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In this study, Bartlett presents a theoretical and descriptive development in the discipline of Critical Discourse Analysis (CDA) extending the recent trend away from critiques of hegemonic practices and towards the description of alternative and minority practices that has been labelled Positive Discourse Analysis (PDA). Through an in-depth case study of intercultural development discourse, the book goes beyond the top-down model of power in CDA and the oppositional approach of PDA to develop a model of power in language as multifaceted and potentially collaborative. This model is used to analyse the particular circumstances of the case study, but is primarily presented as a framework for practical applied linguistic contributions within a wide range of sociocultural contexts. Drawing on social and linguistic theory and methods from a range of functional and applied approaches to language, the book explores the connections between language form and social function, the contextual constraints on discursive action and the potential for the renegotiation of existing discourses and social practices.
The Routledge Handbook of Critical Discourse Studies provides a state-of-the-art overview of the important and rapidly developing field of Critical Discourse Studies (CDS). Forty-one chapters from leading international scholars cover the central theories, concepts, contexts and applications of CDS and how they have developed, encompassing: approaches analytical methods interdisciplinarity social divisions and power domains and media. Including methodologies to assist those undertaking their own critical research of discourse, this Handbook is key reading for all those engaged in the study and research of Critical Discourse Analysis within English Language and Linguistics, Communication, Media Studies and related areas.
With concepts of participation discussed in multiple disciplines from media studies to anthropology, from political sciences to sociology, the first issue of the new yearbook History of Intellectual Culture (HIC) dedicates a thematic section to the way knowledge can and arguably must be conceptualized as "participatory". Introducing and exploring "participatory knowledge", the volume aims to draw attention to the potential of looking at knowledge formation and circulation through a new lens and to open a dialogue about how and what concepts and theories of participation can contribute to the history of knowledge. By asking who gets to participate in defining what counts as knowledge and in deciding whose knowledge is circulated, modes of participation enter into the examination of knowledge on various levels and within multiple cultural contexts. The articles in this volume attest to the great variety of approaches, contexts, and interpretations of "participatory knowledge", from the sociological projects of the Frankfurt School to the Uppsala-based Institute for Race Biology, from the Argentinian National Folklore Survey to current hashtag activism and Covid-19-archive projects. HIC sees knowledge as rooted in social and political structures, determined by modes of transfer and produced in collaborative processes. The notion of "participatory knowledge" highlights in a compelling way how knowledge is rooted in cultural practices and social configurations.
This book argues for an inherent connection between Critical Discourse Studies and Communication Studies. The volume begins with a comprehensive introduction that documents the shift towards Critical Discourse Studies in the study of socio-discursive phenomena, as well as its implications in terms of theories, methodologies, and objects of study within and beyond Communication. The diverse selection of case studies further demonstrates the possibilities located at the intersection of Communication and Critical Discourse Studies, ultimately providing solid ground for a firmer cross-fertilization between the two. The chapters as a whole provide an insightful state of the art of the kinds of research that emerge when we consider the traversing trajectories of Critical Discourse Studies and Communication, advancing our understanding of self-reflexivity, journalism production and social media, discourses of neurodiversity, the environment, autism advocacy, and national memory. They also provide promising emergent venues that speak to the value and the need of interdisciplinary theory building. This book was originally published as a special issue of the journal, Review of Communication.
This collection of original research highlights the legacy of Michael Toolan’s pioneering contributions to the field of stylistics and in so doing provides a critical overview of the ways in which language, text, and context are analyzed in the field and its related disciplines. Featuring work from an international range of contributors, the book illustrates how the field of stylistics has evolved in the 25 years since the publication of Toolan’s seminal Language, Text and Context, which laid the foundation for the analysis of the language and style in literary texts. The volume demonstrates how technological innovations and the development of new interdisciplinary methodologies, including those from corpus, cognitive, and multimodal stylistics, point to the greater degree of interplay between language, text, and context exemplified in current research and how this dynamic relationship can be understood by featuring examples from a variety of texts and media. Underscoring the significance of Michael Toolan’s extensive work in the field in the evolution of literary linguistic research, this volume is key reading for students and researchers in stylistics, discourse studies, corpus linguistics, and interdisciplinary literary studies.
