the social construction of disability, contingent instruction between adults and learners, and miscommunication between adults and working class or minority students.

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3

Grdešić, Marko. „Class Discourse in Croatia“. East European Politics and Societies: and Cultures 29, Nr. 3 (August 2015): 663–71. http://dx.doi.org/10.1177/0888325415599196.

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This article summarizes recent trends in Croatia with regard to class analysis and class discourse. It traces the main currents both in academic debate as well as more broadly in the public sphere. Issues of class were sidelined with the outbreak of war and the rise of nationalism in the 1990s. Later, neoliberalism further weakened class and leftist discourse. Research on class has been sporadic and rare. New developments among a younger generation of leftist activists and scholars have begun to challenge the silence on class, but the main trends have not been reversed.

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4

Theodoropoulou, Irene. „Social class struggle as a Greek political discourse“. Discourse & Society 30, Nr. 1 (28.09.2018): 85–102. http://dx.doi.org/10.1177/0957926518801080.

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This article delves into the construction of social class division in Greek political discourse. More specifically, the focus is on ‘ταξική πάλη’ (class struggle) as a discourse that has started being carved in Greek media since the current leftist government party, Syriza, won the election in 2015 for the first time in the country’s political history. Contrary to Syriza, which always frames its arguments on the basis of a divisive class fight discourse between the elitists and laypeople, New Democracy, the liberal and main oppositional party, tries to play down this discourse by advocating a more unifying and social class inclusive discourse. The analysis suggests that social class struggle is a theme framed within a wider shifting (anti)populist discourse constantly being negotiated linguistically in ironic ways among political elites. Both the government and opposition parties engage in tactical maneuvering of competing political discourses that, in different ways, articulate attachments to the ‘people’. The theoretical contribution of this study is the discursive theorization of social class struggle as a digitally constructed and politically relevant discourse in the context of Greek populism and its discontents.

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Case, Rod E., Wei Xu und Marielena Righettini. „The Critical Discourse Analysis Of Esl Texts“. Buckingham Journal of Language and Linguistics 1 (22.06.2010): 19–40. http://dx.doi.org/10.5750/bjll.v1i0.2.

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Despite the recognized role that race and class play in second language acquisition (SLA) and instruction, little attention is paid to how to evaluate and analyze these issues in ESL texts. Drawing on examples from two adult ESL texts, this article presents a text evaluation method based upon the concept of critical language awareness which allows curriculum developers and teachers to examine issues of race and class.

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6

Kosem, Iztok, und Darinka Verdonik. „Key word analysis of discourses in Slovene speech : differences and similarities“. Linguistica 52, Nr. 1 (31.12.2012): 309–21. http://dx.doi.org/10.4312/linguistica.52.1.309-321.

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One of the aspects of speech that remains under-researched is the internal variety of speech, i.e. the differences and similarities between different types of speech. This paper aims to contribute to this research by making the comparison between different discourses of Slovene spontaneous speech, focusing on the use of vocabulary. The key word analysis (Scott, 1997), conducted on a million‑word corpus of spoken Slovene, was used to identify lexical items and groups of lexical items typical of a particular spoken discourse, or common to different types of spoken discourse. The results indicate that the presence or absence of a particular word class in the key word list can be a good indicator of a type of spoken discourse, or discourses.

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7

Shahaji, Nurtimhar. „Classroom Discourse Analysis: A Case of ESL Reading Class“. International Journal of Language and Literary Studies 3, Nr. 2 (29.06.2021): 156–65. http://dx.doi.org/10.36892/ijlls.v3i2.368.

