A SAGA DO HEROI E O ESVAZIAMENTO DE CRISTO: ANÁLISE DE FILIPENSES 2,5-11

A partir do texto de Filipenses 2,5-11 este trabalho realiza uma exegese no texto conhecido como kenosis. Para isso, busca a identificação de traços existentes na herança ideológica da sociedade da época da redação deste documento para, em seguida, apontar para as possibilidades de estruturas míticas recorrentes. Faz uma primeira análise no mundo cultural, social e religioso do apóstolo Paulo e passa por uma breve abordagem da história da pesquisa. Oferece uma possibilidade de tradução do texto grego para o português e depois, quer visualizar em forma gráfica a estrutura e o movimento do hino cristológico . Apresenta o monomito e a análise do discurso como ferramentas metodológicas para a produção de duas novas leituras. Com o uso dessas metodologias, procura mostrar as semelhanças entre certas estruturas míticas recorrentes e o esvaziamento de Cristo na tradição paulina. Busca validar a proposta apresentando outras narrativas míticas que impregnavam a imagética da sociedade greco-romana. Ao final sugere alguns passos para uma leitura da kenosis como crítica social.

Disability, deinstitutionalisation and discourse : an analysis of institutional reform policies in Queensland, 1994-1996

The closure of large institutions for people with intellectual disability and the subsequent shift to community living has been a feature of social policies in most western democracies for more than two decades. While the move from congregated settings to homes in the community has been heralded as a positive and desirable strategy, deinstitutionalisation has continued to be a controversial policy and practice. This research critically analyses the implementation of a deinstitutionalisation policy called Institutional Reform in the state of Queensland from May 1994 until it was dismantled under a new government in the middle of 1996. A trajectory study of the policy from early conceptualisation through its development, implementation and final extinction was undertaken. Several methods were utilised in the research including the textual analyis of policy documents, discussion papers and newspaper articles, interviews with stakeholders and participant observation. The research draws on theories of discourse and focuses on how discourses of disability shape policy and practice. The thesis outlines a number of implications for policy implementation more generally as well as for disability services. In particular, the theoretical framework builds on Fulcher's (1989) disabling discourses - medical, charity, lay and rights - and identifies two additional discourses of economics and inclusion. The thesis argues that competing disability discourses operated in powerful ways to shape the implementation of the policy and illustrates how older discourses based on fear and prejudice were promoted to positions of dominance and power.

Involvement and detachment in David Cameron and Ed Miliband’s political discourse. An analysis of deictic shields on the pronoun ‘I’ in UK 2015 General Election news interviews

The goal of my study is to investigate the relationship between selected deictic shields on the pronoun ‘I’ and the involvement/detachment dichotomy in a sample of television news interviews. I focus on the use of personal pronouns in political discourse. Drawing upon Caffi’s (2007) classification of mitigating devices into bushes, hedges and shields, I focus on deictic shields on the pronoun ‘I’: I examine the way a selection of ‘I’-related deictic shields is employed in a collection of news interviews broadcast during the electoral campaign prior to the UK 2015 General Election. My purpose is to uncover the frequencies of each of the linguistic items selected and the pragmatic functions of those linguistic items in the involvement/detachment dichotomy. The research is structured as follows. Chapter 1 provides an account of previous studies on the three main areas of research: speech event analysis, institutional interaction and the news interview, and the UK 2015 General Election television programmes. Chapter 2 is centred on the involvement/detachment dichotomy: I provide an overview of nonlinguistic and linguistic features of involvement and detachment at all levels of sentence structure. Chapter 3 contains a detailed account of the data collection and data analysis process. Chapter 4 provides an accurate description of results in three steps: quantitative analysis, qualitative analysis and discussion of the pragmatic functions of the selected linguistic features of involvement and detachment. Chapter 5 includes a brief summary of the investigation, reviews the main findings, and indicates limitations of the study and possible inputs for further research. The results of the analysis confirm that, while some of the linguistic items examined point toward involvement, others have a detaching effect. I therefore conclude that deictic shields on the pronoun ‘I’ permit the realisation of the involvement/detachment dichotomy in the speech genre of the news interview.

