Academic literature on the topic 'Discursive Engagement'

Abstract The United Kingdom’s decision to leave the European Union has triggered a variety of forms of political engagement among EU nationals living in the UK. Our research, carried out in the North West of England, an area that has received little attention so far, demonstrates that the result of the 2016 Referendum sparked a new awareness of public discourse, has led to the emergence of new political and discursive attitudes and strategies, as well as persuasive reflexivity and incipient activism on the part of EU nationals. This article thus contributes to the existing literature on political engagement by analysing EU nationals’ cognitive, discursive and pro/re-active engagements with Brexit.

Objectives: Understandings of menstruation, including those within teaching, continue to draw on dominant discourses that construct menstruation as shameful and secret. This study trialled a new pedagogical approach to menstruation education that offered opportunities to engage with and mobilise alternative discourses. Design: Teachers of students (aged 10–12 years) in school years 7 to 8 were invited to participate in two workshops that used a critical literacy pedagogy to encourage learning about menstruation at schools. Classroom lessons were collaboratively planned. The teaching of the lessons was observed, and interviews with teachers and small groups of participating students were undertaken. Setting: South Island, New Zealand. Methods: Transcripts of workshops and interview data, in combination with field notes from the observed lessons, were subjected to discourse analysis. Results: Teachers still engaged with discourses of shame and secrecy in their work. Students, on the other hand, were observed to challenge discourses of shame and secrecy, and explored alternatives with which they could construct new meanings about menstruation. Conclusion: Findings suggest that it is important for teachers to examine personal constructions of menstruation. By approaching the teaching of menstruation in a way that offers space for students to engage with a variety of alternative discourses, teachers can help broaden the manner in which menstruation is understood.

By analysing multimodal TV advertisements, this study aims to show how intertextual voices are exploited in advertising discourse to enhance persuasive power. Taking as their point of departure the assumption that all discourses are intertextual recontextualizations of social practice that draw on external voices from both specific discourses and discursive conventions, the authors identify two types of intertextual voice in TV advertisements: character and discursive voice. This article illustrates the multimodal construction of voices and demonstrates that the choice of voices is closely related to the ‘domain’ of the product. It is argued that the intertexual voices contribute to the advertising discourse through multimodal engagement strategies. Character voice endorses the advertised product through such resources as lexico-grammar, intonation, facial expression and staged narrative, while discursive voice endorses the advertised product through contextualization and intertextual discourse structure. It is hoped that the study will shed light on the understanding of the heteroglossic nature of advertisements, the interaction between intertextual voices and the advertised message, and multimodal construction of voices and engagement.

Combining sentiment analysis and discursive network analysis, this article looks to answer which sentiments characterize YouTube comments discourse, with a specific focus on how-to videos. What are the differences between comments to various types of videos, and which discursive contexts seem to promote positive sentiment and a participatory climate? Furthermore, the aim is to map out a variety of existing user strategies in terms of their degree of participation. What various modes of taking part and/or giving support are made discursively possible, and what degrees of detachment or engagement are expressed through these identified strategies?

ABSTRACT:The profound influence of Thomas Donaldson and Thomas Dunfee’s integrative social contracts theory (ISCT) on the field of business ethics has been challenged by Andreas Scherer and Guido Palazzo’s Habermasian approach, which has achieved prominence of late with articles that expressly question the defensibility of ISCT’s hypernorms. This article builds on recent efforts by Donaldson and Scherer to bridge their accounts by providing discursive foundations to the hypernorms at the heart of the ISCT framework. Extending prior literature, we propose an ISCT* framework designed to retain ISCT’s practical virtue of managerial guidance while answering the demands of Scherer and Palazzo’s discursive account. By subscribing to a suitable portfolio of discursively justified hypernorms, we argue, companies unlock the valuable moral guidance of ISCT*, which says to treat these hypernorms as unequivocal outer bounds to the pursuit of business and as a starting point to tailor local norms through discursive stakeholder engagement.

Citizenship is more than a status associated with a bundle of rights; it is also the formal contract by which the sovereignty of a nation is extended to the individual in exchange for being governed. Who can and who cannot contract into this status and what rights are able to be exercised is also shaped by who possesses the nation. In this article it is argued that citizenship operates discursively to contain Indigenous people’s engagement with the economy through social rights. This containment precludes consideration of Indigenous sovereign rights to our lands and resources, to enable Indigenous economic development within a capitalist market economy.

This article endeavors to explain South Korea’s institutional turn to “diaspora engagement,” which began in earnest in the late 1990s. This shift can easily be attributed to instrumentalist calculations on the part of the South Korean state, i.e., as an effort to “tap into” or exploit the human and capital resources of ethnic Koreans living outside of the country. But instrumental calculations and interests, while significant and clearly proximate, were not the only nor necessarily the most important (causal) factors at play. Using a discursive institutional and microfoundational approach, we argue that underlying the institutional shift to diaspora engagement, was both an intentional and unintentional reframing of the Korean diaspora as “brethren” and “national assets,” a powerful discursive combination. This reframing did not come about automatically but was instead pushed forward by sentient or discursive agents, including Chŏng Chu-yŏng (the founder of Hyundai) and Yi Kwang-gyu, who was a Seoul National University professor and later the third president of the Overseas Koreans Foundation. Journalists, religious leaders and other activists within South Korea’s NGO community, as well as ethnic Koreans themselves, also played key roles as discursive agents in this reframing process. Central to our discursive institutional and microfoundational approach is the assertion that ideas and discourse were key causal factors in the institutional shift to South Korea’s engagement with the Korean diaspora.

With increasing competition and metrics focusing on teaching quality (e.g. the teaching excellence framework or TEF), there is a spotlight on learning and teaching (L&T) in policies and practices within universities. Bodies at national and institutional levels focus on disseminating policy ideas on L&T which are oriented to government priorities. This article focuses on how policy itself is discursively constructed in selected L&T policy documents and explores the means of the recontextualisation of policy discourses. I discuss the following three findings: (1) the construction of policy as ‘embedded within processes and practices’, (2) shifts in genre and discursive strategies as policy ideas become short guidelines and (3) the role of ‘discursive mechanisms’ in forcing engagement with policy ideas. Through an analysis of discursive strategies and recontextualisation, I demonstrate the seeming insecurity around policy compliance and show how constructions of L&T are never value-free.

ABSTRACTThe question of how to engage with stakeholders in situations of value conflict to create value that includes a plurality of conflicting stakeholder value perspectives represents one of the crucial current challenges of stakeholder engagement as well as of value creation stakeholder theory. To address this challenge, we conceptualize a discursive sharing process between affected stakeholders that is oriented toward discursive justification involving multiple procedural steps. This sharing process provides procedural guidance for firms and stakeholders to create pluralistic stakeholder value through the discursive accommodation of diverging stakeholder value perspectives. The outcomes of such a discursive value-sharing process range from stakeholder value dissensus to low (agreement to disagree) and increasing levels of stakeholder value congruence (value compromise) to stakeholder value consensus (shared values). Hence, this article contributes to the emerging literature on integrative stakeholder engagement by conceptualizing a procedural framework that is neither overly oriented towards dissensus nor consensus.

