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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.
3
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&rsquos 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.
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.
8
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.
9
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.
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.
11
Lannen, Anu. „Marginalizing Progressives? Newspaper Coverage of Bernie Sanders in the ‘Invisible Primary’: A Critical Discourse Analysis“. Thesis, Malmö högskola, Fakulteten för kultur och samhälle (KS), 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-23546.
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The present thesis uses methods of Critical Discourse Analysis to examine 16 front-page newspaper articles, from The New York Times and The Washington Post, covering progressive presidential candidate Bernie Sanders during the 2015 “invisible primary”. In particular, this thesis investigates how Sanders and his supporters were represented, linguistically and visually, and whether these representations – formulated as “interpretive frames” – appear more legitimizing or delegitimizing. In the crucial prevoting period of the invisible primary, the media largely have the power to construct the identity of relatively unknown candidates, such as Sanders, in the minds of the national public. The 2015/16 election season occurred against the backdrop of extreme levels of economic inequality and related societal ills, which have arguably arisen from four decades of neoliberal policies implemented by successive American presidents from both major political parties.The findings of the analysis appear to confirm a concerning pattern of largely delegitimizing US media coverage (or omission) of progressive political candidates and social movements going back several decades. In the articles analysed, Sanders was represented using interpretive frames casting him as an extreme leftist, angry and impersonal, or marginal and old. Only one major interpretive frame – representing him as a skilful, pragmatic politician – appeared legitimizing. Similarly, Sanders’ supporters were largely framed as activists, excitable fans, or divided into narrow identity categories (e.g. “white liberals”) that appear delegitimizing when considered opposite the shared economic struggles that many of them likely face. Given the liberal reputation of The New York Times and moderate image of The Washington Post, the results raise further doubts about the ideological diversity of the mainstream American public sphere.
12
Eckart, Teresa McClain. „Productive Whole-Class Discussions: A Qualitative Analysis of Peer Leader Behaviors in General Chemistry“. [Tampa, Fla] : University of South Florida, 2009. http://purl.fcla.edu/usf/dc/et/SFE0003222.
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13
Nebbe, Marrianne Barbara. „Exploring the reasons white middle-class women remain childfree in the South African context : a feminist social constructionist study“. Diss., University of Pretoria, 2012. http://hdl.handle.net/2263/29172.
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In this study I qualitatively explore how women who choose not to have children account for this choice in the South African context. I consider the reasons for women to remain childfree and the changing discourses of femininity that enable women to make the choice not to have children. I am also concerned with the possible implications of this choice for women’s interpersonal relationships. This study is conducted from a feminist social constructionist framework. Dominant discourses of femininity revolve around motherhood, which is considered to be the most important role. Motherhood is believed to be a “natural” identity. Mothers are highly regarded in most societies; they are perceived to be devoted to the care of others and to be self-sacrificing. Although most societies consider motherhood to be an essential feature of femininity, it can also cause ambivalent feelings and not all women wish to take on the role of motherhood. The number of women who choose to remain childfree is growing in various societies. Women increasingly have the power to choose whether they want to remain childfree. Through resisting discourses that meld femininity with motherhood, childfree women create alternative discourses that have the potential to change constructions of femininity. I used feminist social constructionism to endeavour to understand the ways in which women’s realities inform their decision not to have children. I also explore how society serves to either problematise or promote this decision. Finally, I attempt to gain a deeper understanding of how being female and childfree impacts on women’s beliefs about themselves. Interview data from semi-structured interviews conducted with women who choose to remain childfree are analysed using thematic analysis. The women interviewed were white and middle class and were found via convenience and snowball sampling. The women participating in the study report various reasons for remaining childfree. Freedom from childcare responsibility and the resulting greater opportunity for self3 fulfilment is shown to be one of the strongest reasons for remaining childfree. Other important reasons include unequal labour division in the family, concerns about the physical aspects of childbirth and recovery, life partners’ acceptance of the choice to remain childfree as well as early socialising experiences. Other reasons cited less frequently include the negative impact of childrearing on women’s emotional well-being, concerns regarding the overpopulation of the planet and a general dislike of children. Two of the themes identified in the text are not evident in the existing literature. The first of these relates to the fact that the women participating in the study do not regard motherhood as the central feature of femininity. Instead, they tend to associate femininity with the act of nurturing, rather than with the act of mothering. These women are able to strongly identify with the female role, as they do not believe that choosing to remain childfree conflicts with their female gender role. The second theme relates to the belief that the world is an evil or unsafe place and that it is therefore better to remain childfree. This belief appears to be context dependent and is based on the women’s perceptions of the crime situation in South Africa. This study contributes to the expansion of the existing literature concerning childfree women, specifically within the South African context. The findings of the research support the findings of previous studies and offer a fresh perspective through the identification of new themes. By exploring reasons women cite for remaining childfree, I argue that some women refute motherhood. The challenging of the dominant discourse that “all women are mothers” is aimed at changing the dialogue about women and thus altering existing dominant discourses. CopyrightDissertation (MA)--University of Pretoria, 2012.
Psychology
unrestricted
14
Reznik, Maria, und Secil Safedof. „Intersectionality between Gender and Class in Modern Culture : An Analysis of the Sex and the City movies“. Thesis, Högskolan Väst, Avd för juridik, politik och ekonomi, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:hv:diva-5397.
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This thesis aims to explore how gender and socioeconomic class is portrayed in the two Sex and the City movies. The underlying purpose is to critically assess the celebration of emancipated women, as the movies allegedly portray. The intersection between gender and class will enable to analyse the depiction of different femininities and their power relationships. The uniqueness of the thesis is that the two movies have until today by large been ignored by the academia therefore it will hopefully commence a discussion which is long overdue. The result of analysing from an intersectional perspective will include a wider range of factors and provide a comprehensive interpretation of contemporary society as well as its interrelation with movies.
15
Turgeon, Brianna Marie. „Poor Women, Poor Workers, Poor Mothers: Using Critical Discourse Analysis to Examine Welfare-to-Work Program Managers’ Expectations and Evaluations of their Clients’ Mothering“. Kent State University / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=kent1396815783.
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16
Mokou, Goitsione. „By which tools?: A critical comparative analysis of pedagogic discourse for the creative arts in formal and informal classrooms in a working class post-apartheid context“. Master's thesis, University of Cape Town, 2017. http://hdl.handle.net/11427/25460.
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This research study was motivated by a research project which observed differences in achievement levels within the creative arts classroom between working class schools and middle class schools. These achievement gaps were largely attributed to inadequate pedagogue skills and content knowledge and the lack of adequate materials in working class schools. The research project sought a way to address this problem by initiating a 2-year pilot extracurricular project at one working class school by introducing a methodology, freespace, which sought to simultaneously bring in facilitators and practitioners who work in the creative arts and also to provide the resources needed. Freespace is described as an informal educational tool which draws its principles from popular education discourse. The purpose of this research study was to conduct a comparative analysis of the transmission of pedagogic discourse between the informal classroom (freespace) and the formal classroom; with a particular emphasis on the regulative discourse inherent to both practices. Furthermore, this research study sought to understand the sort of contribution that informal pedagogic practice might make to the formal creative arts classroom. In order to conduct this study I employed Bernstein's model of the pedagogic device to set out my research design. I also used his methodology of developing an external language of description for coding my data. I conducted interviews with pedagogues and classroom observation to collect my data. The interview data were coded using Maton's development of Bernstein's code theory, namely Legitimation Code Theory (Specialisation) using epistemic and social relations, to allow me to capture the values and intentions of the pedagogues (the intended curriculum). To capture the enacted curriculum, I used Bernstein's framing dimensions to code the data from the classroom observations. The findings of this research study suggest that the pedagogic discourse(s) of both the formal and informal context and their inherent regulative discourses privilege an ideal learner-knower. In conclusion, this research study seeks to suggest that while the cultivated gaze has proven beneficial with respect to inculcating learners into a given dominant discourse, particularly within the creative arts; that an argument can also be made for adopting a social gaze in this particular context (working class school) in order to a) allow learners to be adequately socialised into art practise and b) allow for a plurality of the epistemic in order that both the dominant gaze and notions of achievement and effective pedagogy might be disrupted.
17
Bridges, Judith C. „[X]splaininggender, race, class, and body: Metapragmatic disputes of linguistic authority and ideologies on Twitter, Reddit, and Tumblr“. Scholar Commons, 2019. https://scholarcommons.usf.edu/etd/7750.
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This study investigates the language of “citizen sociolinguists,” everyday users of social network sites (SNS) who contribute to the discourses about language on Twitter, Reddit, and Tumblr, platforms with distinctive user demographics and technological affordances. The data were collected through keyword searches for mansplain, whitesplain, richsplain and thinsplain, metapragmatic neologisms which are lexical blends of the verb explain and one of four social categories. Disputes of macro-level ideologies are revealed by users’ creative meaning-making strategies and metapragmatic awareness of micro-level texts and utterances. Making use of the linguistic practices of the SNS, as well as the concisely-compacted semantic and pragmatic meanings of the four splain words, users come to evaluate communicative dynamics between speakers who differ from or relate with others in their experiences of sex, skin color, economic status, and physical form. Drawing on elements of Citizen Sociolinguistics (Rymes & Leone, 2014) with Critical Discourse Analysis (Fairclough, 1989) and Computer-Mediated Discourse Analysis (Herring, 2004), I question how users make metapragmatic judgements to convey varying meanings of the four focal words, and how the uses of [x]splain and the surrounding discourses illuminate socio-ideological values about language, about its intersection with gender, race, class, and body size, and the authority to speak on topics that are macro-contextually situated in discourses of privilege, power, and inequality. Lastly, I compare the findings across the three SNS platforms to understand how competing discourses differ in relation to each site’s user demographics, technological affordances and limitations, and subsequent linguistic practices.
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Beck, Eliane Maria Cabral. „Aula: o intervalo existente entre o que os professores dizem e o que realizam como prática social“. Universidade Estadual do Oeste do Paraná, 2017. http://tede.unioeste.br/handle/tede/3102.
