This paper explores, in some detail at the European Union scale, processes and relationships of recontextualization between higher education and other EU policy fields, including for instance the recontextualization of ‘competitiveness rhetoric’ and ‘globalization rhetoric’ in HE policy documents. We trace the implementation of the Bologna Process in two EU member states, Austria and Romania, illustrating the effects of these very different socio-political and historical contexts on EU standardization processes through a detailed discourse analytic study of recontextualization processes of policy (...) documents. This paper integrates two approaches in critical discourse analysis, Fairclough's dialectic-relational approach and Wodak's discourse-historical approach, by introducing recontextualization as a salient critical discourse analysis category and explaining its relationship to other categories within a discourse-analytical approach to trans-disciplinary research on social change. (shrink)

The current study investigates classroom interactivity in L2 tertiary literature classrooms in Hong Kong and Taiwan when ESL/efl students engage with and interpret literary texts in classroom talk as a pedagogic process of text recontextualization. It proposes a more ecological-based approach to language and languaging dynamics that is complementary to current social semiotic approaches to multimodality. It also aims to open up a more embodied analysis of the meaning-making process in tertiary literature classrooms. The multimodal investigation of real-time classroom interactivity (...) based on a multi-scalar approach showcases an embodied coordination of vocalization and gesticulation as integral aspects of the dynamic whole-body sense-making activity that arises in the pedagogic process of text recontextualization. The dynamics vary from students’ solo speech in individual presentation to teacher–student interactions in group discussion and to student–student interactions in role-play. The distributed language view of first-order languaging dynamics demonstrates the embodied and distributed dimensions of the real-time classroom interactivity that couples pedagogic subjects to the affordances of their pedagogic environment. It also provides insights into the impact of pedagogic activities on the multi-scalar dynamics of the meaning-making process with reference to embodied speech–gesture coordination. The paper demonstrates the value of applying an ecologically embodied perspective to multimodal studies in classroom research and stimulates a re-thinking of some of the important aspects of classroom interactivity that have received little attention thus far. (shrink)

Our research addresses the issue of teaching and learning concepts in science education as an empirical question. We study the process of conceptualization by closely examining the unfolding of classroom lesson sequences. We situate our work within the practice turn line of research on epistemic practices in science education. We also adopt a practice turn approach when it comes to the learning of concepts, as we consider conceptualization as being inherent within epistemic practices. In our work, pedagogical practices are modeled (...) as learning games and epistemic practices in science education are characterized as enacted epistemic games emerging through the unfolding of learning games. Science practices are modeled as source epistemic games since they are the source of the knowledge at stake in pedagogical practices. From this point, we examine closely how playing learning games can enable students to play enacted epistemic games and then in turn the source epistemic games at the core of conceptual understanding. Thus, the main contribution of this paper is to link pedagogical practices to epistemic practices in science education and to science practices in general. Our method is consistent with this epistemological framework as our case study on the concept of earthquakes in a 5th grade classroom sequence illustrates. Following an investigation of two experienced teachers and their classes during a teaching unit, our analysis shows how teaching effectiveness is determined by a dialectic. This entails on the one hand a didactic continuity between learning games and enacted epistemic games and, on the other, an epistemic continuity between enacted epistemic games and source epistemic games. (shrink)

Research suggests that domestic knowledge is an expression of gender differences, which is constructed and deployed through unequal social relations and is able to empower women if it gains collective spaces of expression. The article presents an analysis of parental involvement at school in Spain so as to underpin the former thesis and highlight its connection with the political theory about the ‘sexual contract’.

The introduction claims that there might exist an evolutionary bridge from possible genres in nature to human cultural genres. A sub-hypothesis is that basic life-conditions, partly common for animals and humans, in the long run can generate so-called life-genres. To investigate such hypotheses a framework of interrelated key communicational concepts is outlined in the second, main part. Four levels are suggested. Signs are seen as elements in utterances. Further, sufficiently similar utterances can be perceived as kinds of utterances or genres. (...) Genres are kinds of communication in a species' life-world. Utterance and genre are the framework’s key concepts. Both are seen as products and processes and as constituted by five reciprocal aspects: form, content, act, time, and space, the necessary elements to initiate and interpret communication. A model illustrates this integrative principle. Part three dwells with the idea of life-genres, and part four exemplifies and problematises how a chimpanzee’s ‘begging’ for meat, a fish’s nest-making, and kinds of birdsongs, could be seen as possible life-genres. The last, short part gives a brief summary, highlights challenges, and reflects over the framework’s relevance for biosemiotics. (shrink)

Drawing on the theoretical constructs of Pierre Bourdieu, this article explores implications of the Australian My School website for schools located in disadvantaged communities. These implications flow from the legitimisation of certain cultural practices through the hidden linkages between scholastic aptitude and cultural heritage and the resulting reproduction of social and cultural inequalities. Seeing transformative potential rather than determinism in Bourdieu’s theoretical constructs, the article also suggests ways forward for improving the educational outcomes of students in disadvantaged communities. A transformation (...) of the ‘field’ is central to this. (shrink)