Background Despite numerous counteracting efforts, antivaccine content linked to delays and refusals to vaccinate has grown persistently on social media, while only a few provaccine campaigns have succeeded in engaging with or persuading the public to accept immunization. Many prior studies have associated the diversity of topics discussed by antivaccine advocates with the public’s higher engagement with such content. Nonetheless, a comprehensive comparison of discursive topics in pro- and antivaccine content in the engagement-persuasion spectrum remains unexplored. Objective We aimed to compare discursive topics chosen by pro- and antivaccine advocates in their attempts to influence the public to accept or reject immunization in the engagement-persuasion spectrum. Our overall objective was pursued through three specific aims as follows: (1) we classified vaccine-related tweets into provaccine, antivaccine, and neutral categories; (2) we extracted and visualized discursive topics from these tweets to explain disparities in engagement between pro- and antivaccine content; and (3) we identified how those topics frame vaccines using Entman’s four framing dimensions. Methods We adopted a multimethod approach to analyze discursive topics in the vaccine debate on public social media sites. Our approach combined (1) large-scale balanced data collection from a public social media site (ie, 39,962 tweets from Twitter); (2) the development of a supervised classification algorithm for categorizing tweets into provaccine, antivaccine, and neutral groups; (3) the application of an unsupervised clustering algorithm for identifying prominent topics discussed on both sides; and (4) a multistep qualitative content analysis for identifying the prominent discursive topics and how vaccines are framed in these topics. In so doing, we alleviated methodological challenges that have hindered previous analyses of pro- and antivaccine discursive topics. Results Our results indicated that antivaccine topics have greater intertopic distinctiveness (ie, the degree to which discursive topics are distinct from one another) than their provaccine counterparts (t122=2.30, P=.02). In addition, while antivaccine advocates use all four message frames known to make narratives persuasive and influential, provaccine advocates have neglected having a clear problem statement. Conclusions Based on our results, we attribute higher engagement among antivaccine advocates to the distinctiveness of the topics they discuss, and we ascribe the influence of the vaccine debate on uptake rates to the comprehensiveness of the message frames. These results show the urgency of developing clear problem statements for provaccine content to counteract the negative impact of antivaccine content on uptake rates.

The field of adult literacy and basic education (ALBE) has undergone dramatic changes in recent years with the advent of labour market programs, accreditation, competency-based assessment and competitive tendering for program funds. Teachers' working conditions have deteriorated and their professional autonomy has been eroded. ALBE has been increasingly instrumentalised to fulfil the requirements of a marketised economy and conform to its norms. The beliefs and value systems which traditionally underpinned the work of ALBE teachers have been reframed according to the principle of 'performativity' and the demands of the 'performative State' (Lyotard, 1984: 46, Yeatman 1994: 110). The destabilisation of teachers' working lives can be understood as a manifestation of the 'postmodern condition' (Lyotard 1984; Harvey 1989): the collapse of the certainties and purposes of the past; the proliferation of technologies; the impermanence and intensification of work; the commodification of knowledge and curricula; and the dissolving of boundaries between disciplines and fields of knowledge. The critiques of the modernist grand narratives which underpin progressivist and critical approaches to adult literacy pedagogy have further undermined the traditional points of reference of ALBE teachers. In this thesis I examine how teachers are teaching, surviving, resisting, and 'living the contradictions' (Seddon 1994) in the context of struggles to comply with and resist the requirements of performativity. Following Foucault and a number of feminist poststructuralist authors, I have applied the notions of 'discursive engagement' and 'the politics of discourse' (Yeatman 1990a) as a way of theorising the interplay between imposed change and teachers' practice. I explore the discursive practices which take place at the interface between the 'new' policy discourses and older, naturalised discourses; how teachers are engaged by and are engaging with discourses of performativity; how teachers are discursively constructing adult literacy pedagogy; what new, hybrid discourses of 'good practice' are emerging; and the micropractices of resistance which teachers are enacting in their speech and in their practice. My purpose was to develop knowledge which would support the reflexivity of teachers; to enrich the theoretical languages that teachers could draw upon in trying to make sense of their situation; and to use those languages in speaking about the dilemmas of practice. I used participatory action research as a means of producing knowledge about teachers' practices, structured around their agency, and reflecting their standpoint (Harding 1993). I describe two separate action research projects in which teachers of ALBE participated. I reflect on both projects in the light of poststructuralist theory and consider them as instances of what Lather calls 'within/against research' (Lather 1989: 27). I analyse written and spoken texts produced in both projects which reflect teachers' responses to competency-based assessment and other features of the changing context. I use a method of discourse mapping to describe the discursive field and the teachers' discursive practices. Three main configurations of discourse are delineated: 'progressivism', 'professional teacher' and 'performativity'. The teachers mainly position themselves within a hybridising 'progressivist /professional teacher' discourse, as a discourse of resistance to 'performative' discourse. In adapting their pedagogies, the teachers are in some degree taking the language and world view of performativity into their own vocabularies and practices. The discursive picture I have mapped is complex and contradictory. On one hand, the 'progressivist /professional teacher' discourse appears to endure and to take strength from the articulation into it of elements of performative discourse, creating new possibilities for discursive transformation. On the other hand, there are signs that performative discourse is colonising and subsuming progressivist /professional teacher discourse. At times, both of these tendencies are apparent in the one text. Six micropractices of resistance are identified within the texts: 'rational critique', 'objectification', 'subversion', 'refusal', 'humour' and 'the affirmation of desire'. These reflect the teachers' agency in making discursive choices on the micro level of their every day practices. Through those micropractices, the teachers are engaging with and resisting the micropractices and meanings of performativity. I apply the same multi-layered method of analysis to an examination of discursive engagement in pedagogy by analysing a transcript of the teachers' discussion of critical incidents in their classrooms. Their classroom pedagogies are revealed as complex, situated and eclectic. They are combining and integrating their 'embodied' and their 'institutional' powers, both 'seducing' (McWilliam 1995) and 'regulating' (Gore 1993) as they teach. A strong ethical project is apparent in the teachers' sense of social responsibility, in their determination to adhere to valued traditions of previous times, and in their critical self-awareness of the ways in which they use their institutional and embodied powers in the classroom. Finally, l look back on the findings, and reflect on the possibilities of discursive engagement and the politics of discourse as a framework for more strategic practice in the current context. This research provides grounds for hope that, by becoming more self-conscious about how we engage discursively, we might become more strategic in our everyday professional practice. Not withstanding the constraints (evident in this study) which limit the strategic potential of the politics of discourse, there is space for teachers to become more reflexive in their professional, pedagogical and political praxis. Development of more deliberate, self-reflexive praxis might lead to a 'postmodern democratic polities' (Yeatman 1994: 112) which would challenge the performative state and the system of globalised capital which it serves. Short abstract Adult literacy and basic education (ALBE) teachers have experienced a period of dramatic policy change in recent years; in particular, the introduction of competency-based assessment and competitive tendering for program funds. 'Discourse politics' provides a way of theorising the interplay between policy-mediated institutional change and teachers' practice. The focus of this study is 'discursive engagement'; how teachers are engaged by and are engaging with discourses of performativity. Through two action research projects, texts were generated of teachers talking and writing about how they were responding to the challenges, and developing their pedagogies in the new policy environment. These texts have been analysed and several patterns of discursive engagement delineated, named and illustrated. The strategic potential of 'discourse polities' is explored in the light of the findings.