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This research takes as an object of reflection and analysis the classroom environment and more specifically, the 'class', the moment the teacher puts the teaching work in practice. Based on studies and empirical knowledge about the subject, some questions stand out as guiding elements of the present investigation: how the teacher imagines his classroom and where that imaginary comes from, what he teaches beyond systematized knowledge and if he passes value judgments in this activity. In order to deal with this problematization, it is sought to investigate some conceptions that guide the teacher formation process towards the concepts about "class", "student" and "content". The general objective is to see if there is any gap between what theachers say that a lesson would be and what, in recorded lessons, these teachers have performed as practice. In the perspective of reaching the proposed objective, the research is based on the conception that every sequence of statements offers possibilities of interpretation. Having as theoretical reference the Discourse Analysis of the French Line, the analyzes are based on these theoretical assumptions, such as the notions of Subject and Social, Ideological and Discursive Formation, among others, that are brought to the discussion. The corpus of the research consists of discursive sequences resulting from interviews and class recordings of six teachers from an educational institution. In general, the teacher and the student are considered as representatives of determined places in the structure of a social formation, which allows constructing interpretations without the pretension of generalizations.
Esta pesquisa toma como objeto de reflexões e análise o ambiente da sala de aula e mais especificamente, a „aula‟, momento em que o professor coloca em prática o trabalho docente. A partir de estudos e de conhecimento empírico sobre a temática, alguns questionamentos se destacaram como elementos norteadores da presente investigação: como o professor imagina sua aula e de onde vem esse imaginário, o que ele ensina para além dos conhecimentos sistematizados e se ele passa juízos de valor nesta atividade. Com o intuito de trabalhar esta problematização, busca-se investigar algumas concepções que norteiam o processo de formação do professor, no que diz respeito aos conceitos sobre “aula”, “aluno” e “conteúdo”. O objetivo geral é investigar se há algum intervalo entre o que dizem os professores sobre o que seria uma aula e o que, em aulas gravadas, esses professores realizam como prática. Na perspectiva de alcançar o objetivo proposto, a pesquisa baseia-se na concepção de que toda sequência de enunciados oferece lugar à interpretação. Tendo como referencial teórico a Análise do Discurso de Linha Francesa, pautam-se as análises nestes pressupostos teóricos, como as noções de Sujeito e de Formação Social, Ideológica, Discursiva e Imaginária, dentre outros, que são trazidos para a discussão. O corpus da pesquisa constitui-se de sequências discursivas resultantes de entrevistas e gravações de aula de seis professores de uma instituição de ensino superior privada, de um curso de Administração. De modo geral, consideram-se o professor e o aluno como representantes de lugares determinados na estrutura de uma formação social, o que permite construir interpretações sem a pretensão de generalizações.
19
Jakovljevic, Katarina, und Anne Åkesson. „Hedersrelaterat våld: hur beskrivs det i den politiska kontexten? En kritisk diskursanalys av begreppet hedersrelaterat våld och förtryck“. Thesis, Malmö högskola, Fakulteten för hälsa och samhälle (HS), 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-27119.
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The concept of domestic violence pertains to different definitions of violence, one of which is the concept of honour related violence and oppression. This paper looks at honour related violence and oppression, as defined in policy documents at a central political level, and how various discourses stand in relation to social categories and power relations. Consequently, the theoretical and methodological premise of the paper has been based on discourse analysis and an intersectional perspective has been applied to gain further depth and breadth in the analysis of the material. The intersectional perspective houses various approaches to the understanding of specific phenomena based on factors of gender, ethnicity, sexuality and class.The analysis concludes that the concept of honour related violence and oppression is a concept without a single scientific definition. There is, however, a general consensus in the political context that honour related violence and oppression is a collective force that can be directed at both sexes. The explanations for the violence in the studied documents vary from this kind of violence being seen as a cultural condition, to it being seen as part of the universal patriarchal oppression aimed at all women regardless of their background. Socio-economic factors are not mentioned as a possible explanatory factor.
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Ingridsdotter, Jenny. „Living la Inseguridad and Making Sense of Urban Poor : A Discourse Analysis of Space and Bodies in Buenos Aires Transformed by Neoliberalism“. Thesis, Södertörns högskola, Institutionen för genus, kultur och historia, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-11110.
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In this thesis ethnographical interviews with women in Buenos Aires are analyzed with discourse theory in order to examine how discourses of safe/unsafe and urban poor construct places and bodies. A central element of discourse is argued to be the partially fixed inscription of danger in territories and bodies of the urban poor. Neoliberalism´s impact on urban space has meant a transformation of public space and impacts on constructing reality. This transformation of meaning is connected to the neoliberal transformation of the labor market, once invested with rights and security, now deregulated and precarious. Urban poor are visible in every interviewed woman´s everyday life, but the way of constructing them as subjects varies with level of closeness and identification. The Argentine historic construction of Europeaness, modernity and civilization as opposed to Latin Americaness, backwardness and barbarism can be found in many of the women´s constructions of urban poor. So is the othering of them in relationship to motherhood and citizenship. The constructions of the urban poor are also analyzed with the Foucaultian concept of biopower.
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Depexe, Sandra Dalcul. „Distinção em 140 caracteres: classe social, telenovela e twitter“. Universidade Federal de Santa Maria, 2015. http://repositorio.ufsm.br/handle/1/3432.
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Coordenação de Aperfeiçoamento de Pessoal de Nível SuperiorThis thesis has the overall goal of exploring the circulation and consumption of the telenovela Salve Jorge (Rede Globo, 2012/2013) on Twitter to understand the phenomenon of TVInternet simultaneous consumption and the functioning of the word periguete in communication and class distinction. The specific objectives include: a) examine the real conditions, on Twitter, in which they develop the circulation and consumption practices in the context of media convergence; b) identify in the circulation of Salve Jorge the multiple forms of interactivity and participation of the subjects; c) understand how the social classes shapes the way-subject periguete , from the empirical indicators like as clothing, personal relationships and the way of life of the characters of Salve Jorge read as part of the circulation and consumption based on comments on Twitter. Therefore, we articulate the Pêcheux s speech analysis, Bourdieu s sociology and Latin American reception/consumption studies. We used methods and techniques coming from Social Network Analysis (SNA) and social media monitoring and operationalized through computer assisted qualitative analysis (CAQDAS - Computer Aided Qualitative Data Analisys Softwares). In our concerns stand out the speeches - from the telenovela and from the audience - that differentiate the female characters according to the social class they represent. To perform the analysis, we selected three trajectories of characters from Salve Jorge and seek them to describe how the tweets were constructed, indicating the evidences that pointed us to the forms-subjects that determine women as periguete . Disconnected from marriage and motherhood, these characters are fleeing from an traditional woman construction and approache of contemporary female models. As a result, form-subject periguete functions as a subject position, whose senses are dynamic, but refer to women s freedom with her body, like in the way they dresses and make beauty treatments, either in the exercise of their sexuality. The dynamic of these senses is for judgment/acceptance of popular class women and reproof/freedom of upper classes women, in what regards to the uses of their bodies.
Esta tese tem o objetivo geral de explorar a circulação e o consumo da telenovela Salve Jorge (Rede Globo, 2012/2013) no Twitter para compreender o fenômeno do consumo simultâneo TV-internet e o funcionamento da palavra periguete na comunicação e distinção de classe. Como objetivos específicos, destacamos: a) examinar as condições concretas, no Twitter, em que se desenvolvem as práticas de circulação e consumo no contexto da convergência midiática; b) identificar, na circulação de Salve Jorge, as múltiplas formas de interatividade e participação dos sujeitos; c) entender como classe social conforma a forma-sujeito periguete, a partir dos indicadores empíricos do vestuário, das relações pessoais e do modo de ser das personagens da telenovela lidos no âmbito da circulação e consumo de Salve Jorge nos comentários do Twitter. Para tanto, articulamos a análise de discurso pecheutiana, a sociologia bourdiana e os estudos de recepção/consumo latino-americanos. Apropriamos-nos de métodos e técnicas vindas da Análise de Redes Sociais (ARS) e do monitoramento de mídias sociais e os operacionalizamos por meio da análise qualitativa assistida por computador (CAQDAS Computer Aided Qualitative Data Analisys Softwares). Em nossas inquietações se destacam os discursos da telenovela e da audiência - que diferenciam as personagens femininas de acordo com a classe social que elas representam. Para as análises selecionamos três trajetórias de personagens de Salve Jorge e buscamos descrever como eram construídas na trama para ler nos tweets indícios que nos apontavam para o funcionamento das formas-sujeitos que as determinam como periguetes. Desvinculadas da representação do casamento e da maternidade, essas personagens fogem de uma construção tradicional de mulher ideal e se aproximam de modelos contemporâneos do feminino. Como resultados, forma-sujeito periguete funciona como uma posição de sujeito cujos sentidos são móveis, mas remetem à liberdade do corpo feminino, seja na maneira que se veste e nos cuidados estéticos, seja no exercício de sua sexualidade. A mobilidade desses sentidos está para o julgamento/aceitação das mulheres de classes populares e repreensão/liberdade das mulheres de classes altas no que tange aos usos de seus corpos.
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Valencia, Ricardo. „The Making of the White Middle-Class Radical: A Discourse Analysis of the Public Relations of the Committee in Solidarity with the People of El Salvador between 1980 and 1990“. Thesis, University of Oregon, 2018. http://hdl.handle.net/1794/23792.
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This study explores the role of public relations in the formation of a collective identity of the activists of the Committee in Solidarity with the People of El Salvador (CISPES) between 1980 and 1990. CISPES was a radical U.S.-based organization comprised of a majority of white college-educated members. CISPES had two goals: 1) stop the U.S. military assistance to El Salvador, and 2) support the Salvadoran revolutionary movements that were fighting a U.S.-backed government. Through interviews, discourse analysis and historical research, this work shows that CISPES used as currency the whiteness of its activists, in conjunction with its educational background, to influence public opinion and policy-making in the U.S. The formation of CISPES as a white organization was partially achieved by continuous negotiations with Salvadoran radicals living in the U.S. Early in the 1990s, CISPES' collective identity as a white organization entered in crisis as internal debates on gender and race along with social changes in the national and international levels challenged dominant views and the status quo of whiteness and what this implies in political, social, and cultural spheres. This work proposes two models: the intersectional recruiting process and the ideological identity model of public relations. Both models were created using dialectical methodologies that understand public relations and social movements as processes of permanent contradictions between social conditions and ideology/discourse creation. This dissertation has real applications because it reveals how activist public relations can help the global struggle for social justice.
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Lisboa, Jussara Regina de Souza. „Memória de aula: dispositivo de disciplina e controle“. Universidade Federal de Goiás, 2017. http://repositorio.bc.ufg.br/tede/handle/tede/7204.
