Социально-философские основы критических исследований дискурса

This paper describes how discourse analysis, and in particular critical discourse analysis, can be used in nursing research, and provides an example to illustrate the techniques involved. Discourse analysis has risen to prominence in the 1980s and 1990s in disciplines such as the social sciences, literary theory and cultural studies and is increasingly used in nursing. This paper investigates discourse analysis as a useful methodology for conducting nursing research. Effective clinical reasoning relies on employing several different kinds of knowledge and research that draw on different perspectives, methodologies and techniques to generate breadth of knowledge and depth of understanding of clinical practices and patients' experiences of those practices. The steps in a discourse analysis include: choosing the text, and identifying the explicit purpose of the text, the processes used for claiming authority connections to other discourses, construction of major concepts, processes of naming and categorizing, construction of subject positions, construction of reality and social relations and implications for the practice of nursing. The limitations of discourse analysis, its relationship to other qualitative approaches and questions for evaluating the rigour of research using discourse analysis are also explored. The example of discourse analysis shows how a text influences the practice of nursing by shaping knowledge, values and beliefs. Discourse analysis can make a contribution to the development of nursing knowledge by providing a research strategy to examine dominant discourses that influence nursing practice.

At the core of what we know as popular culture studies today is the work of scholars associated with or influenced by the Birmingham Centre for Contemporary Cultural Studies. Popular culture itself and intellectual interest in its risks and possibilities, however, long predate this moment. Earlier in the 20th century, members of the Frankfurt School took an active interest in what was then referred to as “mass culture” or the culture industry. Semiotics, emerging in the latter half of the 20th century as an exciting new methodology of cultural analysis, turned to popular culture for many of its objects as it redefined textuality, reading, and meaning. The works of Roland Barthes and Umberto Eco are exemplary in this regard. The work of the Birmingham school, also known as British cultural studies, drew from both of these intellectual traditions but went on to forge its own unique methods drawing on Marxist and poststructuralist theoretical legacies. Quickly spreading across the Anglophone world, Cultural Studies is now widely recognized, if not as a discipline proper, as a distinctive branch of the humanities. Other methodologies contemporaneous with this trend are also now clubbed together as part of this generalized practice of cultural studies. Important among these are feminist approaches to popular culture exemplified by work on Hollywood cinema and women’s melodrama in particular, the study of images and representations through a mass communications approach, and ethnographic studies of readers of popular romances and television audiences. A minor, theoretically weak tradition of popular culture studies initiated by Ray Browne parallelly in the Unites States may also be mentioned. More recently, Slavoj Zizek has introduced startlingly new ways of drawing popular cultural texts into philosophical debates. If all of these can be taken together as constituting what is generally referred to as popular culture studies today, it is still limited to the 20th century. Apart from the Frankfurt School and semiotics, British cultural studies also counts among the precursors it had to settle scores with, the tradition of cultural criticism in Britain that Matthew Arnold and in his wake F. R. Leavis undertook as they sought to insulate “the best of what was thought and said” from the debasing influence of the commercial press and mass culture in general. But the history of popular culture as an object of investigation and social concern goes further back still to the 18th and 19th centuries, the period of the rise and spread of mass literature, boosted by the rise of a working-class readership.

This study examines ways in which political ideology influences discourses of race and social class in the formal curriculum and teacher attitudes in social studies education. More specifically, the study determined how elements of conservative, liberal, and radical ideologies affect discourses around race, social class, democracy and citizenship. The study drew on two data sources: all seven versions of the formal social studies curriculum used in British Columbia's high schools from 1941 to the present; and transcripts from interviews with current social studies department heads in ten high schools in Vancouver, British Columbia. Critical discourse analysis was used to analyze both data sources. The interview transcripts were also analyzed using an interpretation of meaning approach. The study demonstrates that the British Columbia curriculum evolved from a conservative document to one influenced by liberalism. The early curriculum guides were essentially conservative. The 1956,1968, and 1980 versions indicated oscillation between these two ideologies. The 1988 and 1997 versions were completely dominated by liberalism. Over this time period, conservative depictions of non-white peoples that were overtly racist transformed to liberal representations in a pluralist multicultural framework. Social class issues were always presented from the standpoint of capital in the conservative versions of the curriculum, while subsequent liberal versions almost completely ignored social class representation. The treatment of democracy and citizenship evolved from conservative to liberal conceptions. Radical elements were almost completely absent from any curricular documents. The study revealed that ideology influences teacher attitudes toward issues of race, class, democracy and citizenship. In general, liberalism was the most dominant ideology. Conservative discourses, however, appeared more than in the formal curriculum. Teachers invoked radical discourses only rarely. The liberal cultural deficit discourse was used by the majority to explain differences in academic proficiency along axes of race and class. Conservative genetic-deficit discourses appeared about as frequently as radical discourses that focused on unfair structural problems. The teachers were evenly divided in their use of conservative and liberal discourses about democracy and citizenship. Recommendations were made to alter social studies curriculum and teacher education programs to reflect social justice aims from a radical perspective.