Anorexia nervosa (AN) is a chronic and complex psychosomatic condition, characterised by a primary drive to be thin and a refusal to maintain normal body weight. Only a minority of people diagnosed with AN ever become asymptomatic and more research has been called for to address high drop-out rates and lack of engagement in AN treatment services, in particular psychotherapeutic treatment. Prior studies have generally examined this problem in terms of patient mediated variables, such as attitudes and behaviours, with little focus on contextual factors. Research that has studied therapeutic engagement in the area of AN has yet to examine psychotherapeutic treatments-in-practice. Guided by this gap in the literature this thesis examines ways in which therapists engage with adolescents diagnosed with AN in naturally occurring psychotherapeutic interactions. A secondary and concurrent focus is to look at how the therapists’ underlying theoretical models are reflected in in situ practice. The data corpus comprises twenty-four therapy sessions recorded in an eating disorders programme based in a children’s hospital. In contrast to eating disorders treatment statistics reported in the literature, the programme has a low drop-out rate, zero mortality rate and good long-term patient outcomes, making it an especially suitable setting to examine engagement. Drawing on methods from discursive psychology (DP) and conversation analysis (CA), a number of interactional practices are found which show how the key principles of engagement and neutrality are brought off, or achieved as such in turn-by-turn interaction. Central to the analysis, is the recurrent production of patients’ bodily states and conduct as delicate items. As these topics are also the primary focus of the institutional setting, the analysis shows how practices such as perspective display series and dispositional management allow delicately marked institutional tasks to be carried out. The analysis also examines how patients’ bodies and conduct are embedded in, and constituted as problematic in the interactions. Regularities, such as agentic repositioning in accounts, demonstrate the co-production of patients as psychologically compliant with treatment while physically non-compliant. This thesis contributes to work in applied CA concerning links between theoretical models and interactional practices by demonstrating naturally occurring regularities that describe key guiding principles of the eating disorders programme. It also builds on work in DP concerning examinations of the body and embodiment, by showing how patients’ physical bodies are an integrated feature of the interactions. Finally, this thesis has implications for a clinical audience in terms of extending therapists’ awareness of how engagement with patients is constituted interactionally, which also contributes to wider AN literature on ‘resistance’ to therapy.

The European Union (EU) deployed its first police mission in 2003. Since then, the EU has deployed thirty-four missions around the world. Considering the great financial burden to the EU budget and the budget of contributing Member States (MS), as well as the fact that the realm of defence is one of the most overdue areas of the European integration project, this thesis asks the general but multifaceted question of where EU missions come from. To address this question the thesis explores the historic origins of EU missions, conceptualises them in view of the conceptual and theoretical developments in the literature and policy practice, and develops a model for the analysis of the decision-making process behind the deployment of EU missions. The model is tested on three case studies, namely the three EU missions deployed in the Horn of Africa European Union Naval Force (EUNAVFOR) Atalanta, European Union Training Mission (EUTM) Somalia and European Union Capacity Building Mission (EUCAP) Nestor. The findings of the analysis reveal a gradual evolution of EU crisis management after the entry into force of the Lisbon Treaty and the establishment of the European External Action Service. The analysis indicates that EUNAVFOR Atalanta was primarily deployed due to French impetus at the level of the Political and Security Committee (PSC), but also due to a convincing call of the United Nations Security Council (UNSC) to the international community to act against the significant increase of piracy activity in the Gulf of Aden in 2008. The EUTM Somalia mission was primarily deployed due to a convincing strategy from the strategic planners at the EEAS, as well as the commitment of the United States (US) to a partnership with the EU to train recruits of the Somali Security Forces (SSF). Finally, the analysis of the third case study reveals even greater impact from the strategic planners at the EEAS and the acceptance at all levels of the EU s Comprehensive Approach to crisis management, and in particular due to the influential Strategic Framework for the Horn of Africa document. The overall interpretation of the findings conclude that the foreign policy of the EU is a moving target, constantly changing, as is exemplified by both the historic overview and the analysis of the three case studies, and that the analysts of EU foreign policy must remain open to these changes when choosing modes of studying EU foreign policy.

D'une confidence fortuite à la polyphonie bakhtinienne

L'origine de ce projet de thèse est une histoire familiale. J'étais étudiante en lettres lorsque ma mère, au détour d'une conversation, me confie que Camus a écrit sur mon grand-père et qu'on peut trouver ces documents dans les Cahiers Albert Camus. Je m'étonne et prends connaissance du détail de l'affaire. Mon grand-père est le magasinier Mas emprisonné aux côtés d'Hodent, entraîné dans une fausse accusation de malversation et de spéculation par ceux-là mêmes qui agissaient dans la seule finalité de leur profit personnel en modifiant à leur guise le prix du blé fixé par des amendements du Front Populaire. L'intervention de Camus, jeune journaliste à Alger Républicain, permet d'éviter l'erreur judiciaire. Une série de quinze articles est consacrée à ce procès répertorié sous le nom d'« affaire Hodent ».
Je suis le procès en entendant les voix des accusés, celle du procureur, celles des avocats, des témoins cités à la barre et celle de Camus, jeune journaliste passionné et investi dans la recherche de la vérité. Et, dans ce foisonnement, je m'interroge sur le pouvoir de la parole, sur la polysémie du langage, ses zones d'ombre, sur les ambivalences des hommes, sur la foi erronée en une vérité unique. D'où parle-t-on ? À qui les discours s'adressent-ils ? Quelle croyance obsolète supposent-ils dans l'unité du sujet parlant et dans la capacité du langage à restituer une unité originelle ? Je relis Bakhtine. J'explore l'ouvrage de Dunwoodie qui met en parallèle Camus et Dostoïevski. Je découvre les influences, les intertextualités. Ma recherche s'oriente alors vers la polyphonie, vers une réflexion sur le rapport de l'homme au langage, à l'unité, à la vérité. Le procès d'Hodent m'y a conduit.
J'entre dans l'ère du soupçon qui est la marque du XXe siècle. Je lis avec passion L'Anneau de Clarisse de Magris qui retrace les grandes étapes du désenchantement du monde lié à la mort de Dieu. Nietzsche prend alors toute la place. Il est au centre névralgique de cette explosion à la fois jubilatoire et dysphorique. La foi dans l'unité du sujet n'est plus. L'homme est multiple. Il est une myriade d'éclats, il est bigarrures et paradoxes dans un monde marqué par la perte des repères.