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This work arose from the concern of text writing in the high degree when I taught to the pedagogy course, in the year of 2012. I observed that such practice occurred on a minimal way, about twice in each subject at maximum by semester. Therefore, I inserted to the lesson plan template the textual production inside the classroom in the context of using memories of class (MC), which means, a kind of writing whose function was to initiate the student to the critics reflection about the worked issues in the classroom and their pertinence to the student in process of graduation. The Memories of Class MC(s) present two important features: the first is related to the fact that done each class it triggers the restarting important points discussed that contribute to the student’s reflection in terms of theoretical knowledge, and the second one is centered on the student’s exigency which is demanded to give his/her point of view before the theory on a critical manner, which means that he or she should discuss the presented issues, as well as their pertinence to the pedagogy student. Before such gender which presents such demands, the investigation centered on the questioning of being before a discipline device, and student’s control of his/her discourse. The analysis was developed based on qualitative methods and from the clue paradigm of GINZBURG (1989), what made possible to indicate the singularity to investigate it with scientific exigency. Besides that, the theoretical reference is based on philosophical studies of Michel Foucault about discipline and control, as well as studies from other researchers in which from the philosopher proposal arose the theoretical issues to the field of education. The corpus of investigation are the MC(s) Memories of Class produced by the students from the second semester of pedagogy, from 2014 to 2015. Then the goal was to investigate how does it occur the person’s discipline and control of the discourse through the Memories of Class MC(s). The hypothesis of such investigation is that the MCMemory of Class assumes an important role of discipline device and person’s control and of its discourse, stimulating it, through a self-reflection of confessional statements and one being shown by the personal written and personal narratives of oneself. To assume the discourse and the accepted position in this scholar order. The questions of this investigation are centered in the reflection of how these productions do the power of disciplining and controlling the people and which, discourse and school prioritize and the ones that exclude, once is vulnerable to discipline and to the built control. Before the shown, it was seen that the MC(s)- Memories of Class are devices of discipline and person’s control and of discourse whose strategies of acting are very subtle, what becomes the device very efficient on the conduction of behavior in the referred conditions of school production.
Este trabalho surgiu da preocupação com a escrita de textos no ensino superior quando eu lecionava para o curso de Pedagogia, no ano de 2012. Observei que tal prática ocorria de forma mínima, cerca de, no máximo, duas vezes em cada disciplina e por semestre. Diante disso, inseri no plano de aula a produção textual dentro da sala de aula na forma de Memórias de Aula (MA), ou seja, uma escrita cuja função era a de incitar o aluno à reflexão crítica sobre as questões trabalhadas em sala e a pertinência delas para o aluno em formação. As MAs apresentam duas características importantes: a primeira diz respeito ao fato de que, feita a cada aula, incitam a retomada de pontos importantes discutidos que contribuem para a reflexão do aluno em termos de conhecimentos teóricos; e a segunda, centra-se na exigência feita ao aluno de que se posicione diante da teoria de forma crítica, isto é, discuta as questões apresentadas, bem como a pertinência delas para o graduando em Pedagogia. Diante de tal gênero que apresenta tais exigências, a investigação centrou-se no questionamento de estarmos diante de um dispositivo de disciplina, e controle do aluno e de seu discurso. A análise desenvolveu-se com base em métodos qualitativos e a partir do Paradigma Indiciário de Ginzburg (1989), o que possibilitou pontuar a singularidade para investigá-la com rigor científico. Além disso, o referencial teórico pauta-se nos estudos do filósofo Michel Foucault sobre disciplina e controle, assim como estudos de outros pesquisadores que, a partir da proposta do filósofo, deslocaram as questões teóricas para o campo da educação. O corpus da investigação são as MAs produzidas por alunos do segundo semestre de Pedagogia, no período de 2014 a 2015. Objetivou-se, então, investigar como ocorre a disciplina e o controle do sujeito e do discurso por meio da MA. A hipótese de tal investigação é a de que a MA assume o papel de dispositivo de disciplina e controle do sujeito e do discurso, incitando-o, através de uma autorreflexão, de enunciados confessionais e de um mostrar-se pelas narrativas pessoais e escritas de si, a assumir o discurso e a posição aceita dentro dessa ordem escolar. As indagações desta investigação centram-se na reflexão de como essas produções exercem o poder de disciplinar e controlar os sujeitos; que discurso a escola prioriza e quais excluem; que sujeito a disciplina e o controle constroem. Diante do exposto, observou-se que as MAs são dispositivos de disciplina e controle do sujeito e do discurso cujas estratégias de atuação são bastante sutis, o que torna o dispositivo bastante eficiente na condução de condutas nas referidas condições de produção escolar.
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Santos, Aparecida de Fátima Amaral dos. „Leitura, família e subjetivação“. Universidade de Taubaté, 2012. http://www.bdtd.unitau.br/tedesimplificado/tde_busca/arquivo.php?codArquivo=606.
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Não há como negar que a leitura é imprescindível na vida de qualquer cidadão que deseja se inserir na sociedade e se sentir valorizado perante sua comunidade. A leitura crítica situa o leitor diante dos diversos mundos que o cercam: da política, da cultura, dos esportes, do entretenimento, da literatura, etc. O meu exercício docente numa escola de periferia da Rede Municipal de Ensino da cidade de Taubaté tem ratificado mau desempenho em leitura por muitos alunos, apesar das ações desenvolvidas nas aulas de Língua Portuguesa. Essa constatação também é análoga à de vários colegas que exercem o magistério na mesma rede de ensino, em locais semelhantes. A partir dessa verificação, surgiu o interesse em tentar compreender as razões por que numa mesma sala de aula, em que se oferecem os mesmos conteúdos, a mesma didática, há tanta diferença entre os alunos quanto a questões de leitura e aprendizagem de modo geral. Dessa forma, mais especificamente, este estudo visa a: 1) analisar as condições sócio-econômicas e culturais dos alunos de 4 escolas participantes do Projeto OBSERVATÓRIO DA EDUCAÇÃO/UNITAU; 2) analisar suas representações imaginárias acerca das práticas sociais de leitura e os efeitos, ou não, de seus pais sobre o
desenvolvimento de sua competência em leitura; 3) refletir sobre como esses fatores podem afetar o envolvimento dos alunos nas atividades de leitura na escola. Para atingir esses
objetivos, os alunos uma amostragem de cada escola responderam a um questionário na sala de aula, abordando questões referentes aos componentes familiares, às condições
culturais e socioeconômicas da família. Para análise das representações imaginárias acerca de leitura, uma proposição foi respondida pelos alunos do 6 ao 9 ano: O que você pensa sobre leitura. Toma-se como alicerce, os pressupostos teóricos da Análise de Discurso de linha francesa (AD), os quais, associados às análises dos dados quantitativos, permitem concluir que fatores extra-sala de aula influenciam na subjetividade leitora dos alunos provocando a heterogeneidade na aprendizagem. Expusemos as predominâncias masculinas ou femininas nas enunciações, enfatizando as diferenças dos discursos entre os sexos e apresentamos, também, resultados referentes à análise da materialidade linguística dos alunos a qual conjuga história e ideologia para apreensão de sentidos. Finalmente apresentamos a contribuição desse estudo para a Linguística Aplicada, voltada ao ensino de Língua Portuguesa.It is undeniable that reading is essential in the life of citizens who wish to be part of the society and to feel appraised in their community. Critical reading makes readers face many worlds surrounding them: politics, culture, sports, entertainment, literature etc. My teaching experience in a municipal school in the suburbs of Taubaté has ratified the fact that many students have a bad reading performance, regardless the actions developed in Portuguese classes. This finding is also analogous to many of my colleagues who teach in similar places, in the same city educational system. Taking it into account, the interest to try to understand the reasons why in a classroom, in which the same content and the same didactics are offered, there is such a great difference among students related, not only to reading, but also to learning as a whole. Thus, more specifically, this research aims at: 1) analyzing the socioeconomic and cultural conditions of students of 4 schools which take part of the Projeto OBSERVATÓRIO DA EDUCAÇÃO/UNITAU, 2) analyzing their parents imaginary representations of reading social practices and its effects, or not, about the development of their reading competence; 3) reflect upon how these factors can affect students commitment to reading activities at school. To fulfill these objectives, students a sampling of each school - answered a questionnaire in class, whose questions were related to their family members and their socioeconomic and cultural conditions. To analyze the imaginary representations about reading, a proposition was answered by students from the 6th to the 9th grades: What do you think about reading? The French Discourse Analysis theoretical tenets are the foundations for this research, which in association with the quantitative data analysis, allowed us to conclude that extra-class factors influence students reading subjectivity leading to heterogeneity in learning. We exposed the masculine and the feminine predominance in the enunciations, emphasizing the differences between the discourses of the different sexes and we also present results related to the analysis of the students linguistic materiality which conjugates History and Ideology to apprehend meanings. Finally, we present the contribution this research gives to Applied Linguistic, focusing on Portuguese teaching.
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Bostic, Sarah E. „Classism, Ableism, and the Rise of Epistemic Injustice Against White, Working-Class Men“. Wright State University / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=wright1559238446980086.
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Agiro, Christa Preston. „A Comparative Critical Discourse Analysis of Teacher Editions of Secondary American Literature Textbooks Adopted for Use in Christian and Public Schools“. Ohio University / OhioLINK, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1251483565.
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Asplund, Stig-Börje. „Läsning som identitetsskapande handling. : Gemenskapande och utbrytningsförsök i fordonspojkars litteratursamtal“. Doctoral thesis, Karlstads universitet, Avdelningen för utbildningsvetenskap, 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-5225.
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In this dissertation literature discussions which include students of Vehicle Engineering at a Swedish upper secondary school will be discussed. The students are all boys. The study is focused on these boys’ small-group literature discussions, and the aim of the study is to describe what happens when they discuss four of the novels that form an integral part in the context of their Swedish studies. Principal fields of interest are the readings and the reception that the boys give utterance to in the literature discussions, as well as the identity-constructing processes which set in when they interact in the light of what they have read. The empirical material consists of eleven video recorded small-group discussions, and a conversational analytic perspective is combined with a reception theory perspective in the dissertation. The study shows that a sense of community is vital to the core of the boys’ literature discussions, and this has an influence on the reception and the readings that come up in the discussions. The boys are anxious to come to an agreement and voices which threaten to shatter the sense of community that has been constructed in the discussions are opposed in different ways. The literature discussions are not only arenas where the boys construct themselves as readers but are also considered as a forum where various identity-constructing practices take place. As readers these boys are bound to what can be read, and what cannot be read, in literary texts, but it is possible to see a certain development in their readings towards a more complex attitude, such as they find expression in the discussions. The boys also carry out the literature discussions, and the constructed sense of community is based on the reading of the novel to be discussed in a small-group discussion. Thus the boys take on the responsibility for their own learning as well. Many of the processes in which the boys are involved during the literature discussions could be described as processes of social reproduction, but various dividing lines which could be identified in the study also show that there are openings for other directions of the discussions.
