Relevant bibliographies by topics / Group discourse

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Group discourse'

Author: Grafiati
Published: 4 June 2021
Last updated: 12 February 2022

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Journal articles on the topic "Group discourse"

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Karterud, Sigmund, and Walter N. Stone. "The Group Self: A Neglected Aspect of Group Psychotherapy." Group Analysis 36, no. 1 (March 2003): 7–22. http://dx.doi.org/10.1177/0533316403036001198.

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The authors explore and expand on Heinz Kohut's concept `the group self', which is related to, yet different from the concepts `intersubjective field' and `group matrix'. The group self is defined as a collective project with inherent ambitions, ideals and resources. From this perspective the authors discuss group-as-a-whole phenomena, empathy, aspects of group development and the kind of discourse appropriate for group psychotherapy. This particular discourse should contain multiple selfobject functions as well as aspects of otherness not accounted for by the selfobject concept. Partaking in this discourse has a beneficial effect by itself which justifies a concept of `discoursive selfobject function'. This selfobject function is of a partial supraindividual nature. Two clinical vignettes illustrates aspects of group self development and fear of depletion of the group self:
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Dzinovic, Vladimir. "Using focus groups to give voice to school underachievers." Zbornik Instituta za pedagoska istrazivanja 41, no. 2 (2009): 284–96. http://dx.doi.org/10.2298/zipi0902284d.

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This paper analyses discourses on school failure of gymnasium students. Research strategy for establishment of dialogue with students is focus group. The method of analysis of the material obtained in the conversations with students is discourse analysis. First, two dominant strategies of focus group usage are discussed: as means for collecting data from subjects and as a social emancipatory practice. The prevailing discourses about school failure of students are mapped: the discourse of school as an insecure investment, the discourse of school marginalisation, the discourse of disinterest of students, the discourse of disinterest of teachers and the discourse 'school success does not have an alternative'. The concluding part discusses research implications on social position of students in power relations in education.
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Kilic, Hulya, Dionne I. Cross, Filyet A. Ersoz, Denise S. Mewborn, Diana Swanagan, and Jisun Kim. "Techniques for small-group discourse." Teaching Children Mathematics 16, no. 6 (February 2010): 350–57. http://dx.doi.org/10.5951/tcm.16.6.0350.

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Different types of instructional facilitation influence students' thinking and reasoning; reflecting on your own practices can help you determine your role as an instructor and increase your competence.
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Jones, Lucy. "“If a Muslim says ‘homo’, nothing gets done”: Racist discourse and in-group identity construction in an LGBT youth group." Language in Society 45, no. 1 (January 5, 2016): 113–33. http://dx.doi.org/10.1017/s0047404515000792.

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ABSTRACTThis article presents ethnographic data emerging from research with a group of LGBT young people, detailing the construction of a shared identity. Using discourse analysis, it shows how the group members position people of South Asian descent as a homogenous out-group, one framed as ‘other’ to their own in-group identity of ‘non-Asian’ due to the assumption that Asian people are homophobic. It is argued that this very local form of identity construction is facilitated by broader discourses of Islamophobia, as well as homonormative ideologies positioning gay people as white. The article therefore provides evidence to support Bucholtz & Hall's (2005) claim that identity positioning relates not only to the interactional moment and the norms of a given ethnographic context, but that it also encompasses macro-level discourses and ideologies. It also, however, reveals the pervasiveness of Islamophobic discourses in Britain today, and the marginalisation of LGBT people of colour. (LGBT identity, racist discourse, homonormativity, Islamophobia)*
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Engström, Robin, and Carita Paradis. "The in-group and out-groups of the British National Party and the UK Independence Party." Journal of Language and Politics 14, no. 4 (December 7, 2015): 501–27. http://dx.doi.org/10.1075/jlp.14.4.02eng.

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This article investigates the self-presentation and the construction of immigration discourses in articles and policy documents published by the British National Party (BNP) and the UK Independence Party (UKIP). By combining corpus analysis with the Discourse-Historical Approach to Critical Discourse Analysis, a picture emerges of two parties whose use of language is governed by the same principle of differentiation. Fundamental to the BNP’s and UKIP’s language is the dichotomy in-group/out-group. The in-group analysis investigates the parties’ choice of form of self-representation, claims to unique competence, denial of attributes and mutual perception. The out-group analysis shows how the parties construct immigration, and focuses on the aspects of legal status, quantification and origin. The analyses suggest considerable lexical and conceptual similarities in both in-group and out-group formation.
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Leahy, M., and Y. Watanabe. "Discourse in stuttering and group therapy." Journal of Fluency Disorders 22, no. 2 (May 1997): 130. http://dx.doi.org/10.1016/s0094-730x(97)89288-1.