Une voix dans le fracas du monde

Camus s'efforce de faire entendre sa voix dans le fracas du monde et dans la multitude des voix d'autrui, voix des habitants de Belcourt, voix silencieuse de la mère, voix autoritaire de la grand-mère, voix des maîtres qui guident l'enfant, voix des premiers romanciers lus avec émotion et éblouissement, voix des « grands auteurs », des Classiques, voix de la Grèce antique et de la Rome latine, voix des philosophes de l'ère chrétienne, voix du messie qui crie sa déréliction et sa souffrance de l'incarnation, voix des penseurs solitaires, des créateurs de concepts, voix des comédiens sur les planches, des amis chaleureux, des femmes aimées, de celles qui ont trahi, de celles qu'il a trompées pour dire ailleurs d'autres mots, se nourrir d'autres murmures, voix des orateurs aux tribunes de l'actualité, voix des maîtres à penser, des moralisateurs, voix des traîtres, voix des lâches, voix qui se sont tues à jamais sous les fusillades aveugles qui fauchent sans pitié la jeunesse, la bravoure. Camus reste vivant après le cataclysme de la guerre, heureux et honteux, n'ayant plus alors que le témoignage comme seule justification. Les voix des morts résonnent dans le silence bruyant de la Libération et la voix de la vengeance est impérieuse avant de s'adoucir dans l'évidence du pardon et de l'oubli. Il est un homme labyrinthique qui façonne une œuvre en costume d'Arlequin. Il est un pantin tournoyant dans les orages du siècle, restituant, jusqu'au mutisme, les clameurs du siècle. Mais il est aussi un artiste qui ne renonce jamais totalement à l'exigence d'une voix personnelle, d'une voix du secret de l'intime, de l'opacité lumineuse du renoncement aux autres et de l'acceptation de soi comme condition de la création.
Voilà posée la tension camusienne entre le désir d'unité et d'harmonie, la course folle vers la fusion avec le monde, l'ardeur consacrée à rétablir la paix entre les peuples, le respect et la reconnaissance d'autrui dans son altérité et dans sa mêmeté d'une part, et d'autre part, la lucidité parfois effarée face à l'éclatement de l'être, à la victoire de la confusion et du désordre, au règne du paradoxe, de l'aporie, de la guerre. L'élan enthousiaste ou désespéré vers le désir d'harmonie s'incarne dans le choix d'être un écrivain et de porter, par les mots agencés, l'unité de l'homme et du monde. L'écriture tente de lutter contre l'éclatement, la fragmentation, la diversité. Mais les mots jaillissent et restituent le désordre, la confusion, la complexité de l'homme. L'écrivain fait l'expérience dysphorique et vivifiante, jubilatoire et angoissante de la polyphonie. Par qui suis-je habité quand je parle ? C'est la question que chaque « sujet parlant » ne peut manquer de se poser à la suite de Bakhtine ou de Ducrot. Quels échos résonnent dans une voix, quels dédoublements en abyme habitent l'auteur qui prend la plume ? Quel chemin peut conduire l'individu vers la singularité authentique dans le fracas assourdissant des voix d'autrui qui se mêlent et s'emmêlent? L'uni et l'unique ne sont-ils que des leurres, des fantômes aveuglés par l'orgueil et l'outrecuidance ? Comment livrer l'intime sans impudeur ? Comment être à la fois héraut de son temps, chantre de la justice et « politiquement et affectivement incorrect » ?
Faut-il chercher un fil conducteur ? Y a-t-il un fil d'Ariane menant à une vérité ultime ? Il ne semble pas que Camus se soit jamais imposé cette contrainte. La lecture des Carnets témoigne, malgré l'évolution programmatique annoncée très tôt par l'auteur, d'une œuvre qui avance au gré des lectures et des événements et restitue une pensée vibrante, frémissante, curieuse et avide, toujours en mouvement, toujours à l'affût d'une nouvelle rencontre, d'un nouvel éblouissement, toujours à l'écoute de cette palpitation intérieure que ne fait pas taire la clameur du monde. Ce paradoxe tensionnel et fécond de l'unité ontologique et de la fracture discursive se retrouve dans les différentes dimensions de l'œuvre camusienne, dans le rapport à l'histoire de son temps, dans le désir du chant de l'intime, dans la volonté de restituer l'authenticité de l'homme dans ce temps qui est le sien, sur cette terre qu'il a voulue sienne.
Pour, à l'instar de Camus, ne renoncer à rien, pour réunir tous les paradoxes, pour faire entendre la multitude des voix, le foisonnement des œuvres, j'ai choisi de placer mon parcours sous l'œil attentif et bienveillant de trois figures tutélaires. J'ose espérer que Camus aurait emprunté, non sans déplaisir, cette route que j'espère inexplorée, qui n'exclut pas les incursions inattendues, les chemins de traverse, les explorations imprévues.

Salomon, constructeur du Temple

Ce personnage biblique recèle en lui les ambitions de l'homme présent dans sa cité, acteur de son destin et de celui de ses compagnons. Il est le roi d'une justice immanente, inscrite à hauteur d'homme, évidente car elle sollicite la vérité du cœur. Il est un roi de sagesse qui règne dans un temps de paix. Mais on lui attribue également L'Ecclésiaste qui oriente sa pensée vers une philosophie liée au temps présent et à la perception aiguë de la précarité. L'ambivalence non contradictoire entre le temps de l'action et l'évidence de la nécessité de construire d'une part et d'autre part la conscience d'un absurde lié à la fugacité de la vie rend compte de la tension de l'œuvre de Camus où le désenchantement n'entraîne pas la désespérance. La figure de Salomon permet d'envisager les engagements politiques de Camus, d'observer comment il a contribué à maintenir debout les fondations de notre civilisation occidentale mise à mal par la fureur des hommes et la violence des guerres.
Je distingue trois temps dans cette dimension de l'œuvre. Le premier temps est un temps de l'engagement dichotomique. Il permet l'émergence d'une poétique de l'innocence. Camus a la volonté d'édifier un monde équitable. Il dénonce les injustices dans son reportage sur la Kabylie. Il fustige les excès d'une Droite sûre de ses droits en choisissant le ton acerbe du satiriste. Le verbe engagé prend place sur les planches, trouvant là une autre tribune pour énoncer son désir d'un monde de justice et dénoncer les vilenies des hommes et des régimes, des partis, des gouvernements. Il dénonce les tyrannies dans des adaptations théâtrales – Malraux, Gorki – ou dans des créations collectives – Révolte dans les Asturies.
Plus tard – c'est le deuxième temps, le temps de la parole héroïque – il s'engage avec Pia dans la grande aventure de Combat. Sa parole est édifiante. Il fait entendre la voix de l'honneur, en appelle à la justice des nations. Il dénonce les hypocrisies face à l'Espagne franquiste et défend la République en exil. Il s'afflige du silence des Occidentaux devant la dictature. Il en appelle au patriotisme dans ses éditoriaux de Combat. Il s'engage contre l'invasion soviétique en Hongrie. Il poursuit son engagement journalistique et met en place un théâtre engagé, en Algérie, avec des moyens de fortune, puis à Paris dans un moment de sa carrière où il a gagné, par ses romans, ses essais et sa présence à la tribune des journaux, une vraie notoriété.
Puis vient le temps du doute et du désenchantement. Camus se trouve dans la nécessité du silence et d'un retour sur soi. Il s'isole et se marginalise. Il fait l'expérience des limites de l'efficacité du discours. Il adapte les Possédés de Dostoïevski. Cette œuvre magistrale et complexe est le miroir des paradoxes contemporains et d'un climat délétère de manœuvres et de suspicions, de mensonges et d'hypocrisies. Ses dernières interventions journalistiques, obtenues par l'habileté et l'opiniâtreté de Jean-Jacques Servan-Schreiber et la médiation de Jean Daniel, témoignent d'un accroissement du doute et du désenchantement et cultivent l'art du décalage, de la marge, de l'inattendu. Camus déconcerte. On ne le comprend plus.