This chapter provides tools on how to conduct consumer research through cookbooks and cooking shows from a linguistics perspective informed by cultural and media studies. Three methodological approaches: multimodal discourse analysis, narrative studies, and critical discourse analysis are described and related to consumer research. Cookbooks and television cooking shows influence consumers’ lifestyle habits and food choices from—what and who should cook, why, when, and how—to what comprises high/low cuisine, everyday/luxury, local/global, and traditional/modern. Understanding the sources and reflecting on these values give insight to consumer research. To succeed in the market, a product has to function well, taste good, or promise to fulfill an aspiration. Consumer research seeks a deep understanding of the needs and desires of consumers, an understanding that is guided by a humanities approach as outlined in this chapter.

ABSTRACT: Education is substantial in the world, for it could reform the world and can contribute to self and social change. Education is one of the solutions, next to action, to various obstacles and challenges of teachers and learners, today. New strategies and teaching skills have evolved and continuously developing that teachers can use for effective teaching. By using quantitative research method, t he researchers have conducted a survey about Enhancing Social Studies Teaching for 21 st Century Learners in Secondary Education in the Philippines. T he respondents are twenty Social Studies teachers coming from public and private secondary schools. The survey discussed the availability of learning resources; provision of support and teaching strategies, observations, problems, and interventions that teachers have encountered and taken; and responsiveness to the needs of the 21 st century in various terms. From the results of the conducted survey, it is clear that high school Social Studies teachers are still using strategies and teaching skills, which are no longer addressing the 21 st century skills. However, they integrate it to the 21 st century skills and teachings strategies, such as ICT (Information and Communication Technology) and other technology-based pedagogies. The responses of the respondents are quite close to the 21 st century skills, such as Critical Thinking and Problem Solving; Communication and Collaboration; Leadership and Management; and ICT have dominated schools today, making the teachers, as well as learners, to be literate technologically and be technologically processed. KEY WORDS: Enhancing; Social Studies; Teaching Skills; Technology-Based Pedagogies. About the Authors: Renso A. Mestiola, Glizelle P. Naquita, and Nerissa S. Tantengco are the Lecturers at the Faculty of Behavioral and Social Sciences, College of Teacher Development PNU (Philippine Normal University), Taft Avenue, Manila 1000, the Philippines. For academic interests, the authors are able to be contacted via e-mail at: tantengco.ns@pnu.edu.ph Suggested Citation: Mestiola, Renso A., Glizelle P. Naquita & Nerissa S. Tantengco. (2018). “Enhancing Social Studies Teaching for 21 st Century Learners in Secondary Education” in HONAI : International Journal for Education al, Social, Political & Cultural Studies , Volume 1(2), November, pp.83-100. Bandung, Indonesia: Minda Masagi Press owned by ASPENSI and STISIP Amal Ilmiah, Wamena, Papua, ISSN 2621-1653 (print) and ISSN 2621-3621 (online). A rticle Timeline : Accepted (June 22, 2018); Revised (August 17, 2018); and Published (November 30, 2018).