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Sunneborn, Pierre. „'Vi' och 'dem' : -En diskursanalys av konstruktionen av gruppidentitet hos Moderaterna, Sverigedemokraterna och Vänsterpartiet“. Thesis, Uppsala universitet, Sociologiska institutionen, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-201187.
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The aim of this essay is to show if and how group identities are being constructed in maindocuments from three political parties in the Swedish parliament, focusing on class, genderand ethnic identities. The three parties who’s documents are being analyzed are theModerate Party, the Sweden Democrats and the Left Party. The conclusion of the essay isthat the Moderate Party is so focused on the individual that they are not promoting groupidentity based on class, gender or ethnicity. The Sweden Democrats are mostly discussing,and therefore creating a discourse of, cultural identity, where Swedish, Nordic, Europeanand Western culture are being created as the ‘us’, and others are being created as ‘them’.They are also promoting difference between men and women, therefore dividing the sexesin groups. The Left Party are focused on class, and are dividing people in working class (themajority) and the elite (the minority). They are also creating a ‘us’ and ‘them’ whilediscussing the patriarchy, a system in which the man is superior and the woman is inferior.
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Kjellman, Wall Maria. „"Var håller föräldrarna hus?" : En diskursanalytisk studie gällande föräldraskapande och klass i medierapporteringen under Husbykravallerna 2013“. Thesis, Stockholms universitet, Statsvetenskapliga institutionen, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-169740.
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This thesis examines how the discursive construction of parenthood in the news media, during the Husby riots of 2013, was affected by social and economical class. News media contributes to shape our perception of reality, our norms and ideals, and what issues that is to be considered important. The family and the effect of child rearing as a process of shaping children into becoming political subjects has been of interest for political science during a long period of time. Previous research shows that social and economical class has a significant effect on norms, ideals and expectations regarding parenthood and child rearing. It is therefore important to study the representation of class in association to parenthood in the news media. Extraordinary events, such as the Husby riots, generate a vast amount of media attention and material. Also, the riots took place in a neighborhood with low socio-economic standard. I have therefore conducted a Foucauldian discourse analysis on a news material consisting of 46 articles and editorials from four of Sweden's biggest news papers: Aftonbladet, Dagens Nyheter, Expressen and Svenska Dagbladet, in order to analyze how and which subject positions are established, which characteristics they are assigned and how the construction of parenthood is dependent on social and economical class.The results show that the most common subject positions consists of the police, working class youngsters participating in the riots, children as victims of the riots and working class parents. Language and education is given a prominent part in the discourse, both as an explanation to why the riots broke out in the first place and as a solution to how such social unrest can be avoided in the future. Social and economic class is not mentioned explicitly but is an important implicit discursive construction in the portrayal of parents and children. I therefore conclude that social class and language greatly affected the portrayal and representation of parenthood and child rearing during the Husby Riots of 2013.
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Feitosa, Erike Luiz Vieira. „O discurso sobre a improdutividade do trabalhador brasileiro em textos jornalísticos: análise dialógica“. Universidade Tecnológica Federal do Paraná, 2016. http://repositorio.utfpr.edu.br/jspui/handle/1/1996.
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Este estudo consiste em uma análise dialógica do discurso – ADD – de viés bakhtiniano que tem por objeto inicial os enunciados publicados em abril de 2014 pela revista britânica The Economist sobre a suposta improdutividade do trabalhador brasileiro, ainda, o corpus da pesquisa editoriais da Folha de S. Paulo, Gazeta do Povo e Carta Capital, que comentam a reportagem estrangeira. O estudo destaca o posicionamento axiológico desses veículos de comunicação, interpretando as premissas e intencionalidades presentes em seus discursos, além de identificar os seus principais interlocutores. A pesquisa evidencia tensões dialógicas entre portavozes das categorias capital e trabalho, sendo, no contexto discursivo analisado, a segunda subalterna à primeira, em uma conjuntura de disputa, político-econômico-eleitoral, pelo estado brasileiro. No que tange ao campo das ideologias, destaca o entre as prescrições econômicas neoliberais/clássicas e a visão econômica (keynesiana), esta última associada ao petismo e aos governos petistas. O estudo demonstra que a ADD, utilizada como método que possibilita certa leitura de textos de cunho opinativo, em especial do gênero editorial, é uma abordagem apropriada para a compreensão das matrizes discursivas que permeiam os demais produtos e gêneros jornalísticos que, ao considerarem determinados aspectos da realidade material, acabam por interferir nela. Também aponta que, ao contrário do que poderia se esperar, as publicações brasileiras não se contrapuseram à polêmica tese defendida por The Economist, posicionando-se a favor dos interesses do capital ou assumindo postura de omissão analítica. Com um tom fortemente monológico, os analisados consideram a produtividade do trabalhador, fundamentalmente, a partir do ponto de vista do acúmulo de capital. Dessa forma, ao rotular o brasileiro e o seu país de improdutivos, sugere que ambos (país e trabalhador) deveriam produzir mais, beneficiando, assim, o capital e desconsiderando aspectos subjetivos relacionados à classe que vive do trabalho, reificando-a. Além de dados técnico-científicos, entendidos como irrefutáveis pelas publicações jornalísticas, estrutura essa construção discursiva um estereótipo que é de longa duração e resgata a imagem de um nativo pouco afeito ao trabalho, cuja vida seria dedicada ao ócio, um sujeito preguiçoso e, portanto, estranho à superioridade da cultura eurocêntrica econômico-expansionista que supervaloriza o trabalho, a produção, a geração constante de riquezas superavitárias. Dissertando sobre as consequências sociais da atual configuração do capitalismo, o estudo aponta para a necessidade de resgate da noção de alteridade, não apenas do ponto de vista teórico, mas também no campo da ideologia do cotidiano. Por fim, ressalta que o resgate e a utilização do estereótipo do brasileiro culturalmente preguiçoso (improdutivo) interfere na constituição de uma consciência de si dos trabalhadores e também na imagem que os outros (o mundo) têm deles (nós).This study is a bakhtinian dialogic discourse analysis (DDA) whose initial object is the statements published in April 2014 by the british magazine The Economist about the alleged lack of productivity of Brazilian workers. Other three opinative brasilian texts, that coment the foreign reporting, composes the corpus of this research: two newspapers editorials, one of Folha de S. Paulo and the other of Gazeta do Povo, plus a magazine editorial, from Carta Capital. The study highlights the axiologic position of these publications, interpreting the assumptions and intentions present in his speeches, and identifying their main interlocutors. The research demonstrates dialogic tensions between spokespersons of capital and labor categories. In the discursive context analyzed, the second is subordinate to the first, in a situation of dispute - political, economic, and electoral - by the Brazilian state. Regarding the field of ideology, the dissertation highlights the clash between the neoliberal/classical economic prescriptions and the heterodox economic vision (keynesian), the latter associated with dos Trabalhadores (Worker’s Party) governments. The study shows that the DDA used as a method that enables certain reading opinionative nature of texts, especially the editorial genre, is an appropriate approach to understanding the discursive matrices that permeate other products and journalistic genres that, when considering certain aspects of material reality, end up interfering in it. Also points out that, contrary to what might be expected, the Brazilian publications are not countered the controversial thesis defended by The Economist, positioning itself in the interests of or assuming analytical omission posture. With a strongly monological tone, the texts analyzed consider worker productivity, fundamentally, from the point of view of capital accumulation. Thus, to label the Brazilian and their country of unproductive, suggests that both (country and worker) should produce more, thus benefiting the capital and disregarding subjective aspects related reifying it. In addition to technical and scientific data, taken as irrefutable by journalistic publications, structure this discursive construction a stereotype that is long lasting rescues the colonial image of a native little inclined to work, whose life would be dedicated to idleness, a lazy bloke, a foreign to the superiority of economicexpansionist eurocentric culture that overemphasizes work, production, constant generation of surplus wealth. Expounding on the social consequences of the current capitalist setup, the study points to the need to rescue the notion of otherness, not from a theoretical point of view, but also in field of the everyday ideology. Finally, emphasize that the rescue and the use of culturally stereotypical lazy brazilian (unproductive) interferes into the formation of a self-consciousness of the workers and the image that others (the world) have of them (us).
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Berggren, Kalle. „Reading Rap : Feminist Interventions in Men and Masculinity Research“. Doctoral thesis, Uppsala universitet, Sociologiska institutionen, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-229518.
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The present thesis explores how masculinity is constructed and negotiated in relation to race, class and sexuality in hip hop in Sweden. Theoretically, the study contributes to the increasing use of contemporary feminist theory in men and masculinity research. In so doing, it brings into dialogue poststructuralist feminism, feminist phenomenology, intersectionality and queer theory. These theoretical perspectives are put to use in a discourse analysis of rap lyrics by 38 rap artists in Sweden from the period 1991-2011. The thesis is based on the following four articles: Sticky masculinity: Post-structuralism, phenomenology and subjectivity in critical studies on men explores how poststructuralist feminism and feminist phenomenology can advance the understanding of subjectivity within men and masculinity research. Drawing on Sara Ahmed, and offering re-readings of John Stoltenberg and Victor Seidler, the article develops the notion of “sticky masculinity”. Degrees of intersectionality: Male rap artists in Sweden negotiating class, race and gender analyzes how class, race, gender, and to some extent sexuality, intersect in rap lyrics by male artists. It shows how critiques of class and race inequalities in these lyrics intersect with normative notions of gender and sexuality. Drawing on this empirical analysis, the article suggests that the notion of “degrees of intersectionality” can be helpful in thinking about masculinity from an intersectional perspective. ‘No homo’: Straight inoculations and the queering of masculinity in Swedish hip hop explores the boundary work performed by male artists regarding sexuality categories. In particular, it analyzes how heterosexuality is sustained, given the affection expressed among male peers. To this end, the article develops the notion of “straight inoculations” to account for the rhetorical means by which heterosexual identities are sustained in a contested terrain. Hip hop feminism in Sweden: Intersectionality, feminist critique and female masculinity investigates lyrics by female artists in the male-dominated hip hop genre. The analysis shows how critique of gender inequality is a central theme in these lyrics, ranging from the hip hop scene to politics and men’s violence against women. The article also analyzes how female rappers both critique and perform masculinity.