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Hogan, Kathleen. "Sociocognitive roles in science group discourse." International Journal of Science Education 21, no. 8 (September 1999): 855–82. http://dx.doi.org/10.1080/095006999290336.

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Manouchehri, Azita, and Dennis St John. "From Classroom Discussions to Group Discourse." Mathematics Teacher 99, no. 8 (April 2006): 544–51. http://dx.doi.org/10.5951/mt.99.8.0544.

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The vision to transform mathematics classrooms into learning communities in which students engage in mathematical discourse is a remarkable hallmark of the current movement, led by the National Council of Teachers of Mathematics, to reform mathematics education (NCTM 1991, 2000). According to NCTM, “the discourse of a classroom—the ways of representing, thinking, talking, agreeing and disagreeing—is central to what students learn about mathematics as a domain of human inquiry with characteristic ways of knowing” (NCTM 1991, p. 34). Indeed, both the Principles and Standards for School Mathematics (2000) and Professional Standards for Teaching Mathematics (1991) recommend that teachers of mathematics provide opportunities for children of all ages to participate in mathematical discourse.
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Ho, Mei-ching. "Academic discourse socialization through small-group discussions." System 39, no. 4 (December 2011): 437–50. http://dx.doi.org/10.1016/j.system.2011.10.015.

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Imbrogno, Salvatore. "Small Group Dynamics and a Dialectic Discourse." Social Work With Groups 16, no. 1-2 (June 11, 1993): 137–52. http://dx.doi.org/10.1300/j009v16n01_11.

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Dissertations / Theses on the topic "Group discourse"

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Christian, Jeff M. "Preaching as character-forming discourse." Theological Research Exchange Network (TREN), 2007. http://www.tren.com/search.cfm?p050-0159.

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Mann, Steve. "The development of discourse in a discourse of development : a case study of a group constructing a new discourse." Thesis, Aston University, 2002. http://publications.aston.ac.uk/14811/.

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This thesis is a qualitative case study drawing on discourse analysis and ethnographic traditions. The aim of the study is to provide a description of the discourse consciously constructed by a group of six TESOL professionals in the interests of their own development. Once a week, the group met for one hour and took turns to act as 'Speaker'. The other five individuals acted as Understanders. The extra space given to the Speaker allowed a fuller articulation of a problem or focus than would normally be possible in other professional talk. The Understanders contributed moves to support this articulation. The description covers a two-year period (1998-2000) of this constructed discourse. Data, collected during this period, are drawn from several different sources: recordings, interviews, diaries and critical incident journals. The main recordings are of the actual Group Development Meetings (GDMs). Discussion of six transcribed GDMs demonstrates which discourse choices and decisions were important. In particular, the study looks at the key role played by 'Reflection' in this process. It is argued that Reflection is the key element in supporting the Speaker. The analysis of Reflection, which is considered from four perspectives (values, purpose, form and outcomes) draws on data from the featured cases. Issues relating to the transfer to other groups of this discourse-based approach to professional development are considered.
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Dart, Alison M. "A conversation analysis of the discourse of group supervision." Thesis, University of Leicester, 2018. http://hdl.handle.net/2381/42782.

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This thesis is a conversation analytic study of how people talk in clinical group supervision sessions. The study sought to describe and elucidate patterns of discourse by which group supervision members talk the institution of supervision ‘into being’ (Heritage, 1984:290). The data comprise a core of 21 audio recorded sessions. The recordings were made in a British University’s Practice-Based Counselling and Psychotherapy Research Clinic. All recordings are of one supervision group comprising of an experienced supervisor and three counsellors. The counsellors also all worked as clinicians in the clinic’s counselling agency. The recordings cover fortnightly supervision sessions over the course of one year. The thesis presents a detailed analysis of communications amongst the participants. In particular the thesis will show how they begin the business of supervision, with an ‘business-opening’ activity phase, which functions as an interim stage between small talk and getting down to business and orients the interactional activity to ‘feelings talk’. It shows how participants co-ordinate the presentation of case studies in a sequentially managed way. The thesis will also show how the use of ‘modelling talk enactments’ by the supervisor is responded to as advice-giving and shows how the interactants negotiate and align to the enactment with reference to an inference regarding ‘who knows what’ and ‘who knows most’. And finally, the thesis demonstrates how interactants organise laughter for negotiating the ‘tricky’ aspects of professional consideration, such as ‘liminal’ ethical aspects; appointing or accepting ‘responsibility’ for institutional problems and for negotiating where delicate matters between group members may be incipient. The study contributes to conversation analytic knowledge regarding CA literature on institutional interaction, particularly on therapeutic discourse and opens up directions for further CA research. The study also offers the findings to supervision research comprising a rare study into the ‘real-life’ interactions in group supervision.
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Romney, Jessica M. "Group identity, discourse, and rhetoric in early Greek poetry." Thesis, University of Bristol, 2015. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.687266.