Orphée, poète de l'absence

Orphée chante la perte de l'être aimé et charme tous les êtres vivants. C'est la voix singulière de l'homme qui se fait entendre ici. Non plus celle qui s'offre à la communauté mais celle qui s'octroie le droit à la singularité. Camus laisse vibrer la corde sensible du lyrisme, il s'autorise le désir d'harmonie et de fusion au sein d'une nature flamboyante et généreuse, pleine de promesses. Il révèle la fascination féconde pour la tension nietzschéenne entre Apollon et Dionysos et l'exploration d'une forme nouvelle de poésie au plus près de l'homme. La lecture du Nietzsche de La Naissance de la Tragédie lui permet de comprendre la tension féconde entre le beau figé, hiératique, éternel et l'éclatante fulgurance d'une vie qui ne se saisit que dans l'éclair, le fugace, le transitoire, le désordre, la folie. L'antique alliance de l'apollinien et du dionysiaque a permis l'émergence de la tragédie. Cette lucidité ne laisse guère en repos. Elle est exigence de tous les instants et ne cesse de contraindre le sujet à s'interroger sur sa place dans le monde, sur l'origine de la parole, sur l'identité de celui qui parle et sur la coïncidence entre ce qui est senti, ce qui est pensé et ce qui est dit. À moins que le verbe n'ait valeur d'authenticité du fait même qu'il est proféré, sorti de soi. Ces questions hantent Camus qui s'interroge au cœur même de son œuvre, qui fait de ce questionnement une matière poétique. Il s'interroge également, sans être le seul dans ce siècle de guerres, d'hégémonies destructrices et de génocides, dans ce monde où la bravoure cède le pas à la lâcheté et à l'hypocrisie, sur la pertinence d'une parole poétique. Les poètes de ce milieu du XXe siècle, Jabès, Jaccottet, Bonnefoy, Char bien sûr, l'ami intime, n'ont pas éludé l'horreur de leur temps. Au contraire, ils l'ont regardée avec la lucidité des artistes et l'ont inscrite au cœur même de leur œuvre sans renoncer pour autant au réel de la beauté.
Camus poursuit les mêmes exigences que ses contemporains sur une voie qui est la sienne, sur une route où il va, solitaire, sombre et solaire, à la croisée des chemins, dans le clair-obscur des cultures qui se côtoient sans se comprendre. Ces exigences multiples ne sont pas aporétiques. Je les explore en écoutant le son envoûtant de la flûte de Dionysos. C'est une musique de l'insoumission, une musique non régie par le logos. Elle s'approche du mystère des origines et de l'effroi de la mort, elle est au plus près des pulsations intimes, du sang qui bat dans les tempes quand il fait trop chaud ou que l'émotion est trop intense. Elle nous fait entendre l'aulos de la Grèce antique. Elle est l'accord mineur, la gamme de l'être mi-homme, mi-dieu, du satyre, de Pan. Mais ce souffle ne saurait exister sans l'intervention d'Apollon. L'homme jaillit de l'informel dionysiaque. Il devient un individu. Il se saisit du logos. Il chante la beauté du monde accompagné du son mélodieux de sa lyre. L'instrument à cordes remplace l'instrument à vent. La gamme en accord majeur impose sa puissance et son unité harmonieuse. Le poète est alors celui qui cherche la vérité et la beauté, l'équilibre et la vérité. Il est celui qui poursuit l'éternité dans le chant de l'Un retrouvé. Dionysos et Apollon s'équilibrent, ou plus exactement s'offrent l'un à l'autre le pouvoir d'exister. J'ai ajouté un dernier chant, un peu inattendu à ces deux accords premiers, le mineur et le majeur, celui que produit l'arc d'Ulysse alors même que le héros retrouve son arme et se venge des prétendants indignes. Ulysse est présent dans l'œuvre de Camus. Il est l'homme du nostos, l'homme de la nostalgie et de l'exil. Il est celui qui ne renonce jamais. Il est ce héros à la fois brave et faible, invincible et vulnérable, fidèle et infidèle. Il est celui qui a renoncé à l'immortalité que lui offrait Calypso pour retrouver sa femme, son fils, son royaume. Il fait le choix de la précarité. Il est un homme. Il est, dans la métaphore musicale, l'accord dissonant dont parle Clément Rosset, cet accord qui, au contact de l'accord parfait, permet la fugace révélation de l'harmonie perdue.

Adam, le premier homme.

Placé sous le signe d'une temporalité inexorable, il est l'homme de la faute originelle, le père de Caïn, le premier meurtrier, le premier errant. Il rappelle le poids du réel et de l'irrémédiable. Le roman apparaît comme le domaine privilégié pour l'expression de la faute. L'ontologique s'inscrit dans le temporel, le précaire, l'incertain. Je retrouve le même cheminement qui conduit de l'innocence à l'édification et au désenchantement – c'est le parcours que j'ai suivi sous l'égide de Salomon. Je retrouve le désordre fusionnel dionysiaque qui prend ici la forme de la carnavalisation bakthinienne, le goût de l'unité dans la tentation épique, et le désir intact de se maintenir au plus près de l'humaine condition. Les tensions sont les mêmes et s'entrecroisent. L'art du roman inscrit l'homme dans un temps linéaire. Ce temps, dans notre tradition judéo-chrétienne, commence avec la faute originelle qui conduit Dieu à chasser Adam et Ève du paradis où le temps ni la mort n'existent.
La matière fictionnelle peut être un succédané à l'effroi face à la mort et à la culpabilité. Le jeune Camus est d'abord tenté par une forme d'idéalisme. Ses œuvres de jeunesse, influencées par Bergson et Nietzsche, sont teintées de symbolisme métaphysique, d'idéalisme et d'onirisme. Mais, peu à peu, les voix des habitants de Belcourt s'imposent et trouvent un écho plus puissant. L'écriture s'allège. La phrase se densifie en même temps qu'elle accède à une plus grande simplicité. La banalité du quotidien devient la matière première de l'œuvre fictionnelle. Le fait divers devient source de l'inspiration. La création se déploie dans l'ordinaire et délaisse les marges oniriques. Camus s'éloigne d'une conception symbolique de la littérature et d'une approche rousseauiste de l'homme. En réalité, ce parcours n'est pas chronologique. Camus aborde la question du mal dès ses premières œuvres. Dans son Mémoire sur Plotin et saint Augustin, il examine la conception du mal chez les agnostiques puis exprime pour la première fois l'intérêt qu'il porte au christianisme qui est la religion de la souffrance et de la mort. C'est ce moment qui cristallise un imaginaire lié à la souffrance, au sang mais aussi à l'abandon.Une remise en question de la notion du souverain Bien kantien entraîne Camus sur les chemins périlleux de l'exploration des zones obscures, des morts éthiquement inacceptables comme celles des enfants. Il est l'auteur de La Peste mais aussi du « Renégat », de La Chute. Il est l'auteur du meurtre gratuit, de cet acte inacceptable et incompréhensible, dans La Mort heureuse et L'Étranger. Il n'élude pas les monstruosités de la guerre d'Algérie dans Le Premier homme et s'immerge dans les affres slaves, depuis sa mise en scène des Frères Karamazov dans ses jeunes années, jusqu'à celle des Possédés à la fin de sa vie.
Mais l'importance de Dostoïevski ne doit pas oblitérer la place capitale de Tolstoï dans la gestation de l'œuvre. La fréquence des citations de l'auteur de Guerre et Paix montre la très grande fidélité à cet autre géant de la littérature russe du XIXe siècle. Tolstoï excelle dans la représentation de l'homme dans le monde, sous son double aspect, familier et héroïque. Il recherche l'équilibre, la règle, l'intelligibilité, l'ordonnance, l'organisation, l'agencement limpide, la structure, la causalité, le déterminisme. Dostoïevski cultive le désordre, la débauche, la rupture, le bouleversement, la confusion, la violence, l'excès, l'incohérence, le trouble. Il étonne et ravit dans son exploration de l'âme humaine. Tolstoï est du côté de l'épopée, Dostoïevski se situe au cœur de la ménippée. Je trouve là une opposition fondamentale dans la genèse romanesque camusienne, un paradoxe entre l'attrait de l'ordre et du monologisme, le plaisir de la sentence, de l'axiome, le goût de la vérité et de la hauteur de vue – son versant solaire, son adret apollinien et, d'un autre côté, sa tentation du désordre fécond, de la polyphonie, son versant obscur, son ubac dionysiaque.