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More than the recognition, perception, and interpretation of written materials, reading has been dubbed as our bridge to other skills that are necessary for academic success. Subsequently, one way for teachers to monitor both the quantity and quality of output of the students is through Classroom discourse analysis, which is an aspect of classroom process research (Jiang, 2012). This paper, therefore, aimed to determine teacher’s questioning vis-à-vis students’ reading strategies in the case of an ESL reading class in one of the private schools in Zamboanga City, Philipenese through classroom discourse analysis. As a qualitative endeavor, it made use of classroom observations with the aid of an audio recorder to enable the analysis. A total of 131 exchanges were generated in a 45-minute discussion, with roughly 25 minutes allotted to the said discourse, and the rest for other activities. Teacher-Pupil-Teacher (TPT) captured as Teacher-Student-Teacher (TST) in the case of this paper, is the recurring sequence during the whole duration of the discourse. Discourse analysis that was done to an audio recording transcript of a reading class observation revealed patterns that are primarily present in some, if not most, discourse analysis (DA) research literature. Interestingly, it, however, uncovered the following: for teacher’s way of questioning (in this case, echoice and epistemic), epistemic questions (mostly, rhetorical for this matter), were made reference(s) by the students in answering questions. Consequently, the lesson or activity became, to some extent, communicative, because of the above mentioned points.

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8

Clark, Kathleen, und Lenard R. Berlanstein. „Rethinking Labor History: Essays on Discourse and Class Analysis.“ Contemporary Sociology 23, Nr. 2 (März 1994): 191. http://dx.doi.org/10.2307/2075184.

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9

Abalo, Ernesto, und Diana Jacobsson. „Class struggle in the era of post-politics“. Nordicom Review 42, s3 (01.04.2021): 20–34. http://dx.doi.org/10.2478/nor-2021-0024.

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Abstract This article addresses how class as a category of conflict and struggle is understood and shaped discursively in mainstream media today. We utilise a case study of how Swedish news media represents the long-lasting conflict in the Swedish labour market between the Swedish Dockworkers’ Union and the employer organisation, Sweden's Ports. Using critical discourse analysis, we show two ways in which class relations are recontextualised in three Swedish newspapers. One is through obscuring class and centring the conflict around business and nationalist discourses, which in the end legitimise a corporate perspective. The other, more marginalised, way is through the critique of class relations that appears in subjective discourse types. This handling of class, we argue, serves the reproduction of a post-political condition.

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Jing, Jinxiu, und Zhengping Zeng. „Arousing the Discourse Awareness in College English Reading Class“. English Literature and Language Review, Nr. 71 (08.01.2021): 1–4. http://dx.doi.org/10.32861/ellr.71.1.4.

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Reading without proper guidance from the perspective of discourse analysis will be a challenge and torture for English readers. However, most college students are suffering from this sort of tedious reading dilemma due to a sense of failure and anxiety as a result of an inefficient teaching approach. In this paper, the author tries to combine discourse analysis with reading coaching so as to arouse and promote readers’ sense of discourse, with the hope of helping them to read effectively.

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Dissertationen zum Thema "Class discourse analysis"

1

Talbot, Carl. „The myths of environmentalism : nature, discipline and the class struggle“. Thesis, Cardiff University, 1995. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.363250.

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2

Osborn, Jan M. „Intersections academic discourse and student identities in a community college writing class /“. Diss., UC access only, 2009. http://proquest.umi.com/pqdweb?index=88&did=1907279871&SrchMode=1&sid=1&Fmt=7&retrieveGroup=0&VType=PQD&VInst=PROD&RQT=309&VName=PQD&TS=1270248261&clientId=48051.

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Thesis (Ph. D.)--University of California, Riverside, 2009.
Includes abstract. Includes bibliographical references (leaves 264-272). Issued in print and online. Available via ProQuest Digital Dissertations.

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Dogan, Oguzhan. „Upper Elementary Mathematics Curriculum In Turkey: A Critical Discourse Analysis“. Phd thesis, METU, 2012. http://etd.lib.metu.edu.tr/upload/12614470/index.pdf.