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This dissertation asks how individual Greek poets of the seventh and sixth centuries interact with and manipulate the group identities shared with their audiences. By employing a framework derived from Critical Linguistics and Critical Discourse Analysis, I a~alyze these poems both as instances of discourse (,language in use') and as pieces of 'literature'. I ground my analysis in the socio-political context for the Archaic period, during which time intra-elite conflict dominated, and in the performance context of the συμπόδιον, the all-male elite drinking party. I begin with Tyrtaeus, Alcaeus, and Solon in a targeted analysis of their poetry. I examine how each body of work interacts with social, political, and martial identities in the context of Archaic Sparta, Mytilene, and Athens respectively. The three poets, though the identities they present to their audience depend on the particular conditions of πόλις and socio-political situation, use a common set of rhetorical strategies to make their concepts of groupness appealing to their audiences. The fourth chapter examines the body of seventh- and sixth-century monodic poetry, where I found that the same set of rhetorical strategies are fairly consistent across the corpus. These rhetorical strategies work underneath the surface of the poetic text to support the identities and behaviour suggested by the more overt devices of allusions to Homeric heroes, insults, narratives, and so forth. The literary and rhetorical methods for encouraging sameness with the poet/speaker thus complement one another as the poetic text delivers a social message along with its cultural or literary one. This thesis demonstrates that sympotic poetry is 'group poetry' that served to negotiate a group's sense of shared sameness, whether in periods of crisis or not. It presents an analysis of how group identities operate within sympotic poetry along with the methodology for doing so.
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Davies, Derek. "Exploring group learning in higher education using discourse analysis." Thesis, University of Manchester, 2010. https://www.research.manchester.ac.uk/portal/en/theses/exploring-group-learning-in-higher-education-using-discourse-analsysis(3eff5fe5-10ce-4874-83ac-e5edb3652d4b).html.

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For some considerable time, group activity has been an accepted feature of teaching and learning practice in Higher Education (HE) (Tennant, 1997). This exploratory study has the broad aim of investigating group learning on a Communication Skills course unit of a Foundation Year programme at the University of Manchester. Alongside the aim of identifying evidence for learning in groups, the study is also concerned with developing new understandings related to research methodology in the area of group learning. The study first sets the unit under investigation in the context of relevant current national and institutional policies that have played an important role in shaping the development of university teaching over the last 20 years, particularly with regard to supporting economic development through the provision of an appropriately skilled workforce. The aims of such policies are considered as well as empirical research carried out into cooperative learning in education generally, and group work activity in HE institutions in particular. There are two main elements to the empirical inquiry: (i) discourse analysis of verbatim transcriptions of student group talk, and (ii) content analysis of student group interviews and tutor discussions. Particular emphasis is given to the discourse analysis element as a means of critiquing the effectiveness of group work in facilitating learning. To this end, two specific approaches to discourse analysis are utilised: ‘Idea Framing’ (Tan, 2000/ 2003) and sociocultural discourse analysis (Mercer, 2005). These approaches to uncovering evidence of learning in group talk are critiqued and the findings reported. These finding are then considered alongside the data that emerged from the staff and student discussions. The investigation revealed methodological insights in researching group work in the HE classroom as well as new understandings about what ‘learning’ means in this context. Firstly, in terms of methodology, the inquiry suggests that the combination of the two approaches to discourse analysis adopted provide an effective means of identifying instances of learning as well as insights into the group environment that influence such occurrences. Secondly, with regard to group learning in the HE context, the data highlight (i) the importance of social aspects of group activity for students, and (ii) the link between evidence for learning and the nature of the task they were asked to perform. However, in terms of acquiring ‘transferrable’ or ‘employability’ skills, the data reinforce many of the reservations voiced in the literature about the potential for developing such skills. The implications of these findings for task design are highlighted and suggestions provided in terms of how the course unit may be adapted. In addition, the wider applicability of the findings are considered in terms of improving understanding of aspects of group processes as they occur in the context of undergraduate HE. The study concludes with reflections on the impact of doctoral study on my professional development and practice, and suggestions for further research.
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Fu, Lai-fan, and 傅麗芬. "Characterizing the discourse patterns of collaborative knowledge building." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2014. http://hdl.handle.net/10722/197113.