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This research had as main objective analyze the enunciative strategies articulated by a teacher in a chemistry classroom, identifying their contributions to students‟ engagement along the thematic sequence polymers . The research consists in a case study, concerning the analysis to the performance of the 3º year of the secondary education, in a private school located in Aracaju Sergipe. We used as data collection methods: Recording the lessons in the class on video, interviews and field notes. We consider that the recordings have had quite an importance in this work, since from them we transcripts of speeches and selected the desired categories, getting the time concerning the use of each of them in analysis of lessons, using a video player called Windows Media Player. We calculate the estimated time of each category and obtained the quantitative dimension of research. The qualitative dimension occurred through analysis of episode maps, discursive sequences and transcriptions of representative episodes of the speeches from teachers and students. The data analysis was done by analytical tool proposed by Mortimer and Scott (2002) and amplified by Mortimer et al (2007). This allowed us to reveal the interactive dynamics and speech flows that characterized the classroom. The analysis was based on the theories of Vygotsky and Bakhtin, as these thinkers, guide us in order to understand the value of the environment and interactions between individuals dialogical. The intentions of the teacher varies with the passing of time, combined to the kinds of communicative approach used. We observed that although the teacher encourage interaction in the classroom with several examples of daily life, the dialogical interactions were reduced when compared to the authority, What did not interfere with the quality of the scientific content and approach or the level of satisfaction in the students. We consider that this work contributes to increased knowledge about discursive dynamics in chemistry classes.
Esta pesquisa teve como objetivo principal analisar as estratégias enunciativas articuladas por uma professora em uma sala de aula de Química, identificando as suas relações com o engajamento dos alunos ao longo da sequência temática polímeros . A pesquisa constituiu-se em um estudo de caso, referente à análise da atuação de uma professora em uma turma do 3º ano do Ensino Médio, em uma escola particular da capital sergipana. Utilizamos como métodos de coleta de dados a gravação das aulas em vídeo, entrevistas e anotações de campo. Consideramos que as gravações tem uma importância significativa neste trabalho, pois a partir delas fizemos as transcrições das falas e selecionamos as categorias desejadas, obtendo o tempo referente ao emprego de cada uma delas na análise das aulas utilizando-se de um leitor de vídeo, o Windows Media Player. Encontramos o tempo estimado de cada categoria e com isso obtivemos a dimensão quantitativa da pesquisa. A dimensão qualitativa aconteceu através da análise dos mapas de episódio, sequências discursivas e das transcrições dos episódios representativos das falas da professora e dos alunos. A análise dos dados foi feita mediante a ferramenta analítica proposta por Mortimer e Scott (2002) e ampliada por Mortimer et al (2007). Tal ferramenta nos permitiu revelar as dinâmicas interativas e os fluxos do discurso que caracterizou a sala de aula. A análise ancorou-se basicamente nas teorias de Vygotsky e Bakhtin, pois esses pensadores nos guiam, no sentido de entender o valor do ambiente e das interações dialógicas entre os indivíduos. As intenções da professora variaram com o transcorrer da aula, aliadas aos tipos de abordagem comunicativa empregadas. Observamos que, apesar de a professora incentivar a interação em sala de aula com vários exemplos do cotidiano, as interações dialógicas eram muito reduzidas quando comparadas às de autoridade, o que não interferiu na qualidade da abordagem do conteúdo científico empregada, nem no grau de satisfação dos alunos. Consideramos que este trabalho contribui para uma ampliação do conhecimento sobre as dinâmicas discursivas de salas de aula de Química.

This qualitative study examines the relationship between professional group belonging and what individuals deem valuable within the creative partnership projects they carry out together in schools. There were three consecutive stages to the research. The first stage was the phenomenographic analyses of interview transcripts from twenty three teachers and twenty three creative practitioners who partnered each other to run year long projects. The second stage was the aggregation of the resulting forty six analytic outputs into formats permitting inter-group comparisons to be made. This stage included three separate analyses: not only was an individual's professional group belonging shown to impact on what they deemed valuable, but partnership type, i.e. new versus established, also had a substantive impact. The influence of school type was examined and shown to have a lesser effect. The third stage was the use of formal, academic theories to interrogate trends appearing in the results: social identity theory and social representations theory, alongside discursive psychology and readings of identity from cultural studies, were mobilized as consecutive lens on the analytic outcomes. These theories were found to be apposite and a deeper comprehension of creative partnership dynamics was arrived at. This study evidences not only a difference between what teachers and creative practitioners respectively value, but shows how the application of theory is a valuable aid in understanding the variations. This represents a major contribution to the field as the use of formal academic theories does not, as yet, feature in the discourses underpinning creative partnership work.

Les locuteurs communiquent plus que ce qu’ils disent explicitement. C’est pourquoi les destinataires s’appuient sur des indices linguistiques et extra-linguistiques pour récupérer différentes strates de signification qui peuvent être explicites aussi bien qu’implicites. Les déclencheurs de présuppositions représentent l’un de ces indices. Il s’agit d’expressions ou de constructions linguistiques (par exemple, les verbes de changement, les verbes factifs, les clivées, etc.) qui déclenchent la récupération de propositions que le locuteur présuppose, ou considère comme acquises, pour les besoins de la conversation. Cette thèse étudie le phénomène de la présupposition dans le cadre de la pragmatique expérimentale et comprend trois études basées sur les méthodes expérimentales suivantes : les tâches de jugement, la méthode de l’EEG et la méthode du capteur de force de préhension. Cette thèse combine une perspective sociale, qui se concentre sur la gestion de la réputation via des stratégies discursives alternatives (étude 1), avec une perspective cognitive, qui examine les coûts cognitifs et les corrélats sensori-moteurs associés au traitement des présuppositions (études 2 et 3). L’étude 1 examine l’impact des différentes stratégies discursives (un locuteur qui communique une information explicitement, qui l’implique ou la présuppose) sur l’attribution de l’engagement du locuteur envers le message communiqué. En étudiant l’engagement du locuteur (sa responsabilité) en fonction du coût de réputation (perte de confiance) lié à la transmission de fausses informations, l’étude 1 montre que le présupposé est perçu comme étant tout aussi responsabilisant que le dire explicite et plus responsabilisant que l’implicite non présuppositionel. L’étude 2 examine les coûts cognitifs associés au ciblage des présuppositions dans les continuations du discours. En se concentrant sur les contextes additifs introduits par la particule discursive aussi, l’étude 2 montre que les continuations discursives appropriées ciblant une présupposition suscitent la même réponse en potentiels évoqués que les continuations discursives appropriées ciblant un contexte affirmé. Cette conclusion suggère que, lorsque le traitement de présuppositions fait partie d’une stratégie discursive appropriée et pragmatique, il n’entraîne pas de coûts cognitifs supplémentaires. L’étude 3 examine les corrélats sensori-moteurs du traitement du langage lié à l’action dans les constructions présupposées (clause-complément des verbes factifs comme savoir) et non-présupposées (clause-complément des verbes non-factifs). Les résultats montrent que les premières provoquent une activation sensori-motrice plus importante que les secondes, révélant ainsi que les informations présupposées, dont la vérité est prise comme acquise, sont traitées différemment des informations dont la vérité n’a pas été établie dans le discours. Dans l’ensemble, cette thèse contribue à l’étude de la présupposition en fournissant des preuves empiriques à l’appui de la distinction théorique entre les différentes couches de signification. D’une part, elle montre que leur emploi conduit à des responsabilisations différentes dans le discours et a des implications sur la négociation interpersonnelle de la confiance. D’autre part, elle montre que, si le traitement des présuppositions n’est pas intrinsèquement plus coûteux d’un point de vue cognitif, ses corrélats cognitifs (tels que la mobilisation du système sensori-moteur) peuvent être différents de ceux qui mettent en correspondance des informations ayant un statut discursif différent
Speakers communicate more than what they explicitly state. For this reason, addressees rely on linguistic and extra-linguistic cues to recover different levels of explicit and implicit meaning. Presupposition triggers are one of these cues. These are linguistic expressions or constructions (e.g. change of state verbs, factive verbs, it-clefts, etc.) which trigger the recovery of propositions that the speaker presupposes, or takes for granted, for the purpose of the conversation. This thesis investigates the phenomenon of presupposition within the framework of experimental pragmatics, and it comprises three studies based on the following experimental methods: judgement-tasks, EEG method and grip-force sensor method. This thesis combines a social perspective, which focuses on reputation-management via alternative discourse strategies (Study 1), with a cognitive perspective, which examines the cognitive costs and sensori-motor correlates associated with presupposition processing (Studies 2 and 3). Study 1 examines the impact of different discourse strategies (saying, implicating and presupposing) on the attribution of speaker commitment towards the message communicated. By operationalizing commitment as a function of the reputational cost (drop of trust) related to the transmission of false information, Study 1 shows that presupposing is perceived as equally committal than saying and more committal than implicating. Study 2 investigates the cognitive costs associated with targeting presuppositions in discourse continuations. By focusing on additive contexts introduced by the French discourse particle aussi, Study 2 shows that felicitous discourse continuations targeting a presupposition elicit the same ERP response than felicitous discourse continuations targeting an asserted context. This finding suggests that when presupposition processing is part of an appropriate, pragmatically felicitous, discourse strategy, it does not come with any additional cognitive costs. Study 3 examines the sensori-motor correlates of processing action-related language in presuppositional constructions (complement clause of factive verbs) and non-presuppositional ones (complement clause of non-factive verbs). The results show that the former elicit a greater sensori-motor activation than the latter, thus revealing that presupposed information, whose truth is taken for granted, is processed differently from information whose truth has not been established in discourse. Overall, this thesis contributes to the study of presupposition by providing empirical evidence in support of the theoretical distinction between different layers of meaning. On the one hand, it shows that their employment leads to different commitments in discourse and has implications on the interpersonal negotiation of trust. On the other hand, it shows that while presupposition processing is not inherently more costly from a cognitive perspective, its cognitive correlates (such as the engagement of the sensori-motor system) can differ from those mapping information with a different discourse status