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Komara, Zada. „CONSUMING APPALACHIA: AN ARCHAEOLOGY OF COMPANY COAL TOWNS“. UKnowledge, 2019. https://uknowledge.uky.edu/anthro_etds/41.
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Material culture is an understudied aspect of social life in Appalachian Studies, the multi- disciplinary investigation of social life in the Appalachian region. Historically, material culture in the region has been largely studied for its semiotic properties, decoded as a tangible symbol of “a region apart,” lagging behind the rest of America in terms of moral, mental, economic, and social development. Critical material studies from archaeology and other disciplines paint a different picture, however, and construct a region as American as any other. This study utilizes discourse analysis of material rhetoric about Appalachia and archaeological and oral historical data from two twentieth-century company- owned coal mining towns in Letcher County, Kentucky. It argues that contrary to persistent stereotypes about Appalachia as a backwards place, residents were firmly embedded in the market economy and enacted modern identities through their engagement with fellow citizens and material objects. This intersectional study uses theories of practice to explore how entanglement with mass-produced goods, notably home furnishing and wellness products, constituted residents’ identities as modern consumers along with the rest of the nation during the golden age of Appalachia’s industrialism. Appalachian women and their families embraced consumer goods, whose influx intensified during the Industrial Age, entangling their constitution as modern householders with these everyday goods through daily practice. Contrary to stereotypes about Appalachian atavism and isolation, Appalachian consumers eagerly engaged with mass-produced goods and new ideals about scientific health and house-holding along with their counterparts across the progressive United States.
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Behrami, Drilon. „Maskulinitet, ras och identitet i J. Coles studioalbum 4 Your Eyez Only : Nutidshistoria, kollektivt minne och intersektionalitet i samtida hiphopmusik“. Thesis, Linnéuniversitetet, Institutionen för kulturvetenskaper (KV), 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-97930.
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This study examines intersectionality and identity in rapper Jermaine Lamarr Cole’s studio album 4 Your Eyez Only. Through discourse analysis, the essay studies the representation of aspects of identity in the album, with a focus on gender, race, class and sexuality. The study also examines prosthetic memory in the album, with the intention of finding correlating narratives that create a general concensus of how society is viewed from marginalised groups in the US. The findings conclude that gender, race and class are expressed as the main buildingblocks for a characters identity in the album. It is telling that sexuality remains untouched in this regard. The reader is exclusively exposed to the normative heterosexual perspective, completely ignoring any notion of varied sexual orientations. Furthermore the findings conclude that J. Cole showcases a generally negative view on the govornment, as it is percieved as one of many instances keeping marginalised groups at the bottom of a societal foodchain
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Bickerton, Ashley Jennifer. „‘Good Soldiers’, ‘Bad Apples’ and the ‘Boys’ Club’: Media Representations of Military Sex Scandals and Militarized Masculinities“. Thesis, Université d'Ottawa / University of Ottawa, 2015. http://hdl.handle.net/10393/32435.
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This thesis examines news representations of Canadian, American and Australian military personnel involved in military 'sex scandals'. I explore what the representations of military personnel involved in well-publicized sex scandals reveal about scripts of soldiering and militarized masculinities. Despite a history of systemic violence in the military, I ask how and why the systemic nature of militarized masculinities are able to remain invisible, driving representations to focus on the ‘bad’ behaviour of individuals? By engaging with feminist scholarship in International Relations, I present the longstanding culture of misogyny, racism, homophobia and ableism in the Canadian, American and Australian militaries, focusing on the ways in which militarized masculinities are guided by these violent structures, and fundamental to the military's creation of soldiers. My dissertation uses the tools of critical discourse analysis to unpack the ways blame is individualised in cases of sexual and racist violence involving military personnel, while the military’s ableism, rape culture and imperial militarized masculinities are commonly naturalized or celebrated without regard for how they are fundamentally violent. My thesis presents an intersectional feminist project that intervenes in emerging questions in the field of transnational disability studies, tracing how militarism, hegemonic militarized masculinities and imperial soldiering (re)produce categories of ability and disability.
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Rivera, Christian. „La gestion discursive de la relation interpersonnelle en classe d'espagnol comme langue étrangère : une étude sur les enseignants universitaires dans un programme d'échange intrenational à Valparaiso“. Thesis, Paris 3, 2013. http://www.theses.fr/2013PA030059/document.
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Ce travail a pour objet l’étude des procédures linguistiques employées par les enseignants universitaires d’espagnol comme langue étrangère dans la gestion discursive de la relation interpersonnelle avec les élèves. En partant d’une perspective discursive nous postulons que la gestion discursive de la relation interpersonnelle peut être considérée comme la manière dont l´enseignant, en qualité de parlant/producteur (et agent social), gère un ensemble de procédures linguistiques pour établir la relation interpersonnelle avec les élèves dans la salle de classe, en fonction des limites et possibilités qui encadrent son travail dans un espace social et un espace discursif. À partir de cette proposition nous avons déterminé que le sens de la gestion discursive dans le domaine didactique et pédagogique réfère spécifiquement à l'aide que l'enseignant, en sa qualité de compétent et facilitateur de l'apprentissage, fournit aux étudiants. En outre, selon nous, cette aide résulte d’une logique croisée dans laquelle convergent deux principes antinomiques: une hétéronomie et une autonomie discursive. En nous basant sur l’analyse des transcriptions de classes filmées et des entretiens avec les élèves, on montre que les procédures linguistiques employées par les enseignants correspondent au phénomène de la modulation et opèrent à deux niveaux, un micro et un macro fonctionnement. On confirme également que ces procédures se situent dans la logique croisées qui est propre au sens de l’aide. Néanmoins, on constate que la gestion discursive des enseignants qui se situe dans cette logique croisée est problématique dû à la distribution des procédures linguistique et son éventuel contre-sensThis work is about the the study of linguistic procedures used by university teachers of Spanish as a foreign language in the discursive management of interpersonal relationships with students. Starting from a discursive perspective we argue that the discursive management of interpersonal relationship can be considered as how the teacher as speaker / producer (and social agent) manages a set of linguistic procedures to establish the interpersonal relationship with students in the classroom, based on the limits and possibilities that surround his work in a social and discursive space. From this proposition we determined that the sense of the discoursive management in the didactic and pedagogical domain refers specifically to the help which the teacher, in his capacity as a competent being and as a facilitator of learning, provides to the students. In addition, we believe that this help results from a crossed logic in which converge two contradictory principles: discursive heteronomy and autonomy. Based on our analysis of transcripts of videotaped classes and interviews with students, we show that the procedures used by language teachers correspond to the phenomenon of modulation and operate at two levels, a micro and a macro functioning. We also confirm that these procedures are in a logic which is particular to the sense of help. However, we note that the discursive management of teachers, which is in this logic, is problematic due to the distribution of linguistic procedures and its eventual unproductiveness
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Wang, Xiaorui. „The clash of environmentalism, neoliberalism, and socialism : a research on practices and ideologies in China’s sustainability accounting for agriculture“. Thesis, Paris Sciences et Lettres (ComUE), 2016. http://www.theses.fr/2016PSLED019/document.
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À la lumière des perspectives critiques sur les théories et les pratiques comptables, « la comptabilité pour la durabilité » a émergé comme une discipline relativement nouvelle. Par rapport aux différents modèles développés dans le cadre de l’idéologie néolibérale, certains modèles alternatifs avec des stratégies « plus fortes » de conservation des capitaux, notamment la « Triple Ligne d’Amortissement » (TLA) (Richard, 2012; Rambaud et Richard, 2013), semblent avoir beaucoup des potentiels de faire quelques changements fondamentaux. Cette thèse est une enquête sur les conditions nécessaires et les résistances possibles rencontrées par la mise en place du modèle TLA. Le secteur agricole de la République populaire de Chine est choisi comme le terrain de recherche en vue d’étudier le contexte institutionnel et historique. L’enquête sur le contexte chinois est effectuée en référence aux théories de l’économie politique institutionnaliste, inspiré par Karl Polanyi (2002[1944]), Mancur Olson (1965), and Chang Ha-Joon (1994, 2002)In the light of critical perspectives on accounting theories and practices, sustainability accounting (SA) as a relatively new discipline has emerged. Compared to various SA models developed under the mainstream neoliberal ideology, some alternative models with “stronger” capital conservation strategies, notably the “Triple Deprecation Line” (TDL) (Richard, 2012; Rambaud & Richard, 2013), seem to have a lot of potentials to make some fundamental changes. This dissertation is essentially an investigation of necessary conditions and possible resistances faced by the establishment of the TDL model. The agriculture sector of the People’s Republic of China is chosen as the field of research in order to study the institutional environment and historical context in real-world settings. The investigation on the Chinese context is conducted with reference to theories of institutionalist political economy, inspired by Karl Polanyi (2002[1944]), Mancur Olson (1965), and Chang Ha-Joon (1994, 2002)
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Abou-Samra, Myriam. „Analyse d'interactions verbales dans des cours de DNL dans les écoles de l'UNWRA (Liban) : Pratiques explicatives et enseignement des disciplines scientifiques en langue étrangère“. Thesis, Paris 3, 2014. http://www.theses.fr/2014PA030155.