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This study aimed to develop a holistic understanding of knowledge-building discourse supported by Knowledge Forum among primary-and secondary-school students in Hong Kong. It is argued that prior studies of knowledge building did not adequately address the important question of how ideas are progressively improved because these studies employed cognitively oriented approaches that discarded the sequential, structural, and situational information about the process of group interactions. To better understand this question, the author applied methods from qualitative traditions to the study of knowledge-building discourse. The study was part of a five-year professional development project, “Developing a teacher community for classroom innovation through knowledge building”. The author and other project members collaboratively analyzed more than hundreds of Knowledge Forum views to gain an initial understanding of productive group interactions. The selection of data set for the study utilized purposive sampling. The author evaluated the online discourses of several dozens of classes, with the criteria of productive group interactions. Three classes from different schools were selected: Grade 5 Science, Grade 10 Liberal Studies, and Grade 10 Visual Art. These classes offered diverse examples to enhance the transferability of the findings. The data set comprised 764 Knowledge Forum messages, which were examined in great detail by a four-stage qualitative method. The first stage was a thematic analysis at the thread level to pre-process the online discourses for the subsequent analyses. The second stage was a qualitative coding at the action level to characterize the discourse components of the threads. The coding utilized 7 main codes that were adapted from van Aalst (2009): community, information, question, idea, linking, agency, and meta-discourse. This coding scheme formed a foundation of the data analysis, and this study extended the scheme in two ways. First, it gave the main codes a more theoretically solid foundation by conducting a literature review to further conceptualize or re-conceptualize the main codes. Second, it went beyond conducting the qualitative coding to seek for general patterns of interactions in the third-stage analysis. The third stage was a narrative analysis at the episode level to identify discourse patterns. Eleven patterns were identified to demonstrate productive and unproductive group interactions. The findings from the three stages of analysis were then interpreted to provide a comprehensive profile of the class discourses in the final-stage analysis. The relationship between the discourse profiles and idea improvement was explained. Finally, a validity check was conducted and the findings suggested that the discourse patterns could be used as a heuristic device to provide a basis for understanding other discourses. The implications of this study are threefold. Methodologically, the study has identified eleven discourse patterns that can be conceived as an extensive classification scheme allowing researchers to understand different types of group interaction in asynchronous online discussion forums. Theoretically, the discourse patterns contribute to the literature concerning the process of computer-mediated group interactions. Pedagogically, it is hoped that the discourse patterns can be used as conceptual tools for scaffolding students toward productive group interaction and can be used in teacher professional development.
published_or_final_version
Education
Doctoral
Doctor of Philosophy
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De, Vos Grace Afton. "Gendered positions in a church youth group: a discourse analysis." Thesis, University of the Western Cape, 2013. http://hdl.handle.net/11394/3907.

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Magister Artium - MA
This research is a discourse analysis of a christian “coloured” youth group, from the area of Mitchell‘s Plain, Cape Town. The aim of the analysis is to explore the ways in which the interlocutors construct their identities and gender positions and how they are able to affirm, challenge and perpetuate dominant discourses. The role of this context, namely the social and religious context is pivotal to shaping this interaction. The analysis of the data uses the appraisal framework particularly the attitudinal and engagement systems to analyse how the interlocutors strategically communicate their attitudes, evaluations, feelings and judgements. Ultimately, this research shows how the males and females use language to negotiate identities and socially position themselves. In addition, the research indicates that the male interlocutors in most instances exert a strong influence on the discussions, which result in females showing tendencies to allow for the male ideologies to dictate, thus perpetuating the dominant ideologies about male and female behaviour
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Lee, Kham Chuan. "Language and discourse use in group-based acceptance and commitment therapy." Thesis, City University London, 2013. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.650268.