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The purpose of this study was to trace the reflections of critical issues, such as neo-liberalism, cultural differences based on social class, gender stereotyping, and nationalism in the elementary mathematics education in Turkey. Critical discourse analysis was conducted to examine these possible reflections. By researching mathematics education from a critical perspective, this study aimed to contribute constructing a starting point for socially responsible mathematics education. There were four main data sources in the study: elementary mathematics curriculum, 6th, 7th, and 8th grade elementary mathematics textbooks, workbooks and teacher&rsquo
s guide books, 7th grade mathematics classroom observations, and pre- and post-interviews with participant teacher. The discourse analysis of mathematics education contexts implied that elementary mathematics discourse: (i) oriented students to use their mathematical abilities and skills for the benefit of private corporations instead of public welfare
(ii) replaced the &lsquo
real life&rsquo
in mathematics problems with the life of middle and upper middle classes
(iii) included sexist expressions
and (iv) fostered nationalism via ignoring ethnic and non-Muslim groups living in Turkey. It appeared that teachers might not be aware of such discourse. Findings have addressed that policy makers and textbook writers should consider these critical issues in order to reach all students and teachers&rsquo
awareness should be increased. Future research should clarify these issues in a broad sense including pre-service teachers, teachers, students, and mathematics instruction in schools.

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4

Drake, James Ray. „Appropriate (or be appropriated by) academic discourse: There is a text in this class“. CSUSB ScholarWorks, 1994. https://scholarworks.lib.csusb.edu/etd-project/891.

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5

Whitsett, Mark D. „Semantic coherence theological conceptualization in Word of God communication, a discovery process in a confirmation class setting /“. Online full text .pdf document, available to Fuller patrons only, 2003. http://www.tren.com.

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6

Patterson, Peggy Jo. „Computer assisted language learning : an analysis of discourse produced in computer-assisted and oral class discussions by Spanish learners /“. Full text (PDF) from UMI/Dissertation Abstracts International, 2001. http://wwwlib.umi.com/cr/utexas/fullcit?p3008417.

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7

Johnston, Iain Mark. „In the wrong class : a comparative analysis of the British Labour Party's political discourse of higher education and social class with the Barlow, Robbins and Dearing reports /“. view abstract or download file of text, 2005. http://wwwlib.umi.com/cr/uoregon/fullcit?p3190525.

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Thesis (Ph. D.)--University of Oregon, 2005.
Typescript. Includes vita and abstract. Includes bibliographical references (leaves 186-201). Also available for download via the World Wide Web; free to University of Oregon users.

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Mitchell, Cecilia F. „Health Safety-Net Crisis: A Case Study of News Discourse“. Digital Archive @ GSU, 2013. http://scholarworks.gsu.edu/communication_theses/101.

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This study is the first to analyze news coverage of a hegemonic struggle over a crisis that threatened to close a Southern safety net hospital. Such closure could have left indigent, African American men and women without health care access. The study utilizes critical discourse analysis to focus on news portrayals of patients and the struggle over whether the hospital would continue to be governed by a majority-Black, public board of directors or a nonprofit, private board recommended by a majority-White civic group. Results indicate that newspaper coverage privileged the elite, White view, while stereotypically representing indigent, Black patients as problematic. Coverage legitimized privatizing the hospital’s board through a neoliberal discourse that also portrayed its majority-Black board as incompetent.

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Frederick, Tammy G. „Semiosis of Self: Meaning Making in a High School Spanish for Native Speakers Class“. Digital Archive @ GSU, 2010. http://digitalarchive.gsu.edu/msit_diss/64.