This analysis comments on Bernstein’s lack of clear understanding of subjectivity, based on his book, Beyond Objectivism and Relativism: Science, Hermeneutics, and Praxis. Bernstein limits his interpretation of subjectivity to thinkers such as Gadamer and Habermas. The authors analyze the ideas of classic scholars such as Edmund Husserl and Friedrich Nietzsche. Husserl put forward his notion of transcendental subjectivity and phenomenological ramifications of the relationship between subjectivity and objectivity. Nietzsche referred to subjectivity as perspectivism, the inescapable fact that any and (...) all consciousnesses exist in space and time. Consciousness is fundamentally constituted of cultural, linguistic, and historical dimensions. (shrink)

This study looks into the hybridity of a particular political discourse format by exploring different sets of characteristics of the press release genre published by the Office of the High Representative in Bosnia and Herzegovina between 1996 and 2005. In an integrated approach preceded by a substantial contextualization of the problem, the genre is analyzed in terms of its activity, social relations and communication technology. Particular political communication strategies the genre is meant to accomplish, such as legitimization, coercion and representation, (...) are also anlayzed in terms of their linguistic realizations such as lexical and semantic content, metaphors, metapragmatic features, perlocution and construction of social hierarchy/distance towards recipients. (shrink)

Departing from the view that genres are regulative as well as constitutive of social action, this article explores the interconnectedness of genres and Discourses that transit generic boundaries. Situating the study in a local energy transition project in Denmark and exploring what happens in a series of citizen meetings without a narrowly defined agenda, I argue that the meetings may be seen as a nexus of genres constituted by a tissue of interwoven Discourses with a lifespan that extends beyond the (...) specific communicative moment. I understand a nexus of genres as a point where genres in a wider sense meet and interact. Relating the Discourses initiated by the participating citizens to the ideational, the interpersonal and the textual metafunctions in systemic functional linguistics, I analyse topics made salient by actors participating in the citizen meetings. By following these topics intertextually across generic boundaries, I identify Discourses that are mutually entangled and genres that are taken up in the process. These include anticipatory Discourse, Discourse of legitimation, Discourse of motivation, Discourse about technology and Discourse about energy saving initiatives or in other words Discourses that exceed the boundaries of the specific genre in which they are realized. (shrink)

The Occupy Central Movement was the biggest protest in Hong Kong in decades and caused an unprecedented division of opinion in society. Reports about the event in local Chinese media were remarkably different in stance and attitude. To understand the ideological dissonances and their linguistic construction, this article analyzes a corpus of 120 reports on the Occupy Central Movement from four major Chinese newspapers in Hong Kong, namely, Apple Daily, Ming Pao, Oriental Daily News and Ta Kung Pao, which cover (...) the political spectrum from anti-Beijing to pro-Beijing. In total, 856 concordance lines of the two selected words ‘佔中’ and ‘佔領’ were annotated using the Attitude framework. Analysis shows that their attitudes toward the event form a continuum from supportive, through neutral, to antipathic. The attitudes do not simply reflect the stances of the newspapers, but are strategically selected and designed to legitimize or delegitimize the event. The pattern of attitudes reflects the ideological divergence in Hong Kong society, and at the same time, the news reports also exacerbate the divergence by reinforcing the attitudes of their readers. (shrink)

This paper analyses the way in which discourse and argumentation may vary depending on participants’ educational level and gender. Men and women from three different educational levels (literacy, advanced level and university students) participated in discussion groups that debated about women and work, the sharing of housework and the way in which girls and boys are educated. The results showed important differences depending on participants’ educational level and gender. In general, the main differences were related to educational level, while gender (...) tended to interact with educational level, as a moderating factor. (shrink)

Critical Discourse Analysis dwells at length with news stylebooks which mainly advise journalists on how certain words are to be written, policies on confused spelling or transliterating [c.f. Richardson, J.. Analyzing newspapers: An approach from critical discourse analysis. Basingstoke: Palgrave], things with little bearing on issues of ideology, power, and dialogism. And if the ideological effects of the internal guidelines are acknowledged [c.f. van Dijk, T.A.. News analysis: Case studies of international and national newsin the press. Hillsdale: Erlbaum and Cameron, (...) D.. Style policy and style politics: A neglected aspect of the language of the news. Media, Culture and Society, 18, 315–333], it is seldom backed by textual or ethnographic evidence. The paper attempts to fill in this gap in the literature by highlighting the role internal guidelines play in structuring and patterning the news discourse. It investigates, textually and ethnographically, the part internal guidelines assume in shaping the Middle East narratives of the BBC and Al-Jazeera English. In the investigation of their role, the paper relies heavily on interviews, observations and access to large portions of the contents of BBC and AJE's internal guidelines. The paper's ethnographic angle helps illustrate how the two news giants use their organizational power for the sake of disseminating and inculcating their ideology and viewpoints vis-à-vis the Middle East conflict. It shows that the way voices in news are represented is not wholly the work of the reporter in the field. Finally, the paper reveals that news institutions have different ways of interfering in how ideas and viewpoints are to be expressed both socially and discursively and how voices are to be ‘tamed’, with the internal guidelines as their main discursive and social tool. (shrink)