This paper investigates the racial discourse in the Afro-diaspora group in Germany. It uses the ‘discourse-historical approach’ – a strand of Critical Discourse Analysis – for the three-dimensional ...analysis of language biographical data of 67 African migrants in Germany. The study provides African migrants’ accounts of racism, identifies four discursive strategies, and then examines the semantics of a counter-racialisation term developed to cope with racism. The study finds Afro-diaspora racial discourse as a site for confronting the racism problem, legitimising the race idea, and contingent on migrants’ access to material resources in Germany. Furthermore, the term ‘fake-oyinbo’ indicates an ability to use simple linguistic terms in an intended way of racial categorisation within race relations thinking. The paper concludes that Afro-diasporans’ racial discourse is a ‘grassroots’ minority discourse revealing a counter-racialisation linguistic action while explaining and justifying the condition of the ordinary black minority.
This Special Issue collects five articles that are located in the present global context, and draw on methods from across critical discourse studies (CDS) to examine the interaction between material ...realities of climate change and discursive communication between different Parties and non-Party stakeholders in multimodal ways and on multiple platforms. To this end, it draws on discourses such as the UN speeches, UN documents, EU green deal policy, official documents submitted by African countries to the United Nations Framework Convention on Climate Change (UNFCCC), and news reports in China and Australia. In these studies, diverse social and linguistic concepts were utilized and revisited to better inform the use of linguistic and/or visual symbols in different types of public discourse. This Special Issue aims to take the field a step further by showing the importance of carrying out more international research to expand our knowledge of the global, regional, and local discourse and ideologies that shape what we come to know and understand as climate change and how it is to be addressed. We envisage it will bring significant theoretical, methodological, and empirical insights into the relations between language use, discursive practice, and social practice.
This book addresses an important aspect of how language is used in written communication: the ways that writers reflect on their texts to refer to themselves, their readers or the text itself. This ...is known as METADISCOURSE. Metadiscourse is a key resource in language, as it allows the writer to engage with readers in familiar and expected ways. Writers use the devices of metadiscourse to adjust the level of personality in their texts, to offer a representation of themselves and their arguments. This helps the reader organise, interpret and evaluate the information presented in the text. Metadiscourse is therefore crucial to successful communication. Knowing how to identify metadiscourse as a reader is a key skill to be learnt by students of discourse analysis. Learning how to use metadiscourse in writing is an important tool for students of academic writing in both the L1 and L2 context. This book has four main purposes: - to provide an accessible introduction to metadiscourse, discussing its role and importance in written communication and reviewing current thinking on the topic. - to explore examples of metadiscourse in a range of texts from business, academic, journalistic, and student writing - to offer a new theory of metadiscourse - to show the relevance of this theory to students, academics and language teachers.
This article focuses on the discursive underpinnings of the legitimacy crisis that the Eurozone as a transnational institution is facing. By adopting a critical discourse analysis (CDA) perspective, ...the empirical analysis focuses on the media discussion in Finland. The analysis shows how discourses of financial capitalism, humanism, nationalism and Europeanism played a central role in legitimation, delegitimation and relegitimation. Furthermore, the analysis elaborates on the legitimation strategies that were often used in the media texts: position-based authorizations involving institutionalized authorities and 'voices of the common man', knowledge-based authorizations focusing on economic expertise, rationalizations concentrating on economic arguments, moral evaluations based on unfairness used especially for delegitimation, mythopoiesis involving alternative future scenarios and cosmology used to construct inevitability. By so doing, this study adds to our understanding of the discursive and ideological underpinnings of the social, political and financial crisis in Greece and other European countries and contributes to research on discursive legitimation more generally.