Discourse is the study of language beyond the sentence level concerning its social and cultural practices in context. This paper 'Language as Discourse' mainly aims to analyze and explore the contribution of Critical Discourse Analysis (CDA) in education and Classroom Discourse Analysis critically to ensure an effective teaching-learning process for better academic achievement. Similarly, it also provides insights on language, discourse, discourse analysis, and Critical Discourse Analysis. This theoretical study reveals that Critical Discourse Analysis (CDA) contributes a lot to education by providing the lens to the learners to view the outer world through critical eyes and by encouraging them not only to question and criticize the dominations, suppressions and oppressions existed inside the classrooms and society but also to empower them for the emancipation and transformation. It was also found that analyzing the discourses observed inside the classrooms as Classroom Discourse Analysis assumes, facilitates the teachers for active interaction or communication inside the classroom in harmony with Initiation-Response-Feedback (IRF) chain for the better academic achievement. The study has been concluded with a note that the pedagogy of Nepal should also be guided towards interactive, communicative, emancipatory, and interactive mode where teachers and learners are the responsible change agents for it. This study will provide some insights for those who want more exploration of discourse, discourse analysis, Critical Discourse Analysis (CDA), and Classroom Discourse Analysis through the critical and analytical eyes.

The article is devoted to formation and development of discourse analysis as an effective method to study functional aspects of political communication in global political space. It reports on main theoretical and methodological approaches to critical analysis of political discourse. Mainly, it deals with theoretical and methodological perspectives of three leading schools of critical discourse analysis: discourse analysis of N. Fairclough, that presents a relational approach to considering social problems in their relation to textual analysis; socio-cognitive theory of T.A. van Dijk, oriented to investigating relations between cognitive structures, discourse and social coordination; discourse analysis of R. Wodak, that uses historical approach to discourse and is aimed at description of powerful language of the elite that helps to maintain dominance in society. The paper characterizes some frameworks of critical analysis of political discourse, including the Duisburg School of Critical Discourse Analysis (S. Jäger, F. Maier), System-Functional and Social-Semiotic Theory (M. Halliday, T. van Leeuwen), and Mediated Discourse Analysis (R. Scollon, S. Scollon). It is stated that within its boundaries critical discourse analysis includes a variety of approaches, analytical tools and methodologies. The author underlines that scientific consideration of critical discourse analysis will demonstrate its potential and prospects for integrating this interdisciplinary qualitative methodology into a set of empirical tools of modern political science.

One of the phenomenal Tafsir in Indonesia written by non-Arabic commentators is Tafsir Al-Azhar by Hamka (Haji Abdul Malik Karim Amrullah). This interpretation becomes a reference for Muslims in Indonesia before other modern interpretations come. This interpretation is widely referenced by Qur’an scholars because the language is easy to digest and detailed explanation in accordance with present times. Based on a search of some literature there is no specific discussion about manhaj Tafsir Al-Azhar and its application. So this article will critically examine Hamka’s Tafsir Al-Azhar, especially from the aspect of manhaj and its application in its interpretation. Specifically this article will discuss the method of interpretation, the mechanism of interpretation, and the style of interpretation. The approach used by the writer is Norman Fairclough’s critical discourse analysis. Critical discourse analysis is one of the methods of analyzing discourse in a work by critically analyzing. Fairclough uses discourse analysis by pointing the use of language as a social practice not just an individual activity. In addition, Fairclough also created a model that brought together discourse analysis which was based on linguistics as well as on socio-political thought, or generally integrated with social change. The results of the study shows that Tafsir Al-Azhar is included in the category of non-school interpretation (non-madzhab), which is also characterized by patterns of thought and modern interpretation, especially from Tafsir Al-Manâr and Fî Zhilâl Al-Qur'ân, two books of tafsir are more patterned of adabi -ijtima’î.