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This portfolio comprises three sections: an empirical research project, an extended client study and a publishable paper. Each contributing to a specific DPsych training requirement during my t raining as a Counselling Psychologist. The portfolio provides a unique avenue to demonstrate my critical thinking, reflexivity, clinical skills and research competence at a doctoral level. It also calls for my knowledge and exposure within the field of psychology to be expanded beyond clinical work alone. In view of the interrelated nature of mental health care, personal wellbeing and psychological theory, this portfolio created opportunities to establish potential linkage and synthesis with other professions in t~e service of the individuals that required care. Embracing the pluralistic attitude of Counselling Psychology, and appreciating the intersubjectivity and contextual setting that we practice in, this portfolio comprised of an extended client study that revisits the fundamentals of psychotherapeutic approaches, an empirical research that explored the discursive aspects of a predominantly positivist approach, and an innovative proposals calling for the success achieved in clinical population through Acceptance and Commitment Therapy to be extended to 'healthy' population, in the service of improving wellbeing and strategic preventative care.
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Williams, Donald A. "The Nature of Discourse in Small Group Discussions During Reflective Teaching /." The Ohio State University, 1995. http://rave.ohiolink.edu/etdc/view?acc_num=osu1382449356.

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Yoon, Susan A. "Group structuring effects on gender-specific discourse interactions within knowledge-building communities." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape7/PQDD_0005/MQ45492.pdf.

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Books on the topic "Group discourse"

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Lemmer, A. N. Cognition and creativity in small group discourse. Port Elizabeth: University of Port Elizabeth, 1986.

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Réseau de recherche discours d'Afrique, ed. Discours d'Afrique. Besançon: Presses universitaires de Franche-Comté, 2009.

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Disorders of discourse. London: Longman, 1996.

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Sheyholislami, Jaffer, and Jaffer Sheyholislami. Kurdish identity, discourse, and new media. New York: Palgrave Macmillan, 2011.

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Wilson, E. J. Peer group discourse and collaborative learning in the primary school. Norwich: University of East Anglia, 1990.

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Borzyh, Stanislav. Social discourse. ru: INFRA-M Academic Publishing LLC., 2020. http://dx.doi.org/10.12737/1003274.

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The monograph is devoted to what is discussed, accepted, rejected, interests, Angers, pleases and causes the other senses to a particular society and that no one of its members to avoid not. This "agenda" is set by the group in which it unfolds, and, furthermore, society itself determines what procedures will be applied to these or other topics, which of them do get it and how set up this whole process. Shows the properties of discourse and how it is being censored. To a wider audience.
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Inc, ebrary, ed. Entering an online support group on eating disorders: A discourse analysis. Amsterdam: Rodopi, 2009.

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Communicative identity: Habermas' perspectives of discourse as a support for practical theology. Kampen: Uitgeverij Kok, 1998.

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Kurdish identity, discourse, and new media. New York: Palgrave Macmillan, 2011.

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Die Herstellung von Gruppen im Gespräch: Analysiert am Beispiel des argentinischen Einwanderungsdiskurses. Bern: Lang, 2009.

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Book chapters on the topic "Group discourse"

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Berger, Arthur Asa. "Lifestyles: Grid-Group Theory." In Applied Discourse Analysis, 135–43. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-47181-5_15.

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Stahl, Gerry. "Mathematical Discourse as Group Cognition." In Studying Virtual Math Teams, 31–40. Boston, MA: Springer US, 2009. http://dx.doi.org/10.1007/978-1-4419-0228-3_3.

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Krzyżanowski, Michał. "Analyzing Focus Group Discussions." In Qualitative Discourse Analysis in the Social Sciences, 162–81. London: Macmillan Education UK, 2008. http://dx.doi.org/10.1007/978-1-137-04798-4_8.

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Westgate, David. "Preconditions for Successful Small-Group Talk in the Classroom." In Oral Discourse and Education, 187–95. Dordrecht: Springer Netherlands, 1997. http://dx.doi.org/10.1007/978-94-011-4417-9_19.

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Feinman, Alexander, and Richard Alterman. "Discourse Analysis Techniques for Modeling Group Interaction." In User Modeling 2003, 228–37. Berlin, Heidelberg: Springer Berlin Heidelberg, 2003. http://dx.doi.org/10.1007/3-540-44963-9_31.