The article is devoted to the study of digital discourse as the most diverse socio-cultural background of the contemporaries’ interaction. This work outlines the theoretical background of ...digital-oriented discourse in a harmonious symbiosis with the practical manifestation of its existence. This paper distinguishes between the concepts of “computer discourse”, “virtual discourse” and “digital discourse”. The genres of virtual discourse, such as online learning classes, instant messaging, and video game genres are represented as related, but not equal phenomena. These cutting-edge sociolinguistic phenomena manifest the pragmatic intentions of clients and agents of digital discourse, which are discussed in the matrix of their characteristics. In the key focus of the study, one can find common and distinctive properties of related types of discourse, their parameters, and multilevel means that arrange them. Institutional and institutional-typological characteristics of digital discourse, conditions of communication and ways of its organization are revealed; its socializing and communicative purpose is outlined; hypero- and hyponymic dimensions of discourse are considered; strategies for sending and receiving information are presented; micro-, meso-, and macro-levels of digital discourse are identified; the concept of “digital discourse” is developed.
Thematic analysis methods, including the reflexive approach we have developed, are widely used in counselling and psychotherapy research, as are other approaches that seek to develop ‘patterns’ ...(themes, categories) across cases. Without a thorough grounding in the conceptual foundations of a wide variety of across‐case analytic approaches, and qualitative research more broadly—something rarely offered in counselling training—it can be difficult to understand how these differ, where they overlap, and which might be appropriate for a particular research project. Our aim in this paper is to support researchers in counselling and psychotherapy to select an appropriate across‐case approach for their research, and to justify their choice, by discussing conceptual and procedural differences and similarities between reflexive thematic analysis (TA) and four other across‐case approaches. Three of these are also widely used in counselling and psychotherapy research—qualitative content analysis, interpretative phenomenological analysis and grounded theory. The fourth—discourse analysis—is less widely used but importantly exemplifies the critical qualitative research tradition. We contextualise our comparative approach by highlighting the diversity within TA. TA is best thought of as a spectrum of methods—from types that prioritise coding accuracy and reliability to reflexive approaches like ours that emphasise the inescapable subjectivity of data interpretation. Although reflexive TA provides the point of comparison for our discussion of other across‐case approaches, our aim is not to promote reflexive TA as ‘best’. Rather, we encourage the knowing selection and use of analytic methods and methodologies in counselling and psychotherapy research.
In this article, the so-called ‘anti-woke’ culture war is deconstructed through the notions of metapolitics in fascist discourses – linked to the Gramscian ‘hegemonisation’ and ‘the war of position’ ...– as well as the Schmittian friend/enemy distinction coupled with theories of deviance and moral panics. The appropriation of the neo-fascist culture war discourse by the mainstream right in the UK is analysed discursively, combining political discourse analysis, the discourse-historical approach and discourse-conceptual analysis. The anti-woke culture war by the British conservative party as well as rightwing media will serve to analyse how social justice struggles like anti-racism, anti-sexism and pro-LGBTQ rights are being abnormalised and positioned as extreme deviant political positions. Linked to this, so-called ‘cancel culture’ is strategically deployed by dominant groups to neutralise contestations against racist, sexist and anti-LGBTQ views. Finally, freedom of speech and the right to offend is weaponised to protect racist and discriminatory language and to position these idea’s as valid opinions worthy of democratic debate.
Background
There is growing interest in using argumentative discourse in educational settings. However, in a previous study, we found that discourse goals (persuasion vs. consensus) while arguing can ...affect student outcomes in both content learning and reasoning.
Aims
In this study, we look at argumentative discourse data from a previous study to ask how differences in discourse might account for the differences we observed in learning and reasoning outcomes.
Sample
One hundred and five dialogues (57 disputative, 48 consensus) between 7th grade science students attending a public high school near Tarragona, Spain.
Methods
Participants were randomly assigned to conditions and paired with peers who disagreed with them on three topics related to renewable energy sources. After instruction on each topic, they were asked to either ‘argue to convince’ (persuasion condition) or ‘argue to reach consensus’ (consensus condition) on that topic. Conversations were audio‐recorded and transcribed for analysis.
Results
Students in the persuasion condition engaged in shorter conversational exchanges around argumentative claims and were more likely to use moves that foreclosed discussion, whereas students in the consensus condition were more likely to use moves that elicited, elaborated on, and integrated their partners' ideas.
Conclusions
When arguing to reach – rather than defend – a conclusion, students are more likely to coconstruct knowledge by exchanging and integrating arguments. These findings are consistent with predictions about the potential of argumentation for knowledge building and suggest that teachers must attend to discourse goals when using argumentation to support learning and reasoning.
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