A call to arms at the end of history: a discourse-historical analysis of George W. Bush's declaration of war on terror

In this article we take a discourse-historical approach to illustrate the significance of George W Bush's (2001) declaration of a 'war on terror'. We present four exemplary 'call to arms' speeches by Pope Urban 11 (1095), Queen Elizabeth I (1588), Adolf Hitler (1938) and George W Bush (2001) to exemplify the structure, function, and historical significance of such texts in western societies over the last millennium. We identify four generic features that have endured in such texts throughout this period: (i) an appeal to a legitimate power source that is external to the orator, and which is presented as inherently good; (ii) an appeal to the historical importance of the culture in which the discourse is situated; (iii) the construction of a thoroughly evil Other; and (iv) an appeal for unification behind the legitimating external power source. We argue further that such texts typically appear in historical contexts characterized by deep crises in political legitimacy.

Marx as critical discourse analyst : the genesis of a critical method and its relevance to the critique of global capital.

In this paper we identify elements in Marx´s economic and political writings that are relevant to contemporary critical discourse analysis (CDA). We argue that Marx can be seen to be engaging in a form of discourse analysis. We identify the elements in Marx´s historical materialist method that support such a perspective, and exemplify these in a longitudinal comparison of Marx´s texts.

Marx as a Critical Discourse Analyst : The Genesis of a Critical Method and its Relevance to the Critique of Global Capital (with Phil Graham)

In this paper we identify elements in Marx’s economic and political writings that are relevant to contemporary critical discourse analysis (CDA). We argue that Marx can be seen to be engaging in a form of discourse analysis. We identify the elements in Marx’s historical materialist method that support such a perspective, and exemplify these in longitudinal comparison of Marx’s texts.

Given and News : Media discourse and the construction of community on national days

National anniversaries such as independence days demand precise coordination in order to make citizens change their routines to forego work and spend the day at rest or at festivities that provide social focus and spectacle. The complex social construction of national days is taken for granted and operates as a given in the news media, which are the main agents responsible for coordinating these planned disruptions of normal routines. This study examines the language used in the news to construct the rather unnatural idea of national days and to align people in observing them. The data for the study consist of news stories about the Fourth of July in the New York Times, sampled over 150 years and are supplemented by material from other sources and other countries. The study is multidimensional, applying concepts from pragmatics (speech acts, politeness, information structure), systemic functional linguistics (the interpersonal metafunction and the Appraisal framework) and cognitive linguistics (frames, metaphor) as well as journalism and communications to arrive at an interdisciplinary understanding of how resources for meaning are used by writers and readers of the news stories. The analysis shows that on national anniversaries, nations tend to be metaphorized as persons having birthdays, to whom politeness should be shown. The face of the nation is to be respected in the sense of identifying the nation's interests as one's own (positive face) and speaking of citizen responsibilities rather than rights (negative face). Resources are available for both positive and negative evaluations of events and participants and the newspaper deftly changes footings (Goffman 1981) to demonstrate the required politeness while also heteroglossically allowing for a certain amount of disattention and even protest - within limits, for state holidays are almost never construed as Bakhtinian festivals, as they tend to reaffirm the hierarchy rather than invert it. Celebrations are evaluated mainly for impressiveness, and for the essentially contested quality of appropriateness, which covers norms of predictability, size, audience response, aesthetics, and explicit reference to the past. Events may also be negatively evaluated as dull ("banal") or inauthentic ("hoopla"). Audiences are evaluated chiefly in terms of their enthusiasm, or production of appropriate displays for emotional response, for national days are supposed to be occasions of flooding-out of nationalistic feeling. By making these evaluations, the newspaper reinforces its powerful position as an independent critic, while at the same time playing an active role in the construction and reproduction of emotional order embodied in "the nation's birthday." As an occasion for mobilization and demonstrations of power, national days may be seen to stand to war in the relation of play to fighting (Bateson 1955). Evidence from the newspaper's coverage of recent conflicts is adduced to support this analysis. In the course of the investigation, methods are developed for analyzing large collections of newspaper content, particularly topical soft news and feature materials that have hitherto been considered less influential and worthy of study than so-called hard news. In his work on evaluation in newspaper stories, White (1998) proposed that the classic hard news story is focused on an event that threatens the social order, but news of holidays and celebrations in general does not fit this pattern, in fact its central event is a reproduction of the social order. Thus in the system of news values (Galtung and Ruge 1965), national holiday news draws on "ground" news values such as continuity and predictability rather than "figure" news values such as negativity and surprise. It is argued that this ground helps form a necessary space for hard news to be seen as important, similar to the way in which the information structure of language is seen to rely on the regular alternation of given and new information (Chafe 1994).

