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Drawing on data from Africa, Latin America, North America, and the Arab Levant, this book demonstrates how members of marginalized (disempowered) groups sculpt a positive image for themselves, engage in solidarity formation for group empowerment, and (re)construct their experiences in a manner that gives them voice, agency, and a positive identity. It argues for a more interventionist stance in ideologically oriented discourse analysis and demonstrates why (critical) discourse analysts must not only expose and resist the inequities or injustices in society but, more crucially, also adopt an activist-scholar posture in order to push for positive social change. The book brings into focus: (a) how discourse can be used to center the voice and agency of minority groups, (b) how feminists re-make gender relations in our world, (c) how non-dominant groups actively resist injustices and discriminatory discourses directed against them, (d) how discourse can be used to advance the goals of repressed groups in order to instigate progressive social change, and (e) access to forms of discourse that can be empowering for marginalized groups’ participation in social domains. It will be of interest to postgraduate students and academics in (critical) discourse studies, communication, and media studies as well as non-academics such as activists, journalists, and sociopolitical commentators. This book was originally published as a special issue of the journal Critical Discourse Studies.
Reiland, Kathleen Ellen. MA., California State University, December 1998. Emancipatory Discourse: The Rhetoric of Revolutionaries: Mother Tongue, Other Tongue; Multicultural American Literature; Early Feminist Speeches. Major Professors: Dawn Formo, Yuan Yuan. This work examines emancipatory features in a range of discourses, particular feminist and multicultural, and it provides a theoretical and practical rationale for the study of emancipatory discourse within Literature and Writing Studies. The study relies on a definition of emancipatory discourse that is informed by both a theory-based understanding of "otherness" and a praxis-oriented inquiry of discourse that works to "undo" otherness. As such, this definition foregrounds language as a means of seeking liberation from the controlling, even subtly controlling, influences of society for the self. Thus, coming to power through language can be seen in three ways: first, as an extrinsic overthrow or subversion of power; second, as an intrinsic balance of power (i.e. "empowerment"); or finally, as both. Examples of emancipatory discourse are considered on a rough continuum between rebellious, connoting failure, and revolutionary as a rebellion that succeeds in bringing about a change in the status quo. Such a distinction facilitates an argument that discourse which seeks to emancipate but ignores or rejects prevailing ideology falls closer to "rebellious," while discourse which paradoxically borrows "from what it wants to destroy, the very image of what it wants to possess" falls closer to "revolutionary" in that it provokes an "essential break" between old and new ways of thinking (Barthes 87, 18). Together, these precepts provide the basis for surveying feminist and multicultural emancipatory discourses for evidence of this essential break. It is at this rupture that the dialogic paradox of emancipatory discourse can work as a catalyst to bring about a change in the prevailing ideology within society, or even, within the self in relation to society. In seeking equality by illuminating inequalities, authors use the prevailing ideology against itself to expose the inherent contradictions within it as they seek to compel understanding and inspire people to change, one individual at a time. This project's Preface outlines why the ideological struggle of emancipatory discourse is important to Literature and Writing Studies; and, to establish writing as freedom, it utilizes the work of Mikhail Bakhtin, Roland Barthes, Julia Kristeva, Jean Paul Sartre, and Patricia Yeager. Chapter One surveys the discourse of feminist scholars working to undo a sense of otherness, particularly as it pertains to mothers mentoring adolescent girls into a "sexualized society." Chapter Two examines the texts of two multicultural American authors also working to undo a sense of otherness using the trope of "blood" figuratively to deconstruct blood heritage. The Appendix includes a comprehensive example where I use the theoretical findings of my research, particularly identified in Chapter One, to create a praxis-oriented application. Specifically, I provide adolescent girls with rhetorical case studies of the masterful speeches of early feminists who subverted men's words to argue on their own behalf against otherness and for woman's right to vote. For the disenfranchised, alternatives to emancipatory discourse can mean a physical fight, flight, or silence. In viewing writing as a site for the ideological struggle for freedom, the paradox of this discourse can be made relevant to those seeking to liberate themselves from oppressive sociocultural influences. In this way, Literature and Writing Studies might contribute to a broader cross-cultural or interdisciplinary study of power relationships.