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Cette recherche propose une étude des séquences explicatives relevées au sein de cours de disciplines non-linguistiques dispensés en langue étrangère. Elle s'inscrit dans le cadre plus général des travaux ayant pour objet l'analyse des interactions de classes dans des structures d'enseignement bi- ou plurilingues. La première partie vise à caractériser le terrain spécifique qui est le nôtre : à la lumière des typologies existantes, nous y présentons le système d'enseignement bilingue adopté parles écoles de l'UNRWA (Liban). Ces repères sociolinguistiques donnés, nous apportons des éléments relatifs à notre démarche méthodologique en questionnant le rôle du chercheur et en nous arrêtant sur ce qui a guidé notre collecte et notre analyse de données. Nous définissons ensuite ce que nous entendons par "séquences explicatives" en situant ces séquences au sein des discours de la classe. La deuxième partie est consacrée à l'analyse de nos données et nous permet de travailler sur la réalisation de quatre tâches du cours de DNL : comprendre un document scientifique en classe de biologie, mener une expérience en physique-chimie, écrire un compte-rendu d'expérience dans cette même discipline et résoudre une équation en mathématiques. Notre analyse s'articule principalement autour de trois critères : celui de l'intégration entre langue et discipline, celui du mode bilingue de conversation et enfin celui des formes que prennent les interactions pédagogiquesThis research studies explanatory discourse as it occures in CLIL classrooms. It is set in the widerfield of classrooms' interaction analysis in the context of bi- or multilingual education. The first partaims at specifying the characteristics of our field of research : in the light of existing typologies, wepresent the bilingual education system adopted by UNRWA schools in Lebanon. We will first takeinto account some sociolinguistic elements and then present our methodological approach. We thendefine explanatory discourse, considering it as a part of classroom discourse. The second part isdevoted to our data analysis. We focus on four tasks : understanding a scientific document inbiology, experiment and write a experiment report in physics and chemistry, solve an equation inmathematics. Our analysis first focuses on the issue of language and content integration, then dealswith the question of code-switching and at least studies the participation of each in the interaction
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Kaposi, David. „The clash of identities : discourse, politics, and morality in the exchange of letters between Hannah Arendt and Gershom Scholem“. Thesis, Loughborough University, 2008. https://dspace.lboro.ac.uk/2134/13852.
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This thesis analyses the fabled public exchange of letters that occurred between political theorist Hannah Arendt and historian of Jewish religion Gershom Scholem in 1964 following the historic trial of Adolf Eichmann and Arendt's subsequent publication of her report of the event, Eichmann in Jerusalem. The thesis covers the historical issues that form the contextual background to the exchange. It involves the introduction of the two participants as defining Jewish intellectuals of the past century, the course of the trial itself and the political and ideological problems it entailed as well as the turbulent history of the reception of Arendt's book. It is down to these four factors that guaranteed the eminence of the exchange of letters analysed in the thesis. Oft-quoted as the exchange is, there has been no proper analysis of it to this date. To accomplish this task, the thesis adopts the theoretical-methodological framework of discourse analysis in general, and the version of rhetorically oriented discursive psychology, proposed mainly in the publications of Potter and Wetherell (1987) and Billig (1996), in particular. This approach allows the thesis to provide a fine-grained analysis of the various ways of textual construction. Firstly, the ways examined concern the significance, worth and value of the debate itself, as formulated by both of the participants. Secondly, they involve the construction of the attempt to establish definite versions of the content of the book. Thirdly, they cover the textual acts of accounting for that content, or the practice of misinterpretation of that content, respectively. What all these three aspects have in common is the positioning of the problems touched upon in a moral and political context, and ultimately approaching them in terms of the identities of the participants. In this sense, versions of the events and ways of accounting for it will not only aim at producing accurate descriptions of events but in the forms of an implied morality or politics an implied "action-plan" for the future as well. The construction of Arendt and Scholem is, hence, analysed in terms of its argumentative organisation in order to undermine the other's counterversion and to establish its own as the definite one. While, structurally, there are many similarities in the two letters, what distinguishes them is that they conceive of their objects (i.e. the text), subject positions, and political or moral values according to which they should be assessed in quite diametrically opposite ways. This thesis not only registers the various rhetorical ways the participants fashion their versions as definite ones, but also accounts for the differences in their contents.
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Röllgårdh, Martin. „Bilder av lokal näringslivsutveckling : exemplet Värnamo“. Licentiate thesis, Uppsala universitet, Kulturgeografiska institutionen, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-142044.
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The main aim of this licentiate thesis is to examine how local actors in a medium-sized Swedish municipality, Värnamo, in their role as decision-makers at the local arena, describe and explain the preconditions and strategies for local economic and social development. The analysis uses semi-structured interviews to reveal the connections between the local actors representations of social and economic structures and their representations of central and future strategic choices. The local actors are represented by a) firm owners or central firm managers, b) local politicians in the municipal executive board, c) civil servants in central positions and d) key actors connected to local and regional organizations. The methodological approach is based on discourse analysis. The overall aim of the study is to understand how local discourses are constructed and communicated. The analysis is deepened by relating the local discourses to relevant theoretical models in contemporary economic geography. The economic-geographical theoretical models used in the analysis focus on industrial districts, clusters and innovation systems. Path-dependency, social embeddedness and creative class are other concepts of importance to understand the formation of the local discourse. The analysis shows how local discourses are affected by the perceived globalization process while being at the same time linked to a) specific historical and environmental factors leading to predominant behavioral norms and values stating that you should be hard working, economical, cooperative and trustworthy and b) the relative location, which is conceived to be central regarding communications and regional service functions. This is combined with an image of a creative and innovative local/regional production system, based on traditions in manufacturing and trade. The foundations in manufacturing and trade are however challenged by new sectors like logistics, design, and higher education in cooperation with universities in the region.
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Kumar, Shivaji. „Explaining the India-U.S. Strategic Partnership: The Impact of Middle-Class Identity“. The Ohio State University, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=osu1354732453.
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Rançon, Julie. „Le discours explicatif de l'enseignant en classe de langue : contextes interactionnels et processus cognitifs“. Phd thesis, Université Toulouse le Mirail - Toulouse II, 2009. http://tel.archives-ouvertes.fr/tel-00523784.
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Notre recherche trouve son origine dans les difficultés rencontrées par tout enseignant à expliquer en classe de langue de français langue maternelle (FLM) ou de français langue étrangère et seconde (FLES). Le discours explicatif oral de l'enseignant n'ayant pas fait l'objet d'étude comparative au regard des deux disciplines énoncées précédemment, nous avons recueilli des corpus de discours pédagogiques s'adressant à de jeunes natifs (au collège et lycée français) et à de jeunes adultes étrangers (de niveau B1-B2, en milieu homoglotte). Cette thèse a alors pour objectif de présenter une méthodologie d'expérimentation qui permet d'étudier le discours explicatif de l'enseignant en utilisant les concepts de la didactique cognitive des langues et en s'appuyant sur les outils de la linguistique interactionnelle et de la lexico-sémantique. En premier lieu, nous définirons ce qu'est un discours explicatif en classe de langue en général et ce que signifie expliquer du lexique à des apprenants non-débutants en particulier. Ensuite, à l'aide d'une méthodologie d'observation élaborée pour l'étude, nous analyserons le fonctionnement du discours explicatif en contexte interactionnel et identifierons les différentes techniques utilisées par les enseignants pour arriver à la compréhension du lexique. De surcroît, nous nous sommes intéressée au fonctionnement de la compréhension des explications lexicales par les apprenants. Les retombées de notre étude peuvent s'envisager dans la formation des futurs enseignants en attirant leur attention sur les enjeux des interactions explicatives dans l'acquisition de nouvelles connaissances linguistiques par l'apprenant.
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Esteves, Phellipe Marcel da Silva. „A translação de sentidos entre língua e classe social“. Universidade do Estado do Rio de Janeiro, 2010. http://www.bdtd.uerj.br/tde_busca/arquivo.php?codArquivo=2877.
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Coordenação de Aperfeiçoamento de Pessoal de Nível SuperiorAo se falar de língua, fala-se da classe social que se imagina associada a essa mesma língua. Fundamentada na Análise do Discurso Franco-Brasileira (iniciada na França pelo grupo de Michel Pêcheux e retrabalhada no Brasil a partir de formulações de Eni Orlandi) e analisando corpòra diversos, que se encontram em gramáticas, dicionários, manuais de redação jornalística e o jornal carioca Meia Hora de Notícias, esta dissertação busca entender como os sentidos sobre língua e classe social vão sendo constituídos ao mesmo tempo. A Análise do Discurso com que este estudo vai trabalhar se apresenta como um campo inserido no entremeio das ciências humanas e sociais. Entre as principais questões levantadas por este campo, estão as crenças ilusórias em que as palavras emanam sentidos próprios, apropriados, e em que o sujeito é o dono de seu dizer e de suas intenções. Entende-se, na Análise do Discurso, que os sentidos são irrecorrivelmente formados ideologicamente, e que o sujeito se constitui analogamente, por processos inconscientes que não deixam de fora também a historicidade das relações sociais. Dessa forma, para se compreender como se dão as relações entre as formações de sentido entre língua e classe social, importará a depreensão do funcionamento discursivo do tratamento que os instrumentos de gramatização dão à variedade linguística. No Meia Hora, também se procura analisar de que modo um jornal vai significando, inscrito numa prática jornalística determinada, língua e classe social concomitantemente, através do uso de uma língua imaginária
When it comes to say something about language, one is always saying something about the imaginary social class associated with that same language. Based on French Brazilian Discourse Analysis (inaugurated in France by Michel Pêcheuxs group and revived in Brazil by Eni Orlandi) and analyzing different corpòra, took from grammars, dictionaries, newspaper manuals and Meia Hora de Notíciasa newspaper from Rio de Janeiro, this dissertation seeks the comprehension of how the meanings about language and social class are established simultaneously. This Discourse Analysis with which we work presents itself as a field in between the social e human sciences. Among the main issues brought up by it are two illusory beliefs: the words would possess their own and crystal clear meanings, and the subjects would be the owners of their sayings and their intentions. In Discourse Analysis its also said that meanings are inevitably set up by ideological processes, and that this also occurs in subjects formation, by unconscious processes that have to do with the historicity of social relations. By that, in order to understand how the meanings of language and social class relate, its first a main question to comprehend the discursive functioning of the linguistic variation on instruments of grammaticalization. As to Meia Hora, we also intend to analyze in which way a newspaper works on the meanings of language and social class altogether, inserted in determinate practice, through the use of an imaginary language
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El, Tarhouni Faraj Ali Milad. „Analyse des interactions verbales en classe de FLE en contexte libyen“. Caen, 2015. http://www.theses.fr/2015CAEN1016.