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Located in social semiotics (Hodge & Kress, 1988), theories of identity (Goffman, 1959; Holland, Lachicotte, Skinner, & Cain, 1998), and third space (Gutierrez, Baquedano, & Turner, 1997; Rowe & Leander, 2005), this dissertation presents the findings from a year long, field-based qualitative study with a high school class of nine Spanish for Native Speakers (SNS) students and their teacher. The study used an arts-infused multimodal curriculum exploring Spanish language texts and cultures from around the world. The following questions guided this study: (a) What factors were considered as the teacher and the researcher co-planned this arts-infused multimodal curriculum, and how did the consideration of those factors shape the curriculum?, (b) How did students enrolled in this SNS class negotiate meaning and identity as they worked within this class?, and (c) What discourses around students’ meaning making practices and identities emerged within their visual texts over time and across texts? Data sources included interviews, observations, student-generated visual texts, photographs from class sessions, student journals, and audio and videotapes of portions of class discussions and activities. Visual texts were coded for elements of visual design and apparent discourses with which the text-maker identifies (Albers, 2007b; Kress & van Leeuwen, 2006). Five themes emerged from the data: 1) The teacher participant and researcher co-created the curriculum using critical-care pedagogy; 2) Actual participation in and creation of visual and multimodal texts shaped the classroom community; (3) Negotiation and meaning making occurred through the flexible use of sign systems; 4) Participants worked through understandings of self; and 5) Personally relevant discourses emerged within individual and group texts. The study suggested that heritage language courses like this one can teach more than language. Such courses deserve attention as havens where students’ complex meaning making of themselves, their worlds, and their places in them are freely explored.

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10

Brännström, Lovisa, und Andersson Frida Säll. „ALLMOSEGIVARENS ÅNGEST, EN KRITISK DISKURSANALYS AV TIGGERI I SVENSK NYHETSMEDIA“. Thesis, Malmö universitet, Fakulteten för hälsa och samhälle (HS), 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-25822.

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This bachelor thesis examines how “begging” is represented in Swedish newspaper during the period between October 2017 until the end of January 2018. The selection of time was made in connection to a bill suggesting a national begging prohibition. The thesis problematizes how the image of begging is constructed and represented in the press. The empirical material consists of publications from the three biggest newspapers in Sweden. The material is analysed in relation to the (re)production of normality and deviance, with special attention to the concepts of ethnicity and class. The thesis adopts a theoretical framework informed by an intersectional analysis, and the empirical study was approached through critical discourse analysis. Concepts such as social constructionism, discourse analysis and intersectionality are central to the study. The thesis includes discussions on ethnicity, class, representation and power as well as highlighting the hegemonic Swedish perspective in connection to research of established conceptions of beggars in Europe. The result indicates that begging is understood as a social problem that implicit threatens the Swedish welfare. Begging is mainly described as a problem derived from other countries. However, there are also arguments that claim begging to be a symptom of poverty. These arguments support an international cooperation, but this application is often underrepresented. Due to the description of begging, it is positioned as a problem that Sweden can not be held accountable for. Furthermore, begging in terms of a discourse, is positioned as an instrument to attract both readers but also voters for the election that is to be held the fall of 2018. These positions are maintained by systematical constructions of beggars as deviant from the hegemonic Swedish perspective, mainly based upon conceptions of ethnicity and class.

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Bücher zum Thema "Class discourse analysis"

1

Martínez, Dolores Fernández. Introducing discourse analysis in class. Newcastle upon Tyne: Cambridge Scholars, 2011.

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2

White lies: Race, class, gender and sexuality in white supremacist discourse. New York & London: Routledge, 1997.

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3

White lies: Race, class, gender and sexuality in white supremacist discourse. New York: Routledge, 1996.

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4

Discourse on popular culture: Class, gender, and history in cultural analysis, 1730 to the present. Stanford, Calif: Stanford University Press, 1989.

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5

Shiach, Morag. Discourse on popular culture: Class gender and history in cultural analysis, 1730 to the present. Cambridge: Polity, 1989.

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6

Talk that counts: Age, gender, and social class differences in discourse. Oxford: Oxford University Press, 2005.

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7

The conundrum of class: Public discourse on the social order in America. Chicago: University of Chicago Press, 1995.