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Maíz-Arévalo, Carmen. "Losing Face on Facebook: Linguistic Strategies to Repair Face in a Spanish Common Interest Group." In Analyzing Digital Discourse, 283–309. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-92663-6_10.

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Sapochnik, Carlos, and Karen Izod. "Group relations, power, and the discourse of learning." In Group Relations and Other Meditations, 104–22. London: Routledge, 2021. http://dx.doi.org/10.4324/9781003196082-8.

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Fasulo, Alessandra. "Other Voices, Other Minds: The Use of Reported Speech in Group Therapy Talk." In Discourse, Tools and Reasoning, 203–23. Berlin, Heidelberg: Springer Berlin Heidelberg, 1997. http://dx.doi.org/10.1007/978-3-662-03362-3_9.

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Fawcett, Robin P. "Modelling ‘selection’ between referents in the English nominal group." In Functional Perspectives on Grammar and Discourse, 165–204. Amsterdam: John Benjamins Publishing Company, 2007. http://dx.doi.org/10.1075/slcs.85.10faw.

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Walsh, Steve, and Dawn Knight. "Analysing Spoken Discourse in University Small Group Teaching." In Creating and Digitizing Language Corpora, 291–319. London: Palgrave Macmillan UK, 2016. http://dx.doi.org/10.1057/978-1-137-38645-8_11.

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Conference papers on the topic "Group discourse"

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Evsyukova, Tatyana V. "Temporal Axiological Aspect Of Group Intercultural Communication Discourse." In 11th International Scientific and Theoretical Conference - Communicative Strategies of Information Society. European Publisher, 2020. http://dx.doi.org/10.15405/epsbs.2020.03.02.43.

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Jang, Hyeju, Seungwhan Moon, Yohan Jo, and Carolyn Rose. "Metaphor Detection in Discourse." In Proceedings of the 16th Annual Meeting of the Special Interest Group on Discourse and Dialogue. Stroudsburg, PA, USA: Association for Computational Linguistics, 2015. http://dx.doi.org/10.18653/v1/w15-4650.

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Hoehn, Jessica R., Noah D. Finkelstein, and Ayush Gupta. "Conceptual blending as a tool for analyzing group discourse." In 2016 Physics Education Research Conference. American Association of Physics Teachers, 2016. http://dx.doi.org/10.1119/perc.2016.pr.033.

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Jeannotte, Doris, Stéphanie Sampson, and Sarah Dufour. "Elementary teachers’ discourse about mathematical reasoning." In 42nd Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education. PMENA, 2020. http://dx.doi.org/10.51272/pmena.42.2020-126.

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Forbes-Riley, Kate, Fan Zhang, and Diane Litman. "Extracting PDTB Discourse Relations from Student Essays." In Proceedings of the 17th Annual Meeting of the Special Interest Group on Discourse and Dialogue. Stroudsburg, PA, USA: Association for Computational Linguistics, 2016. http://dx.doi.org/10.18653/v1/w16-3615.

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Hemmings-Jarrett, Kimberley, Julian Jarrett, and M. Brian Blake. "A Taxonomy for Classifying User Group Activity in Online Political Discourse." In 2019 IEEE 5th International Conference on Collaboration and Internet Computing (CIC). IEEE, 2019. http://dx.doi.org/10.1109/cic48465.2019.00018.

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Shin, Hagyeong, and Gabriel Doyle. "Alignment, Acceptance, and Rejection of Group Identities in Online Political Discourse." In Proceedings of the 2018 Conference of the North American Chapter of the Association for Computational Linguistics: Student Research Workshop. Stroudsburg, PA, USA: Association for Computational Linguistics, 2018. http://dx.doi.org/10.18653/v1/n18-4001.

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Kuntarto, Eko, Mukarto Siswoyo, and Suherli Kusmana. "Language Style of Opposition Politician Group in Indonesia: Critical discourse analysis." In Proceedings of the International Symposium on Social Sciences, Education, and Humanities (ISSEH 2018). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/isseh-18.2019.33.

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Korb, Samuel, and H. Glenn Ballard. "Believing Is Seeing: Paradigms as a Focal Point in the Lean Discourse." In 26th Annual Conference of the International Group for Lean Construction. International Group for Lean Construction, 2018. http://dx.doi.org/10.24928/2018/0208.