Literacy researchers at all stages of their careers are designing and developing innovative new methods for analyzing data in a range of spaces in and out of school. Directly connected with evolving themes in literacy research, theory, instruction, and practices—especially in the areas of digital technologies, gaming, and web-based research; discourse analysis; and arts-based research—this much-needed text is the first to capture these new directions in one volume. Written by internationally recognized authorities whose work is situated in these methods, each chapter describes the origin of the method and its distinct characteristics; offers a demonstration of how to analyze data using the method; presents an exemplary study in which this method is used; and discusses the potential of the method to advance and extend literacy research. For literacy researchers asking how to match their work with current trends and for educators asking how to measure and document what is viewed as literacy within classrooms, this is THE text to help them learn about and use the rich range of new and emerging literacy research methods.
This open access volume is a call for ecological awareness and action through communication. It offers perspectives on how we, as humans, posit ourselves in relation to, and as part of, the environment in both verbal and non-verbal discourse. The contributions investigate a variety of situated communicative practices and how they instantiate and potentially influence our actions. Through the frameworks of ecolinguistics, multimodal studies and ecoliteracy, the book discusses how the environmental crisis is communicated as an urgent global and local issue in a variety of media, texts and events. The contributions present a wide range of case studies (including news articles, institutional websites, artwork installations, promotional texts, signposting, social campaigns and other), and they explore how communicative actions can help meet the challenges of ecologically-oriented change. The focus is on the impact that linguistic and multimodal communication can have on acting in, with and towards the environment seen as living ecosystems, or 'lifescapes'. The chapters offer a reflection on the way we experience, endorse, reframe and resist value systems in ecological communication, and propose alternative and healthier perspectives to respect and preserve the common and nurturing lifescapes through awareness and action. The ebook editions of this book are available open access under a CC BY-NC-ND 4.0 licence on bloomsburycollections.com.
The Routledge Handbook of Language Awareness is a comprehensive and informative overview of the broad field of language awareness. It contains a collection of state-of-the-art reviews of both established themes and new directions, authored and edited by experts in the field. The handbook is divided into three sections and reflects the engaging diversity of language awareness perspectives on language teaching and teachers, language learning and learners, and extending to additional areas of importance that are less directly concerned with language instruction. In their introductory chapter, the editors provide valuable background to the language awareness field along with their summary of the chapters and issues covered. A helpful section giving further reading suggestions for each of the chapters is included at the end of the book. This volume is essential reading for graduate students and researchers working in the sphere of language awareness within applied linguistics, sociolinguistics and across the wider spectrum of language and communication.
Ecolinguistics: Language, Ecology and the Stories We Live By is a ground-breaking book which reveals the stories that underpin unequal and unsustainable societies and searches for inspirational forms of language that can help rebuild a kinder, more ecological world. This new edition has been updated and expanded to bring together the latest ecolinguistic studies with new theoretical insights and practical analyses. The book presents a theoretical framework and practical tools for analysing the key texts which shape the society we live in. The theory is illustrated through examples, including the representation of environmental refugees in the media; the construction of the selfish consumer in economics textbooks; the parallels between climate change denial and coronavirus denial; the erasure of nature in the Sustainable Development Goals; creation myths and how they orient people towards the natural world; and inspirational forms of language in nature writing, Japanese haiku and Native American writing. This edition provides an updated theoretical framework, new example analyses, and an additional chapter on narratives. Accompanied by a free online course with videos, PowerPoints, notes and exercises (www.storiesweliveby.org.uk), as well as a comprehensive glossary, this is essential reading for undergraduates, postgraduates and researchers working in the areas of Discourse Analysis, Environmental Studies and Communication Studies.
This edited book shows how critical literacy can be applied in and outside the classroom setting. It shows educators how critical theory is applied in practice using studies in diverse K-16 settings, kindergarten through university contexts. By providing specific examples of critical literacy practice in the classroom and beyond, the book aims to help teachers, researchers and teacher educators make clear connections between theory and practice in critical literacy.