Nowadays, emancipation evokes scenarios of an acquired freedom, and is closely linked to autonomy. Emancipation as liberation and freedom imposes a reflection on the conditions in which we live, as well as a question concerning what people can free themselves from and what is not possible to liberate oneself from. This collection investigates the possibility of relating to emancipation through the eyes of the ethicist. What does emancipation mean in the contemporary moral and political landscape? How is emancipation possible, and from and towards what can humankind aspire to emancipate? Which are the unattended promises of emancipation? Where, when, and to whom can one speak of emancipation? Assuming a clear ethical and moral standpoint, the contributions collected here reply to such questions, firstly by re-semantising this word and then by re-placing it within different philosophical traditions.
This paper takes up an important question that has puzzled learning theorists in the critical tradition, namely, are the dialogic practices of emancipatory discourse sufficient to change oppressive conditions in the power structure of modern organization? In other words, can critical dialogic processes change the social order to close the gap between a privileged class of managers and workers, or do we require class struggle and structural reform? By elaborating on such methods as dialogue, public reflection, and action science, the author attempts to make the case that marginalized groups in society might find their voice in projects that are intentionally contextualized and publicly reflective. These methods have found applications in some illustrated critical pedagogies, though not without strain induced from conventional institutions. The paper concludes with an enumeration of some conditions under which emancipatory discourse and liberationist struggle may coincide.
This book offers a comprehensive perspective on metalinguistic knowledge and processes, and presents a coherent argument for building an element of language awareness into the language curriculum at all educational levels. It offers a balanced perspective on first and second language acquisition, classroom talk, language use in the multicultural work place, translation, Esperanto, whole language, historical perspectives, critical pedagogy, the education of language teachers, the teaching of grammar, phonology, and writing.
This work examines spoken language as a field of study, looking at the various ways in which we can both theorize the place of talk in education, and examine the way talk is actually done in educational settings. It brings quite different and important perspectives to the study of education. It is relevant to teachers at primary, secondary and tertiary levels and for researchers interested in spoken language in educational contexts.
Originally published in 1998, The Phenomenology of Modern Legal Discourse recovers the suffering which is concealed as lawyers, judges and other legal officials resignify a harm through the special vocabulary and grammar which constitutes legal language. At the moment of re-signification, an untranslatable gap erupts between the knowers’ special language and the embodied meanings of the non-knower. The Phenomenology claims that the gap can be unconcealed if the knowers of the special language reconsider their assumptions about legal meaning, the body and desire. With a broad grasp of diverse problematics from the legal procedures, legal discourses and legal theory of three jurisdictions to exemplify his claims, the author interweaves arguments which draw from Edmund Husserl’s and Maurice Merleau Ponty’s insights about meaning. The author's effort demonstrates how one may unconceal lived laws through a re-reading of the role of the experiential body in legal signification. The author’s effort to retrieve the embodiment of legal meaning de-stabilizes deep assumptions of contemporary lawyers and legal theorists.
In recent years there have been strong movements of reforms in teacher education. The most common are intended to adjust teacher preparation to the standardization demands of NCLB, Race to the Top, and CAEP to make teacher education more accountable. These reforms—carried out in the name of excellence, accountability, diversity, and inclusion—constitute subliminal efforts to appropriate the possibilities for real transformation in teacher education. However, in spite of the pervasive rhetoric to identify diversity and social justice with the accountability and standardization movement, there are endeavors to create transformations in teacher preparation that are authentic. These deliberate changes seek to counteract the neoliberal vision of school reform and strive to reclaim the original goals of public education represented in a vision of rigorous content knowledge, democratic schooling, and social justice. Appropriating the Discourse of Social Justice in Teacher Education is a testimony to that kind of authentic reform. It documents the transformational efforts of a teacher education program that infused the preparation of its teachers with a vision of education as a public good. This book validates the claim that the process of reproduction of social inequalities in teacher education is not a perfect, static process, but on the contrary, the real “seeds of transformation” within teacher education departments are abundant.
At the heart of this experiment in intellectual synthesis is an effort to clarify differences of method and understanding within a common political trajectory. Through a series of exchanges on the value of the Hegelian and Lacanian legacies, the dilemmas of multiculturalism, and the political challenges of a global economy, Butler, Laclau, and ÄiPek lend fresh significance to the key philosophical categories of the last century while setting a new standard for debate on the Left. --Book Jacket.