This article is devoted to the discourse analysis of the comments of regional news sites and public publications about the commemorations of the Great Patriotic War of 1941-1945. Based on the application of the methodology of Siegfried Yeager's critical discourse analysis, the peculiarities of the perception of official memorials dedicated to the memory of the Great Patriotic War in the Internet space of the Tula and Tomsk regions were analyzed. The sources for the analysis were comments from users of social networks, Internet blogs and news sites of the two regions in the period 2015-2021, dedicated to Victory Day (May 9), the Immortal Regiment campaign, topical regional commemorations of the Great Patriotic War, as well as mentions of individual pages of family memory and events of war heroes. Despite the fact that sociological surveys of recent years show the preservation of the memory of the Great Patriotic War of 1941-1945 as the most important historical event and ideological reference point in the mass historical consciousness, the study of the perception of war memorials on the Internet shows a further increase in the devaluation of historical meanings of the Russian memorial culture and the departure to particular versions of historical memory (family, local social group). The tendency of fragmentation and transformation of perception of the past in the regional Internet space was revealed. The analysis of a sample set of comments indicates the persistence of the trend of sacralization of war heroes, veterans and family memory of them in the mass consciousness, as well as attempts to contrast family commemorations of Victory Day and official events and actions of the authorities. In both areas, the fact of using the discussion of the May 9 commemorations and the "Immortal Regiment" campaign as a symbolic framework for criticizing the domestic and foreign policies of the current government was recorded. At the same time, most of the critical comments are situational in nature and are related to topical regional socio-economic problems.

The methodology of ‘Ilm al-Tafsir and the methodology of Critical Discourse Analysis (CDA) highlight the similarities and differences in leveraging the text as research data beyond the level of the text’s structure. Questions on similarities and differences between methodologies are addressed in the present study. This study, therefore, compares the similarities and the differences between the methodology of ‘Ilm al-Tafsir and the methodology of CDA. Based on the comparison, the present study also constructs a religious discourse analysis model. The selected methodology of ‘Ilm al-Tafsir is al-Sabuniy’s in Safwat al-Tafasir (1979), while the chosen methodology of CDA is Fairclough’s 3D (1992; 1995). The universal principle of discourse and the linguistic goals in the philosophy of language is applied in the analysis. Similarities and differences were identified in the production, meaning and interpretation. The findings strongly suggest that the two methodologies have circumstances which lead to the use of language, the production of language, the features of texts, the nature of meaning and the means of interpretation. One of the main focuses of the comparison is on the differences that constitute barriers to the adoption of CDA for religious discourse analysis, specifically the critical approach towards the sickle and the fixed elements. The obstacles to this alternative are presented in order to prove that there is a linguistic approach that is capable of linking language with social elements. The findings thus have implications for the relatively new methodology of religious discourse in linguistic studies. DOI: http://dx.doi.org/10.17576/GEMA-2015-1501-08

Since the global financial crisis in 2008, complementary currencies - from local initiatives like the Brixton Pound to timebanks, business-to-business currencies and, of course, Bitcoin - have received unprecedented attention by academics, policy makers, the media and the general public. However, at close theoretic inspection money itself remains as elusive a phenomenon as water must be to fish. Economic and business disciplines commonly only describe the use and functionality of money rather than its nature. Sociology and philosophy have a more fundamental set of approaches, but remain largely unintegrated in financial policy and common perception. At the same time, new forms of currency challenge predominant definitions of money and their implementation in the law and financial regulation. Unless our understanding of money and currencies is questioned and extended to consistently reflect theory and practice, its current misalignment threatens to impede much needed reform and innovation of the financial systems towards equity, democratic participation and sustainability. After reviewing current monetary theories and their epistemological underpinning, this thesis proposes a new theoretic framework of money as a ‘discursive institution’ that can be applied coherently to all monetary phenomena, conventional and unconventional. It also allows for the empirical analysis of currencies with the methodologies of neo-institutionalism, practice theory and critical discourse analysis. This will here be demonstrated in a transdisciplinary triangulation concerning three sets of data from the diverse field of complementary currencies, the publications of the Bank of England and monetary laws from the United States. The findings do not only demonstrate the heuristic value of the theory of discursive institutionalism in regard to money and complementary currencies, but highlight how regulatory and legal definitions even of conventional money lack the coherence and clarity required to appropriately explicate monetary innovation. Accordingly, this study concludes with recommendations for monetary theory, policy and research that can address the current inconsistencies.