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8

Shiach, Morag. Discourse on popular culture: Class, gender and history in cultural analysis, 1730 to the present. Cambridge: Polity in association with Blackwell, 1989.

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9

Alcorn, Marshall W. Changing the subject in English class: Discourse and the constructions of desire. Carbondale: Southern Illinois University Press, 2002.

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10

Itsekasvatusta ja kapinaa: Tutkimus Karkkilan työläisnuorten kirjottavasta keskusteluyhteisöstä. Helsinki: Suomalaisen Kirjallisuuden Seura, 2004.

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Buchteile zum Thema "Class discourse analysis"

1

Flowerdew, John. „The Discursive Construction of a World Class City“. In Critical Discourse Analysis in Historiography, 262–88. London: Palgrave Macmillan UK, 2012. http://dx.doi.org/10.1057/9780230336841_12.

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2

Groom, Nicholas. „Closed-class keywords and corpus-driven discourse analysis“. In Studies in Corpus Linguistics, 59–78. Amsterdam: John Benjamins Publishing Company, 2010. http://dx.doi.org/10.1075/scl.41.05gro.

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3

Torsello, Carol Taylor. „APPLYING DISCOURSE ANALYSIS TO A PLAY A Language-Literature Class Activity“. In Dialoganalyse III, Teil 2, herausgegeben von Sorin Stati, Edda Weigand und Franz Hundsnurscher. Berlin, Boston: De Gruyter, 1991. http://dx.doi.org/10.1515/9783111711171-035.

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4

Song, Julia S. „“Talking” about Gender While Ignoring Race and Class: A Discourse Analysis of Pay Equity Debates“. In Black Women in Politics, 49–65. Routledge, 2017. http://dx.doi.org/10.4324/9781351313681-4.

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5

Chowdhury, Fariah. „Permanently Temporary“. In Discourse Analysis as a Tool for Understanding Gender Identity, Representation, and Equality, 175–203. IGI Global, 2016. http://dx.doi.org/10.4018/978-1-5225-0225-8.ch009.

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Canada's immigration policy radically shifted under Stephen Harper's federal Conservative Party government, which ruled from 2006 to 2015. The Temporary Foreign Worker Program (TFWP) is one key example of how migrants are increasingly entering Canada through a racially structured hierarchy of citizenship that privileges whiteness, while increasing the precarity of racialized migrants as they live, work, and contribute to the Canadian economy. This chapter offers a detailed policy analysis of Canada's TFWP, focusing on how the program marginalizes migrant workers as “un-Canadian” by placing them in racial, gender, and class hierarchies of belonging. This paper will discuss and outline recent changes and developments in Canada's TFWP, specifically those related to migrants classified as ‘lower-skilled' workers. While some labour needs in Canada can be read as truly temporary (for example, where workers were required to construct venues for the 2010 Vancouver Winter Olympic Games or other short-term construction projects), the lack of accountability within the TFWP in Canada has led to some occupations being misleadingly framed as ‘temporary', thereby creating a class of migrant workers who are “permanently temporary.” I will argue that the labeling of racialized migrants as “temporary workers” offers employers a structural incentive to keep wages systematically low and maintain poor working conditions, all couched under a guise of “competitiveness.” In this light, “temporary” work becomes synonymous with low-wage exploitation, and continues to strengthen a historic racist nation-state project in Canada. Further, this paper will argue that giving temporary status to migrant workers, rather than permanent residency, serves to limit access to social rights and services, only deepening their levels of exploitation. Finally, I argue that recent increases in TFWs is a symptom of a global trend towards the neoliberalization of citizenship, which has seen the unethical individualization of rights and the privatization of services across many fields.

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6

Suggs, Christie L., Vanessa Paz Dennen und Jennifer B. Myers. „Juggling Channels and Turn-Taking in a Dual Channel Synchronous Class“. In Cases on Online Learning Communities and Beyond, 305–22. IGI Global, 2013. http://dx.doi.org/10.4018/978-1-4666-1936-4.ch016.