Anti-Slavic imagery in German radical nationalist discourse at the turn of the twentieth century: a prelude to Nazi ideology?

By applying methods of cognitive metaphor theory, Jaworska examines metaphorical scenarios employed in the discourse of anti-Slavism, which featured prominently in radical nationalist propaganda in Germany at the turn of the twentieth century. She does so by analysing metaphorical expressions used to refer to the Polish population living in the eastern provinces of Prussia, in the so-called Ostmark. Her article is based on an analysis of a range of pamphlets and newspaper articles written by some of the leading figures of two nationalist organizations: the Pan-German League (Alldeutscher Verband) and the Eastern Marches Society(Ostmarkenverein). The main research questions it addresses are: What kind of metaphoric scenarios were used to depict the Polish minority, and to what extent were the metaphorical patterns of anti-Slavic imagery similar to those employed in the antisemitic propaganda of the Nazi era? Is there a discursive continuity between the radical nationalism of imperial Germany and the National Socialism of the Third Reich at the level of metaphorical scenarios? Ultimately, Jaworska attempts to contribute to a better understanding of the cognitive mechanisms underlying radical and essentially racist attitudes.

Teaching in the iWorld: developing a repertoire of pedagogical discourse around the usage of touch screen devices in early years classrooms

 Touch-screen devices have been enthusiastically adopted by schools across Australia and Canada. Their ease of use means that they are accessible by very young children, and these children often have free access to these devices in their home, however the devices tend to be ‘domesticated’ in the school context (O’Mara and Laidlaw, 2011). In the short period of their availability, a plethora of educational applications have been developed for these devices. This paper addresses emergent themes from our 2011-2013 Canadian/Australian project, Literacy learning in playful spaces: using multi-modal strategies to develop narrative with young learners, funded by the Canadian Social Sciences and Humanities Research Council (Insight Development Grant). In our analysis of the discourse around the introduction of portable touch screen devices into school literacy classes (published texts, teacher interviews, classroom observations), we noted that much of the public discourse is slanted towards the idea of “teacher-proofing” the curriculum. Initially the teachers we have been working with saw the apps themselves as complete, as doing all the work and the discourse around the devices was around what apps are “best”, and “is there an app for that?” It was only with more experience and time that teachers were able to harness the range of affordances of the devices—their capacity for recording audio, video, pictures etc., and start to categorise the apps themselves. In this paper we suggest ways in which current literacy models might be used to develop a repertoire of pedagogical discourse around these devices, providing language and framings for teachers to think about how these new tools might best be used to enhance literacy teaching and learning. O’Mara, J. & Laidlaw, L. (2011). Living in the iWorld: Two literacy researchers reflect on the changing texts and literacy practices of childhood. English Teaching: Practice and Critique 10 (4): 149-159. Available: http://edlinked.soe.waikato.ac.nz/research/journal/view.php?article=true&id=754&p=1