Aim. To identify how the reflection of the Palestinian-Israeli conflict is represented in 2023–2024 in the official discourses of the Islamic movement Hamas and the leadership of the Russian Federation; to assess the degree of convergence or divergence of their positions in the context of international perception and political rhetoric.Methodology. The main method used in the work is critical discourse analysis (CDA). CDA allows not only to deconstruct the official positions of Hamas and Russia, but also to reveal how language serves as an instrument of political strategy – it shapes public opinion, legitimizes actions, reproduces hierarchies of power and ideological contradictions. By analyzing the rhetoric and structure of official statements, it is possible to identify the strategies used to convince the audience and legitimize the actions of the parties in the context of intra-conflict dynamics.Results. The revealed similarities and differences in the discourse of the non-state Islamist movement Hamas and the Russian Federation reflect the specifics of their positions in the system of international relations and the conditioning of foreign policy strategies by different levels of responsibility and acceptable rhetorical space. As a subject of international politics, possessing sovereignty and striving to ensure a stable international image, the Russian Federation is forced to adhere to the framework of diplomatic communication, while Hamas, operating outside the traditional norms of state practice, can use more radicalized and emotionally charged rhetoric. The Palestinian-Israeli conflict continues to be a field of geopolitical confrontation between both regional and global actors who use the Palestinian issue to advance their own interests.Research implications. The article deepens the understanding of the interaction of state and non-state actors in the context of international conflicts, revealing the mechanisms of formation of their discourse through the prism of geopolitical interests and ideological differences. The analysis of official statements by Hamas and by the Russian Federation demonstrates how heterogeneous actors (a non-state radical organization and a sovereign state) can converge in criticizing the foreign policy of third countries (for example, the United States and Israel) while maintaining fundamental differences in rhetoric and strategies. This allows us to expand the existing theoretical framework by combining approaches to the study of political discourse, geopolitics and ideology, and contributes to the methodology of comparative discourse analysis.

The article is devoted to the analysis of the semiotic field of the concept FAMILY in the English and Chinese languages through the application of the methodology of critical discourse analysis and corpus linguistics. The article is based on the materials of the Chinese English Learners Corpus (CELC) and the combined materials of the BROWN and the written British National Corpus (BNC) for studying the vocabulary co-occurrence of the node word “family” from the point of view of collocation, colligation, semantic preference, and semantic prosody. The differences between Chinese and Western family cultures are revealed from the perspective of critical discourse analysis and the use of a horizontal combination of vocabulary relevant to the semiotic field of family. The study exemplifies the significant differences between Chinese learners and English native speakers in the choice and the use of core collocations in the minimal context of the family-related vocabulary. The conducted examination of the use of the node word “family” and its collocations in the Chinese English Learners Corpus compared to the combined English native speakers corpus in terms of semantic preference and semantic prosody demonstrates the most significant differences in understanding of the related concept as observed through the most common collocations. The article demonstrates the efficiency of the critical discourse analysis use in combination with the methods of corpus linguistics for the purpose of validation and verification of the conclusions regarding the content of the semiotic fields, as exemplified on the basis of the semiotic field of the concept FAMILY. Future research developments are seen in the possible extension of the corpus material base, including the materials on a wide variety of languages, for the purpose of further comparative analysis.

Det er ikke skrevet særlig mange bøker av nordiske forfattere om diskursanalyse, trass i den store interessen for diskursperspektiver og diskursteoretiske begreper blant forskere og studenter i samfunnsfagene. Sosiologen Joar Skredes bok Kritisk diskursanalyse (Cappelen Damm Akademisk, 2017) er et av de få nyere bidragene. Boka tar for seg en spesiell retning innenfor det diskursanalytiske landskapet. Som bokas tittel signaliserer, dreier det seg om såkalt kritisk diskursanalyse.

This study considers the conflicting demands made upon scientists and engineers when they have toproduce rhetorically-sustained texts whose primary concern is to cope not only with the provisional character of scientific truth, but also with the cultural relativism within which the scientific institution –or “order of discourse” (Foucault 1970)– is immersed. By illustrating it with a corpus of thematic articles, this paper attempts to draw attention to those ideological aspects underpinning the rhetoric of scientific and postmodern writing. The analysis of the corpus will provide evidence of how academic literature in science and technology should be interpreted interdisciplinarily in the light of sociorhetorical theories (Berkenkotter and Huckin 1995), critical discourse analysis (Fairclough 1995) and post-structuralist and cultural studies (Lyotard 1984, Solomon 1988, Norris 2000).