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As synchronous distance education classes increase in number, the need for understanding how turn-taking occurs in this environment can help professors learn how to set up communication interaction rules to improve the class facilitation and reduce extraneous cognitive load. This chapter examines how turn-taking occurs in the online synchronous course and ways that professors may create proficient turn-taking procedures. The traditional turn-taking rules identified by Sacks, Schegloff, and Jefferson (1974) were still applicable to the audio portion of the class. However, these rules did not apply to the text-based chat portion of the class. An examination of the use of conversation analysis when applied to the multi-modal online environment found that conversational analysis techniques were applicable only when both the text-based chat and the audio portion were examined together; when the two modes of discourse were decoupled, conversation analysis was ineffective.

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7

Cerón-Anaya, Hugo. „Caddies“. In Privilege at Play, 113–42. Oxford University Press, 2019. http://dx.doi.org/10.1093/oso/9780190931605.003.0006.

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Chapter 5 uses the racialization-of-class thesis to demonstrate how the exclusion of caddies is based on class and racial dynamics, which are commonly conveyed through spatial arrangements. The analysis starts by showing how caddies’ low status is linked to their working-class origins as much as a narrative that justifies their impoverished condition on racialized grounds. The analysis then explains that although caddying offers a higher salary than most other working-class jobs, there are still multiple mechanisms that perpetuate caddies’ economic subordination. Interviewed club members constantly articulated a racialized discourse to speak about the spaces that caddies occupied. The chapter reveals how in a country that assumes that race (as a concept) and racism (as its manifestation) do not exist, space and spatial dynamics are highly effective ways to convey racialized hierarchies without the need to openly verbalize them.

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Onyango, James Ogola, und Yasin S. Musa. „The Portrayal of Masculinities in a Kiswahili Novel“. In Advances in Religious and Cultural Studies, 388–96. IGI Global, 2016. http://dx.doi.org/10.4018/978-1-5225-0148-0.ch028.

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Although the themes of fate and class struggle have been profoundly explored in the critical analyses that have been undertaken on Nyota ya Rehema, however, in Critical Discourse Analysis and Hegemonic Masculinity perspectives, the question of masculinities is no less vital. Therefore, this paper seeks to give a critical insight into varied shades of masculinity that are manifesting in Nyota ya Rehema. Focussing on relevant texts, we uncover the disproportional masculine ideological and power positions that are explicit in sexuality and socio-economic spheres such as marriage, prostitution, employment and property inheritance that depict the disadvantaged position of female characters. The exploration of masculinities in islands Kiswahili novel that has mainly focussed on class struggle may be a welcome departure.

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Provencher, Denis M. „Nacir, Tahar, and Farid: Identification, Disidentification, and Impossible Citizenship“. In Queer Maghrebi French. Liverpool University Press, 2018. http://dx.doi.org/10.5949/liverpool/9781781383001.003.0007.

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I complete this study in this final chapter by turning to conversations with working-class and middle-class men I first met online through social media and chat sites during my six years of fieldwork. Subsequently, I conducted over 50 hour-long, semi-structured, face-to-face interviews with these self-identified homosexual men of Maghrebi and Maghrebi French origin. I draw on conversation and critical discourse analysis in this chapter to show how their stories of challenge and resilience often resonate with those analyzed in the previous chapters.

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Dabrowski, Vicki. „The Political Project of Austerity“. In Austerity, Women and the Role of the State, 21–46. Policy Press, 2020. http://dx.doi.org/10.1332/policypress/9781529210521.003.0002.