Les phénomènes d'hybridation en sciences de l'information et de la communication. Analyse discursive des communications de recrutement des armées professionnelles françaises de 1996 à 2012. La décision de suspension du service national en 1996 a contraint les armées professionnelles à communiquer pour recruter. En 2012, cela a fait seize ans que le ministère de la défense diffuse des communications qui ont pour objectif de recruter leurs personnels militaires. À partir d'un travail d'investigation effectué sur les dix-neuf campagnes de recrutement diffusées en 1996 et 2012 par l'Armée de Terre, la Marine Nationale et l'Armée de l'Air, cette thèse se propose d'analyser le discours de recrutement militaire en postulant sa polyphonie énonciative. Quelles sont les différentes formes discursives qui s'enchevêtrent dans le discours de recrutement militaire ? Existe-il des phénomènes de tensions ou de complémentarités dans l'énonciation de ce discours de recrutement ? Comment aménage-t-il une place aux destinataires dans cette hybridation des formes discursives ? En définitive, que nous dit cette hybridation des discours dans la compréhension des communications de recrutement militaire ?
Hybridization occurences in information and communication sciences. Discourse analysis of recruitment communications and campaign for the professional French armies from 1996 to 2012.The suspension of the conscription with its obligatory national service in 1996 has led the professional armies to communicate to recruit their military personnel. In 2012, it has been sixteen years that the Ministry of Defense has released communications for that purpose. Following a work of investigations carried out on the nineteen recruitment campaigns released between 1996 and 2012 by the French Army, the French Navy and the French Air Force, this thesis analyzes military recruitment discourses by postulating their enunciative polyphony. What are the different discursive forms that are entangled in the military recruiting speech? Is there any form of tensions or complementarities in the enunciation of this recruitment speech? How does it make a space for recipients in this hybridization of discursive forms? Ultimately, how does this hybridization of discourses help us with the understanding of military recruitment communications?

This thesis introduces and critically reflects on a design programme, Storyforming, that explores ways to design objects and places to enrich daily life narratives. Using an experimental design approach, the goal is to exemplify and explore this idea with discursive artefacts that, through their physical and temporal form, act as catalysts in the construction of meaningful experiences. In the current sustainability discourse, behavioural change has been pointed out as a key factor in achieving a sustainable society. Historically, design has been very effective in increasing production and consumption behaviours by creating new types of needs and, in a way, manufacturing desire (Forty, 1986). Drawing on this, the overarching aim of this thesis is the investigation of the ways design, through a suggested programme, can afford alternative types of meaningful experiences in contrast to the prevailing consumer culture. The empirical work reported in the thesis stems from several research projects looking into the matter of energy use in relation to design. In addition, two of the projects have been carried out in the author’s own design practice. Some concepts are explored more in-depth—involving events such as field studies, situated interviews, workshops, prototype building, design interventions in the form of domestication probes, and contextual studies ranging from a few weeks up to a year—while other concepts exist only as sketches or photo montages. The diversity of these concepts, the design experiments, helps span a design space becoming a new provisional design programme. The idea for this programme has evolved from observations and reflections made throughout the experiments presented in the thesis. The general results are the suggested approach of Storyforming, which focuses on the design of artefacts supporting daily narratives that can be used to create engagement, meaning, and alternative values applicable to the discourse of sustainable behaviour. Specific contributions are the selection of design experiments. In the thesis, the experiments have first been examined from the perspective of stories and forming as a basis for the new programme formulation. Through this articulation of the programme, the experiments are revisited through three leitmotifs, part of the provisional programme focusing on different properties related to the aspect of forming. From the perspective of the user, these themes—seeing and accessing designs, exploring and expressing complexity, and sharing experiences and negotiating use—are finally elaborated on in relation to other theoretical concepts as well as their implications for future research.

QC 20140825

The present research seeks to analyze the types of discursive interactions and the engagement of students presented along a teaching-learning sequence (TLS) of chemistry, planned around an interactive story in comic in conjunction with the three pedagogical moments. The TLS was applied in a class from the first grade of the High School of Application College (CODAP) of the Federal University of Sergipe (UFS). The written data, as well as the classes recorded in video, were submitted to analysis using categories of the analytical tool proposed by Mortimer and Scott (2002, 2003), as well as the analysis of the types of questions of the students through the categories of Candela (1999). We focus on the interaction patterns, the students 'engagement in the proposed activities, the types of students' questions during the application of the TLS around an interactive story in comic, considering them as fundamental elements of the teaching-learning process, according to with a sociocultural perspective of education. The research is justified considering the importance of investments in the understanding of the potential of didactic resources in the teaching of sciences that favor the interactions that develop in the social plan of the classroom. The results indicate that the TLS around an interactive story in comic favored the discursive interactions and the students' engagement with the theme proposed by the teacher in the classroom.
A presente pesquisa busca analisar os tipos de interações discursivas, e o engajamento dos alunos ao longo de uma Sequência de Ensino-Aprendizagem (SEA) de química, planejada em torno de uma HQ interativa em conjunto com os três momentos pedagógicos. A SEA foi aplicada em uma turma da primeira série do Ensino Médio do Colégio Aplicação (CODAP) da Universidade Federal de Sergipe (UFS). Os dados escritos, bem como as aulas registradas em vídeo foram submetidos à análise por meio de categorias da ferramenta analítica proposta por Mortimer e Scott (2003), assim como a análise dos tipos de perguntas dos estudantes através das categorias de Candela (1999). Focalizamos, na análise, os padrões de interação, engajamento dos alunos nas atividades propostas, os tipos de perguntas dos alunos durante a aplicação da SEA em torno de uma HQ interativa, considerando-os como elementos fundamentais do processo de ensino-aprendizagem, de acordo com uma perspectiva sociocultural de educação. A pesquisa justifica-se considerando-se a importância de investimentos na compreensão do potencial de recursos didáticos no ensino de ciências que favoreçam as interações que se desenvolvem no plano social da sala de aula. Os resultados apontam que a SEA em torno de uma HQ interativa favoreceu as interações discursivas e o engajamento dos alunos diante da temática proposta pela professora em sala de aula.
São Cristóvão, SE

With the increased interest in communication in the fields of health care and health care management research, it is important to begin to explore and consider the consequences of this engagement with new ideas in communication. In this chapter we describe the expansion of organizational health communication, identifying three distinct types of communication ideas and tools: clinical communication, extra-clinical communication and corporate communication. In order to assess the wider implications of health communication, we elaborate a discursive perspective, illustrated by presenting exemplary analyses of a) the institutionalization of communication ideals, b) the communicative management of meaning and c) communication tools as organising technologies. The discursive perspective highlights that organizations and individual health care providers should not only look for the desired outcomes of communication initiatives but also focus on unintended consequences in terms of changes to management roles, challenges to professional values and the reshaping of demands on patients. Attention to those implications is a key task for health care managers.