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La démarche actuelle est d’aborder le fonctionnement du langage par des activités socialement construites. La dimension interactive est inscrite dans le fonctionnement du langage et son acquisition. Ces perspectives sont illustrées par le déploiement du discours, qui se retrouve notamment dans la classe, comme l’a montré l’analyse conversationnelle d’inspiration ethnométhodologique (Garfinkel, 1968) et les approche subséquentes. Il s’agira dans cette étude d’interroger l’acquisition de la langue française à partir d’une approche interactionniste. L’acquisition/apprentissage d’une langue étrangère n’est pas appréhendé seulement à travers la maîtrise de son système, mais aussi à travers des activités communicatives en termes d’interaction sociale. A partir d’un corpus d’interaction en classe de FLE en Université libyenne, nous procédons à l’analyse conversationnelle des actes de langage dans sa structure hiérarchique et fonctionnelle (Roulet et al, 1985). Par des découpages systématiques au niveau des constituants de l’interaction, l’étude hiérarchique nous permet d’observer la cohérence interactive et l’enchaînement discursif, la construction avec complétude qui débouche vers la compétence en interaction (la capacité à participer de façon optimale à des interactions sociales). Les critères dégagés permettent de démontrer qu’il y a une relation hiérarchique et dissymétrique entre l’enseignant et les apprenants dans l’échange didactique. Ce diagnostic produit à partir d’une démarche méthodologiquement fondée permet d’envisager l’évolution de ces interactions en vue de développer les compétences des apprenantsThe current approach is to further the view of language as a socially constructed activity. The interactive dimension is included in the functioning of language and its acquisition. These perspectives are illustrated by the deployment of speech, which is found especially in the classroom, as demonstred by ethnomethodology (Garfinkel 1968), conversational analysis and subsequent approaches. This study examines the acquisition of French from an interactionist point of view. The acquisition and learning of a foreign language is not seen only through the mastery of its system, but also through communicative activities in terms of social interaction. From a corpus of classroom interaction in Libyan University, a conversational analysis is produced of speech acts and their hierarchical structure and functions (Roulet et al 1985). By systematic consideration the constituents of the interaction, the hierarchical study allows us to observe the interactive discursive coherence and sequencing, construction with completeness that lead to competence in interaction (the ability to participate optimally in social interaction). The criteria demonstrate that there is a hierarchical and dissymmetrical relationship between the teacher and learners in educational exchange. Based on transferable diagnostic, the study allows to consider the impact of this type of interaction on learners' skills
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Eléhn, Christophe, und Sabina Kraup. „Crazy priest versus terrorist people : Den mediala framställningen av muslimer kring utspelet med pastor Terry Jones plan att bränna Koranen“. Thesis, Örebro universitet, Akademin för humaniora, utbildning och samhällsvetenskap, 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:oru:diva-13120.
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The purpose of this study is to examine the medial depiction of Muslims in the case of Pastor Terry Jones' intention to burn the Quran. Our study is based on theoretical framework regarding an alleged clash of civilizations, how that leads to global conflicts and controls the world politics. It’s also based on the western way of characterize Muslims as violent, irrational human beings, and how mass media have a tendency to depict Muslims as “the others”. The questions we aim to seek answers to are: How were Muslims portrayed in CNN's and Al-Jazeera's reporting regarding Terry Jones plan to burn the Quran? Which discourses exist about Muslims in each news channel and what are the main differences between them? The qualitative method used is a critical discourse analysis on empirical data consistently of twelve articles. A profound thematic and schematic analysis of each article is applied in order to make interpretations and relate the result to our theoretical framework. The result of the study shows that Muslims are, to a high level, portrayed as violent or dangerous with a strong connection to terrorism. A slight difference existed in the themes and discourses between each news channel. CNN objectified Muslims, as a whole, as a safety threat to the western community when Al-Jazeera, on the other hand, had the similar portraytion, but with an explanatory approach.
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Cross, David. „Les connaissances professionnelles de l’enseignant : reconstruction a partir d’un corpus vidéo de situations de classe de chimie“. Thesis, Lyon 2, 2009. http://www.theses.fr/2009LYO20102/document.
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Ce travail s’intéresse aux connaissances professionnelles des enseignants mises en œuvre lors d’un enseignement. Nous les avons étudiées à partir de l’action de l’enseignant dans sa classe. Notre approche théorique articule les connaissances pédagogiques liées au contenu (pedagogical content knowledge), à la théorie de l’action conjointe ainsi qu’à la théorie de l’activité. Un de nos principaux résultats est la mise au point d’une méthode d’analyse de données vidéo permettant de reconstruire, à partir de l’action, les connaissances professionnelles mises en œuvre par l’enseignant lorsque celui-ci répond à une question d’élève. Cette méthode articule deux niveaux d’analyse : le premier repose sur l’utilisation de mots clés permettant de caractériser la situation ainsi que le contexte. Cette caractérisation participe à un processus d’inférence des connaissances de l’enseignant. Le deuxième niveau d’analyse permet, en s’appuyant sur l’utilisation de l’analyse statistique implicative, de dégager des comportements récurrents en fonction de la situation ou du contexte. De ces liens entre comportements et caractéristiques de la situation et du contexte, nous montrons qu’il est possible de reconstruire des connaissances professionnelles mises en œuvre.Cette méthode d’analyse nous a permis de faire le portrait des connaissances professionnelles mises en œuvre lors d’un enseignement de chimie en Terminale S. Nous avons ainsi constaté que l’enseignante au cœur de notre étude de cas, lorsqu’elle répondait à des questions d’élèves, mettait en œuvre une grande variété de connaissances qui dépendent à la fois de la situation et du contexteOur research deals with the professional knowledge of teachers implemented during teaching. We studied this knowledge from the action of the teacher in his/her class. Our theoretical framework approach articulates pedagogical content knowledge theory, the joint action theory and the activity theory.One of our main outcomes is the development of a method for the analysis of video data. This method allows us to reconstruct the professional knowledge implemented by the teacher from the action when s/he answers pupil questions. This method involves two levels of analysis: the first level is based on the use of keywords enabling us to characterize the situation as well as the context. This characterization participates in a process of inference of the professional knowledge implemented by the teacher. The second level of analysis, based on the use of Implicative Statistical Analysis, allows us to draw recurring behaviours according to the situation or the context. These links, between behaviour and characteristics of the situation and the context, made possible the reconstruction of implemented professional knowledge.This method of analysis enabled us to portray the professional knowledge implemented during chemistry teaching at grade 12. We noticed that a large variety of knowledge was implemented when the observed teacher answered pupil questions. Furthermore this knowledge is dependent on the situation and on the context
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Silva, Igor Assoni Monteiro da. „O imaginário de trabalhador ideal: representações de trabalhador na perspectiva da Federal das Indústrias do Estado do Paraná“. Universidade Tecnológica Federal do Paraná, 2017. http://repositorio.utfpr.edu.br/jspui/handle/1/2766.
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CAPESO objetivo desta pesquisa é analisar o imaginário de trabalhador ideal construído pelas revistas Cuide-se+ e Indústria em Revista, publicadas pela Federação das Indústrias do Estado do Paraná (FIEP). A pergunta que este trabalho se propõe a responder é a seguinte: como é representado o trabalhador e quais as características consideradas adequadas para realização do trabalho na indústria? A pergunta é colocada tendo-se em consideração as transformações na organização do trabalho ao longo do desenvolvimento do modo de produção capitalista e as exigências de controle sobre quem o realiza: a classe trabalhadora. Através da análise de conteúdo orientada pelo tema, conforme a proposta metodológica de Bardin (2011), buscou-se descrever e compreender os elementos que compõem as representações do que seja uma força de trabalho adequada na perspectiva da maior entidade associativa empresarial paranaense. Assim, por esta via de análise chegou-se a um conjunto de dados que caracterizam os trabalhadores em seus aspectos instrumentais, comportamentais e grupais e sociais. O aporte teórico possibilitou discutir estes dados como os reflexos das necessidades e interesses empresariais em desenvolver continuamente não apenas as tecnologias produtivas e as formas de organização do trabalho mas também as estratégias de controle da força de trabalho. Assim, percebe-se que as representações da força de trabalho adequada construídas pelos discursos da FIEP em suas revistas são as expressões ideológicas das exigências da organização do trabalho em sua forma mais atual.
This research aims to analyze the imaginary of ideal worker constructed by the magazines Cuide-se+ and Indústria em Revista, published by the Federation of Industries of the State of Paraná (FIEP). The question that this study proposes to answer is the following: how is the worker represented and what are the characteristics considered adequate to carry out the work in the industry? The question is posed taking into account the transformations in the organization of labor along the development of the capitalist mode of production and the demands of control over who realizes it: the working class. Through the content analysis oriented by theme, according to Bardin's methodological proposal (2011), we sought to describe and understand the elements that form the representations of what is a suitable workforce from the perspective of the largest corporate association of Paraná. Thus, through this route of analysis, we reached a set of data that characterize the workers in their instrumental, behavioral and group and social aspects. The theoretical contribution made it possible to discuss these data as the reflexes of capitalist needs and interests in continuously developing not only productive technologies and forms of work organization but also strategies of workforce control. Thus, it can be seen that the representations of the adequate workforce constructed by the FIEP discourses in their publications are the ideological expressions of the demands of the work organization in its most current form.
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Ventura, Maria Domingos Pereira. „As construções discursivas do trabalho livre e o escravo na peça Mãe de José de Alencar“. Universidade Tecnológica Federal do Paraná, 2018. http://repositorio.utfpr.edu.br/jspui/handle/1/3143.