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This chapter takes a look on the social and political history of austerity in the UK. It begins with a historical contextualization of austerity as a repeating political project, exploring how the state has been put to use during different times of crisis and state regimes. This genealogy provides a gendered analysis of the workings of the state, highlighting how women have continually been used and/or blamed. It then shifts on the present era of UK austerity. Through the examination of policy documents and political discourse, it investigates how moral discourses that emanate from the state both justify changes to the welfare state and reinforce gendered, classed and 'racial' divisions inside the population. Ultimately, the chapter situates the present context of austerity within historical legacies that structure, reproduce and legitimize material and symbolic violence. In doing so, it analyses how the state has crafted and shaped gender and class relations within these different periodizations.

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Konferenzberichte zum Thema "Class discourse analysis"

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Gautama, Mohammad Isa. „The Emergence of Political Cyber Conflict in Indonesia - A Critical Discourse Analysis of Facebook Status Clash on Governor of Jakarta Blasphemy Case“. In The 4th International Conference on Social and Political Sciences. SCITEPRESS - Science and Technology Publications, 2018. http://dx.doi.org/10.5220/0007033200010001.

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Takai, Shun. „An Analytical Model of Collaboration Between Engineers Working on Team and on Individual Projects“. In ASME 2008 International Mechanical Engineering Congress and Exposition. ASMEDC, 2008. http://dx.doi.org/10.1115/imece2008-67561.

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Collaboration of engineers with diverse technical background such as those found in cross-functional teams has been addressed as a key for successful system development. Similarly, the benefit of team-based-project class is increasingly emphasized in curriculum development. In a team project, however, there is always a temptation for a team member to free-ride on other team members’ efforts (i.e., receive the same credit without contributing to the project). This paper presents an analytical model in which two engineers work on a team project, as well as individually on separate projects. The engineers receive the same performance evaluation on their team project (whether they actually contribute to the project or not), but independent evaluations on their individual projects. This paper uses the model to identify conditions that discourage free-riding and encourage collaboration between two engineers. The results of the analysis and implications to team projects in industry and in curriculum are discussed.

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Filipe Narciso, Carla Alexandra. „Neoliberal hegemony and the territorial re-configuration of public space in Mexico City.“ In 24th ISUF 2017 - City and Territory in the Globalization Age. Valencia: Universitat Politècnica València, 2017. http://dx.doi.org/10.4995/isuf2017.2017.6348.

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Sustainability, ecological modernization, citizen participation, public space and rights are concepts that have acquired great importance in international political discourses and that have figured in indicators, guidelines, programs and policies, at national level, giving rise to a urban planning from administrative units or “zoning”, which instead of showing the different structures, forms and functions of cities as a whole, what has generated is a fragmentation of urban space. In a certain way, the implosion of these themes shows the success of capitalism in a period of neoliberal hegemony, since it becomes a smokescreen to hide the class differences superimposed on global discourses of modernization and development, as well as the transformation of natural resources in products, the capitalization of nature and the transformation of politics into management. The text seeks to reflect on the territorial configuration of public space in the light of emerging urban policies and programs in a neoliberal geopolitical context based on two axes of analysis: in the first analyze the neoliberal imposition models on how to construct public space and in the second will analyze the institutional bases, programs and policies of intervention highlighting their objectives, limitations and contradictions that help to understand the material and immaterial forms that the public space adopts at different scales in Mexico City through of the socio-territorial relations that are constructed in a process of mutual reciprocity. References Brenner, N.; Peck, J.; Theodore, N. (2009).Urbanismo neoliberal: La ciudad y el imperio de los mercados. SUR Corporación de Estudios Sociales y Educación, Temas sociales, n.66. Capel, H. (2002). La morfología de las ciudades. I. Sociedad, cultura y paisaje urbano (Ediciones del Serbal, Barcelona). Harvey, D. (2007) Espacios del capital. Hacia una geografía crítica (Akal, Madrid). Narciso, C.; Ramírez, B. (2016). Discursos, política y poder: el espacio público en cuestión. Territorios 35, Bogotá, pp.37-57. Pradilla, E. (2009) Los territorios del neoliberalismo en América Latina (Universidad Autónoma de México/Miguel Ángel Porrúa, México).

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