AbstractThis chapter analyses the development discourse on foreign aid to explore areas of convergence between the Organisation for Economic Co-operation and Development (OECD)’s Development Assistance Committee (DAC) donors and Chinese development cooperation. We apply the concept of “coalition magnets”—the capacity of an idea to appeal to a diverse set of individuals and groups, and to be used strategically by policy entrepreneurs to frame interests, mobilise support, and build coalitions. Three coalition magnets are identified: mutual benefit, development results, and the 2030 Agenda. The chapter finds that coalition magnets can be used to influence political change and concludes that applying a discursive approach provides a new conceptual opportunity for fostering closer engagement between OECD-DAC and Chinese development cooperation actors.

Peruvian electoral campaigning, centered on the candidate and lacking a significant connection with contention politics occurring in years previous to the poll, is a very diverse exercise, trying to achieve success through a variety of actions while facing a common-sense interpretation of politics as unreliable and not trustworthy. This fixes an agenda from which candidates have to develop their campaigns, focused on convincing others of their commitment to specific groups and willingness to change whatever does not directly affect each specific constituency that is being appealed to for voting. This behavior is replicated even in Facebook, where candidates try to fix their own issues as salient, but usually failing to respond to the media-set agenda. The potential effectiveness of social media, particularly Facebook, would rest in using discursive opportunities emerging during the campaign to construct self-salience, countering the biases of conventional media.

The theoretical framework for the study is presented in this chapter, with discussions of Goffman’s concepts of participation structure and the performance metaphor. Classroom discourse research inspired by Goffman’s ideas is reviewed here. Finally, the author’s reconceptualization of participation and engagement are fully discussed in this chapter, including clear, discursive definitions for participation, non-participation, engagement, and disengagement.

In situations where government functions are in short supply as with most developing countries particularly Nigeria, issues concerning stakeholder engagement and stakeholder voice are usually on the back burner as a consequence. In this chapter, the authors argues that such landscape is midwifed and sustained by state fragility, which is a situation where government is incapacitated to provide basic social goods as well as infrastructures and enabling institutions that can facilitate corporate-stakeholder engagement and stakeholders' voice amplification. In the Nigerian petroleum industry, this contentious issue are redoubled, given the controversial dynamics of the sector. As this chapter contends, new media (as opposed to old media) has the potentials to facilitate better engagement in corporate-stakeholder dialectics, which can be a harbinger of amplification of stakeholders' voice for sustainable relations and engagement in the industry. In a fragile state, traditional media has a monopoly of information dissemination and sharing, which traditionally limits stakeholder engagement/voice thereby frustrating efforts towards ensuring corporate-stakeholder engagement, corporate responsibility and accountability. Thus, this dilemma can be surmounted with the aid of new media as it is a communication/engagement tool that democratises the discursive space for deliberative corporate-stakeholder relations. It is hoped that this contention will help to illuminate perspectives on how the lingering corporate-stakeholder Catch-22 in Nigeria's petroleum sector can be better managed. Methodologically, literature on main issues in this chapter will be explored and a conceptual framework – stakeholder voice amplification method (SVAM) – will be developed that has the potential to advance knowledge on better corporate-stakeholder engagement in a fragile state such as Nigeria.

This chapter focused on the challenge to build an interactive online environment based on a progressive pedagogy that puts the student at the center of the learning. The authors grappled with the question, How do instructors transform discursive dialogue into generative discourse? Helping students understand what it means to engage in discourse is part of this challenge and it is not separate from building an understanding of content. They are interconnected and interdependent. Online learning, like on campus learning, requires purposeful experiences in which learners are able to negotiate meaning and reflect on what they have learned. The authors set out to discover how to create the structures that support active engagement. It was their understanding that through the learning environment they created, they would model and define how to engage in the discourse of the discipline. In exploring this understanding, the authors offered the distinction between participation and engagement.

This chapter studies four social messaging platforms, including WhatsApp (United States), WeChat (China), LINE (Japan), and KakaoTalk (South Korea), and applies a relational view of design to explore how the material and the discursive are fused to articulate culturally sustaining value propositions and global mobilities. Based on a multiyear, multisited transnational study and bilingual literature research, it traces the genre development of four local uptakes of a global technology assemblage from the angle of affordances. In exploring the culturally constructed and technology-mediated process of global mobilities, the chapter discusses how discursive affordances of the local uptakes presented culturally sustaining value propositions to spearhead businesses in global competitions, and how the artifact-based and distributed affordances together enhanced individual users to form identities of global mobilities within their communication ecologies for engagement and empowerment. It asks us to consider how we as designers should address the tension between cultural diversity and cultural sensitivity as part of today’s global cultural diversity reality for social media design.

The concluding chapter summarizes the culturally localized user engagement and empowerment (CLUE²) approach and calls for reshaping the crossroads of global social media design into a design square where a spectrum of thoughts, design traditions, discursive conventions, and epistemological orders converge and interact to spark new ideas. This chapter consists of two parts. The first part reviews the three keywords of the CLUE² approach—discursive affordances, technological genres, and local uptakes—and discusses how they serve as an agent for change and transformation in routinized everyday practices on a global cultural circuit. The second part highlights three design and research heuristics for this critical, global approach: articulating practice-based human–technology relations, piecing together fragmented experiences into global processes, and enabling and engaging cultural differences out of positionality and reflexivity. This critical social practice view of the CLUE² approach links design and innovation on the global cultural circuit and promotes a relational view of design, contributing to an uprising school for a relational approach of design that comes from multiple disciplines.

This chapter highlights the conflict of competing grand strategy discourses under the Obama presidency, which are identified as hegemony, engagement and restraint. It provides an overview of the political significance of grand strategy and its treatment in the academic literature. The chapter describes the political and expert debate of American grand strategy under the Obama presidency and briefly introduces the theoretical-methodological framework that has guided the research into competing discourses of American grand strategy under Obama. The chapter offers an alternative definition of grand strategy from the conventional literature, identifying it as discursive link between geopolitical identity and national security.

Historically the imaginary and the hegemonic thinking, in the Western North globe has been marked by the epistemology and capitalists archetypes. Notwithstanding the design as a practice and discipline seem shielded on a simplistic discourse of functional / communicative efficiency, wandering through multiple aestheticism apparently neutral in relation to the symbolic but in fact they never are because what really happens is that the aesthetic appearance of the generated forms will always be a review of the powers ruling. We start from understanding that the act of creating an aesthetic artefact will also be a movement of inscription in a discursive platform (that precedes it) thus being itself an narrative act and representing a positioning in relation to certain symbolic reality. On the presented reflection Design is seen as a discipline and / or an instrument of action, whose operational relevance tends to question and simultaneously rehearsing a response to not just the question why but also for what? Apparently Design is a content mediator, but also, it is structure, body and idea. We think design praxis as discipline and enrolment tool for critical thought and social transformation. For guiding research in this text, we propose the following question: Can Design form an engagement with the symbolic for them in order to be an active part in the production of critical thinking in the place where it belongs? Methodologically our argument will be present in two different moments: 1. first, exploratory nature where we rescue the draw issues in the practice of design and 2. second, analytical nature concerning the subject issues (graphic and / or utility ) of design and how it incorporates formal rites, political events and social practices of contemporary everyday life. We consider the praxis of design as a discipline and critical thinking enrolment tool as agents of social transformation. With this study we seek to contribute to design’s phenomenology by studying the artefacts of configuration as well as the possible messages they convey and what impact they may have on the social network.DOI: http://dx.doi.org/10.4995/IFDP.2016.3263