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Esta dissertação analisa as construções discursivas do trabalho livre e escravo na pela Mãe de José de Alencar publicada em 1860. A pesquisa foi predominantemente exploratória quanto ao seu objetivo, utilizou o método bibliográfico buscando nos textos de Marx, Engels, Freyre, Freitas, Fausto, Gorender, Costa, Ianni e outros autores o surgimento do trabalhador assalariado e indícios que levassem à compreensão sobre como se deu a passagem do trabalho escravo para o livre no Brasil do século XIX. A análise tem como corpus a pela Mãe, de José de Alencar, procurando levantar como o autor representa as relações de trabalho na segunda metade do século XIX e as possíveis inferências dessa representação. A partir da Análise Dialógica do Discurso (ADD), de Baktin e o Círculo, buscou-se compreender como são representadas no discurso literário teatral as relações entre senhores e escravos urbanos e entre as classes sociais que se reorganizam e os trabalhadores livres. Como resultado a pesquisa revelou como o autor inova ao trazer como protagonista uma escravizada durante a vigência da escravidão no país, mostrando que esta pode se colocar como uma trabalhadora livre, em suas falas, apesar de sua condição de escrava na pele e expõe no microcosmo da obra, como se constitui o trabalho escravo e livre na época. Mostra ainda o espanto diante da necessidade de mulheres pertencentes a estratos sociais mais favorecidos trabalharem. Alencar buscou construir em suas obras uma identidade para o país que se constituía, e denunciou as mazelas da escravidão em obras como Mãe e O Demônio Familiar (1857). Entretanto, a despeito de ter levado ao palco a escravidão, a invisibilidade dos escravos e seus descendentes permanece, ainda hoje, nos milhões de brasileiros negros e mulatos alijados de seus direitos. A pesquisa aponta a importância da redescoberta de obras como Mãe que mantém viva a memória da escravidão e que passados 129 anos de seu término oficial, seus efeitos ainda se fazem sentir, cabendo a cada brasileiro fazer uso de suas capacidades para escrever uma nova história para o trabalho neste país: trabalho livre e digno para cada habitante desta terra, independente da cor de sua pele ou condição social.This dissertation analyses the discursive constructions of the free and enslaved work on José de Alencar’s play Mãe, published in 1860. The research was mainly exploratory when it came to its objectives and utilized the bibliographic method, searching on the texts of Marx, Engels, Freyre, Freitas, Fausto, Gorender, Costa, Ianni and other authors for the emergence of the salaried work and indications that led to comprehending how the transition from enslaved work to free work happened in Brazil in the XIX century. The analysis has as a corpus José de Alencar’s play Mãe, and it tries to raise how the author represents the work relations in the second half of the XIX century and the possible inferences of such representation. From Bakhtin and the Circle’s Dialogical Discourse Analysis (DDA), it is attempted to comprehend on the theatrical literary speech how it is represented the relations between master and slave and between the social classes that restructured themselves and the free workers. As a result, the research revealed how the author innovates by bringing as the main character a female slave, during the existence of slavery in the country, showing that she can be a free worker, in her lines, despite her condition of a slave on her skin and exposes on the work’s microcosm how it is constituted the free and enslaved work at the time. It also shows the astonishment before the need of higher-stratum-belonging women to work. Alencar attempted to build on his works an identity for the constituting country, and despite denouncing the badness of slavery on works such as Mãe e Demônio Familiar (1857), the invisibility of the slaves and their descendants remains in millions of black and mulatto Brazilians depleted from their rights. The research pointed out the importance of rediscovering works such as Mãe that do not allow us to forget that slavery happened and that 129 years since its official end, its effects are still felt, making it fitting that every Brazilian, making use of their own capacity, write a new history for work in this country: free and dignified work for every inhabitant in this land, independent of color of skin or social condition.
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Chen, Yan-Zhen. „L’enseignement du chinois standard en tant que 3ème ou 4ème langue étrangère dans une classe de seconde en Alsace : le rôle de la notion de compétence plurilingue et pluriculturelle“. Thesis, Strasbourg, 2017. http://www.theses.fr/2017STRAC042/document.
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Cette thèse a consisté en une recherche qualitative et ethnographique. Elle visait à déterminer le rôle joué par la compétence plurilingue et pluriculturelle d’une enseignante et de ses vingt-deux élèves grands débutants au sein d’un enseignement du chinois langue étrangère. Comment une enseignante de chinois langue étrangère interprète-elle cette notion ? Comment peut-elle prendre en compte et s’appuyer sur les langues acquises précédemment de ses élèves, soit le répertoire plurilingue de ses élèves, pour faciliter son enseignement ? Il ne s’agissait pas simplement d’identifier les mécanismes et la fréquence d’utilisation du répertoire plurilingue dans l’enseignement du chinois standard, mais aussi d’interroger les représentations de l’enseignante et de ses élèves afin de saisir les causes du décalage entre le discours et les instructions officiels d’une part et les pratiques d’enseignement et d’apprentissage d’autre part. Ma thèse a démontré deux résultats significatifs : la « sloganisation » de la notion de compétence plurilingue et pluriculturelle dans les politiques linguistiques éducatives de la France et le manque de conscience du recours à la compétence plurilingue et pluriculturelle chez les protagonistes du terrainThis thesis consists of a qualitative and ethnographic research. It aims to determinate the role played by the plurilingual and pluricultural competence of a teacher and her twenty-two full beginner students in the context of the teaching of Chinese as a foreign language. How does this teacher interpret this notion? How can this teacher take into account and make use of her students’ previously acquired languages, i.e. their plurilingual repertoire, to facilitate her teaching? This thesis concerns not only identifying the mechanisms and the frequency of the use of the plurilingual repertoire in the teaching of standard Chinese, but also interrogating the teacher and the students’ representation. This analysis intends to seize the causes of the gap between the official discourse and instructions on one hand and the empirical teaching and learning practices on the other hand.This thesis demonstrated two significant results: the “sloganization” of the notion of plurilingual and pluricultural competence in French educative language policies and the lack of awareness of the protagonists concerning their solicitation of the plurilingual and pluricultural competence in the classroom
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Lebre-Peytard, Monique. „"L'écoute-analyse" des documents sonores et leur utilisation en classe de langue“. Paris 3, 1987. http://www.theses.fr/1987PA030039.
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Cette thèse, qui est une contribution à la formation des enseignants de FLE, se situe dans le champ de la didactique des langues étrangères. Il y est discuté de l'apport et des limites - pour l'invention de pro- cédures pédagogiques favorisant une meilleure compréhension des dis- cours oraux - d'une démarche méthodologique dite "d'écoute-analyse". Les principaux outils conceptuels sont empruntés aux théories linguistiques concernant les problèmes de l'énonciation et de la pragmatique. Les fondements de cette approche de type "prépédagogique", exposés dans le chapitre I répondent à une double préoccupation : 1- analyser à partir d'unités linguistiques de différents niveaux la cohérence des discours oraux, en insistant plus particulièrement sur la stratégie argumentati- ve explicite et implicite des locuteurs. 2- rechercher les relations entre les productions langagières et leurs paramètres "situationnels". Dans le chapitre II on présente une étude sur le rôle joue dans l'in- terprétation des discours oraux, par cinq "traits d'oralité": deux traits prosodiques (pauses, accent d'insistance), deux phénomènes discursifs ("hein", les hésitations), un point de syntaxe (les constructions seg- mentées). Dans le chapitre III, on propose l'analyse du fonctionnement discursif de neuf documents sonores (extraits radiophoniques, récits oraux, conversation. . . ) Le chapitre IV contient des propositions concrè- tes d'unités didactiques; elles sont concues selon une démarche pédago- gique, dont les principes conformes à la méthodologie "d'écoute-analyse" présentée anterieurement, sont à mettre en relation avec les théories d'apprentissage relevant du cognitivisme et du socio-cognitivisme. L'élaboration de ce matériel pédagogique fait appel à des compétences relevant de différentes disciplines: linguistique, sociologie, psycho- logie. . . De manière plus générale, la thèse présentée est l'occasion d'une réflexion sur les relations entre les recherches théoriques en sciences humaines et leur utilisation en didactique des langues étrangèresThis thesis is to be taken as a contribution to the training of teachers of french as a foreign language. New procedures in the teaching process to improve a better understanding of sound recordings are discussed, as well as the methodology they imply and which we call "listening-in-analysis". The main concepts involved in the discussion are taken from linguistics applied to statements and pragmatics. The fundamentals to this kind of "pre-pédagogical approach", as presented in chapter I correspond to two directions in our analysis: 1- from vari- ous linguistic units of various linguistic levels, to analyse the co- herence of oral speeches with particular emphasis on the arguments un- derlying the speakers'explicit and implicit strategy. 2- to investiga- te the relationships existing between language productions and their environmental parameters. Chapter II presents an interprétation of oral speeches by investigating the part played by five oral speech altera- tions acting as aids to understanding: two prosodic features (pauses and stresses), two speech features ("hein", hesitations) and one syntax feature (segmented clauses). Chapter III analyses nine sound recordings: conversation, oral tales and radio recordings. Chapter IV introduces proposals for teaching aids. The teaching processes here involved imply what we have previously called "the listening-in-analysis"methodology; likewise, they take into account theories of the learning process which are directly relevant to cognitivism and socio-cognitivism. To elabora- te this set of teaching aids has implied the use of competence from various fields such as linguistics, sociology and psychology. There fore, this thesis should be considered the occasion of a reflection on the relationships existing between the theoretical background of research in human sciences and its use when dealing with the practical side of teaching a foreign language
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Aguilar, Rio Jose. „La présentation de l'enseignement de langue étrangère : aspects relationnels et décisions interactionnelles en classe de l2“. Thesis, Paris 3, 2010. http://www.theses.fr/2010PA030146.
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Ce travail se situe à la croisée de la didactique des langues étrangères [L2], des sciences de l'éducation et de la psychologie sociale. L'hypothèse de départ porte sur la possibilité que des enseignants de L2 montrent, face aux apprenants et au cours d'une rencontre en classe de L2, des comportements allant au-delà de leurs fonctions institutionnelles d'organiser, faciliter et participer à la communication. Il est question caractériser la manière dont des enseignants de L2 se représentent leur métier. Nous travail adhérons ainsi au courant des études sur la cognition des enseignants qui explorent leurs croyances hétéroclites. Nous avons d'abord observé des rencontres en classe de L2 en présentiel que nous avons ensuite analysées à la manière de l'analyse conversationnelle. Le recours à l'analyse conversationnelle nous a permis de déterminer la manière dont les participants co-construisent la rencontre en classe de L2. Certaines des pratiques repérées chez l'enseignant, telles que la désaffiliation, la légitimation du rire, ont été caractérisées comme des actions motivées par ses croyances. Enfin, le recours à des entretiens d'auto-confrontation a permis de confronter les enseignants avec leur propre pratique afin qu'ils la commentent selon leur logique et leur ressenti. Ce dispositif a rendu possible un dialogue entre le chercheur et les enseignants grâce auquel leur savoir-être enseignant a été caractérisée finementThis work is at the crossroads of applied linguistics – namely foreign language [L2] teaching – education studies and social psychology. Its ultimate goal is to characterize the way in which L2 teachers represent their profession. This work draws on teachers' cognition studies in order to explore the heterogeneous beliefs of teachers. It also draws on conversation analysis [CA]: the classroom observation conducted in four fields has produced recordings that have become L2 classroom transcripts. The use of CA has helped to determine the participants' attitude as they coconstruct the situation in which they participate – namely a L2 classroom, which constitutes, in principle, an institutional setting. As regards the L2 teachers, the identification of certain practices – their disaffiliation, their choice of subject, their legitimation of laughter – indicates the possibility that they have made certain decisions according to the manner in which they co-manage the classroom situation, but also in relation to their own beliefs. Finally, we use recall-interviews, by means of which the teachers are confronted the teachers with their own practice; this may conduce to their characterising their own actions according to a certain pedagogical logic, but also according to their feelings. By means of integrating these three sources of information a dialogue between the teachers and the researcher has become possible; this dialogue has allowed for a fine description of the teachers' teaching know-how