Homophobic discourse in blogs: Weaving of violence and network

This article aims at analyzing the effects of meaning installed in the discursive space of a blog, especially a formulation of discriminatory nature which was posted in November, 2011 and considerably discussed in other discursive spaces on the Internet. By means of French Discourse Analysis, we sought to track the memory networks and the ideological effects that are at play in the discourse on homosexuals posted by browsers-subjects and how they update the meanings already there in order to install effects of prejudice and hatred. Our interest is also to catch the meanings of violence inscribed in the electronic network and analyze the functioning of the language in motion in this space bordered by the imaginary in which it is possible to say anything. Hence, by means of the analyses performed in this study, we observed these effects of the subject's full freedom when he/she subscribes to the electronic network without fear of any punishment of any order. The discourses of intolerance and hatred posted on the blog by the subject give voice to a discursive confrontation observed by marks of agreement or indignation, supported by the discursive memory. Thus, we observed the interruption of regularities that break up with a supposed linearity in the discourse, putting the contradiction and the heterogeneous nature of the sayings on the net in motion.

Does a reference to evaluations contribute to discourse quality? The case of Swiss direct-democratic campaigns on school policy: a conceptual framework

This article examines how references to evaluations in school policy debates contribute to discourse quality. The article consists of two parts: First, it presents a descriptive overview of the references to evidence in direct-democratic campaigns. These results are based on a quantitative content analysis of the newspaper coverage and governmental information documents of 103 direct-democratic Swiss school policy votes. In a second step, it discusses these findings in view of the question of whether the incorporation of evaluation results in policy debates contributes to discourse quality. It presents a conceptual framework, including hypotheses and a research design to answer this question.

The political discourse and material practice of technology enhanced learning

Technology discloses man’s mode of dealing with Nature, the process of production by which he sustains his life, and thereby also lays bare the mode of formation of his social relations, and of the mental conceptions that flow from them (Marx, 1990: 372) My thesis is a Sociological analysis of UK policy discourse for educational technology during the last 15 years. My framework is a dialogue between the Marxist-based critical social theory of Lieras and a corpus-based Critical Discourse Analysis (CDA) of UK policy for Technology Enhanced Learning (TEL) in higher education. Embedded in TEL is a presupposition: a deterministic assumption that technology has enhanced learning. This conceals a necessary debate that reminds us it is humans that design learning, not technology. By omitting people, TEL provides a vehicle for strong hierarchical or neoliberal, agendas to make simplified claims politically, in the name of technology. My research has two main aims: firstly, I share a replicable, mixed methodological approach for linguistic analysis of the political discourse of TEL. Quantitatively, I examine patterns in my corpus to question forms of ‘use’ around technology that structure a rigid basic argument which ‘enframes’ educational technology (Heidegger, 1977: 38). In a qualitative analysis of findings, I ask to what extent policy discourse evaluates technology in one way, to support a Knowledge Based Economy (KBE) in a political economy of neoliberalism (Jessop 2004, Fairclough 2006). If technology is commodified as an external enhancement, it is expected to provide an ‘exchange value’ for learners (Marx, 1867). I therefore examine more closely what is prioritised and devalued in these texts. Secondly, I disclose a form of austerity in the discourse where technology, as an abstract force, undertakes tasks usually ascribed to humans (Lieras, 1996, Brey, 2003:2). This risks desubjectivisation, loss of power and limits people’s relationships with technology and with each other. A view of technology in political discourse as complete without people closes possibilities for broader dialectical (Fairclough, 2001, 2007) and ‘convivial’ (Illich, 1973) understandings of the intimate, material practice of engaging with technology in education. In opening the ‘black box’ of TEL via CDA I reveal talking points that are otherwise concealed. This allows me as to be reflexive and self-critical through praxis, to confront my own assumptions about what the discourse conceals and what forms of resistance might be required. In so doing, I contribute to ongoing debates about networked learning, providing a context to explore educational technology as a technology, language and learning nexus.