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Rahimi, Zahra, and Diane Litman. "Weighting Model Based on Group Dynamics to Measure Convergence in Multi-party Dialogue." In Proceedings of the 19th Annual SIGdial Meeting on Discourse and Dialogue. Stroudsburg, PA, USA: Association for Computational Linguistics, 2018. http://dx.doi.org/10.18653/v1/w18-5046.

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Reports on the topic "Group discourse"

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Perez, Katia. Quem vê cara, vê coração? - entrelaçamentos entre ethos e identidade corporativa no discurso virtual do Grupo Boticário / Is the face index to the heart? - imbrications of ethos and corporate identity in virtual discourse from Boticario Group. Revista Internacional de Relaciones Públicas, December 2017. http://dx.doi.org/10.5783/rirp-14-2017-11-183-206.

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Melnyk, Andriy. «INTELLECTUAL DARK WEB» AND PECULIARITIES OF PUBLIC DEBATE IN THE UNITED STATES. Ivan Franko National University of Lviv, March 2021. http://dx.doi.org/10.30970/vjo.2021.50.11113.

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The article focuses on the «Intellectual Dark Web», an informal group of scholars, publicists, and activists who openly opposed the identity politics, political correctness, and the dominance of leftist ideas in American intellectual life. The author examines the reasons for the emergence of this group, names the main representatives and finds that the existence of «dark intellectuals» is the evidence of important problems in US public discourse. The term «Intellectual Dark Web» was coined by businessman Eric Weinstein to describe those who openly opposed restrictions on freedom of speech by the state or certain groups on the grounds of avoiding discrimination and hate speech. Extensive discussion of the phenomenon of «dark intellectuals» began after the publication of Barry Weiss’s article «Meet the renegades from the «Intellectual Dark Web» in The New York Times in 2018. The author writes of «dark intellectuals» as an informal group of «rebellious thinkers, academic apostates, and media personalities» who felt isolated from traditional channels of communication and therefore built their own alternative platforms to discuss awkward topics that were often taboo in the mainstream media. One of the most prominent members of this group, Canadian clinical psychologist Jordan Peterson, publicly opposed the C-16 Act in September 2016, which the Canadian government aimed to implement initiatives that would prevent discrimination against transgender people. Peterson called it a direct interference with the right to freedom of speech and the introduction of state censorship. Other members of the group had a similar experience that their views were not accepted in the scientific or media sphere. The existence of the «Intellectual Dark Web» indicates the problem of political polarization and the reduction of the ability to find a compromise in the American intellectual sphere and in American society as a whole.
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Aruguete, Natalia, Ernesto Calvo, Carlos Scartascini, and Tiago Ventura. Trustful Voters, Trustworthy Politicians: A Survey Experiment on the Influence of Social Media in Politics. Inter-American Development Bank, July 2021. http://dx.doi.org/10.18235/0003389.

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Recent increases in political polarization in social media raise questions about the relationship between negative online messages and the decline in political trust around the world. To evaluate this claim causally, we implement a variant of the well-known trust game in a survey experiment with 4,800 respondents in Brazil and Mexico. Our design allows to test the effect of social media on trust and trustworthiness. Survey respondents alternate as agents (politicians) and principals (voters). Players can cast votes, trust others with their votes, and cast entrusted votes. The players rewards are contingent on their preferred “candidate” winning the election. We measure the extent to which voters place their trust in others and are themselves trustworthy, that is, willing to honor requests that may not benefit them. Treated respondents are exposed to messages from in-group or out-group politicians, and with positive or negative tone. Results provide robust support for a negative effect of uncivil partisan discourse on trust behavior and null results on trustworthiness. The negative effect on trust is considerably greater among randomly treated respondents who engage with social media messages. These results show that engaging with messages on social media can have a deleterious effect on trust, even when those messages are not relevant to the task at hand or not representative of the actions of the individuals involved in the game.
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Javed, Umair, Aiza Hussain, and Hassan Aziz. Demanding Power: Contentious Politics and Electricity in Pakistan. Institute of Development Studies (IDS), June 2021. http://dx.doi.org/10.19088/ids.2021.047.

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This paper explores Pakistan’s electricity supply crisis that lasted from 2007 to 2015, and the ensuing contention that shaped public discourse and political events in the country. During this period, which witnessed electricity outages of up to 14 hours per day, 456 incidents of contention took place, with just under 20 per cent escalating into some form of violence. Electricity became the number one political issue in the country and was integral in shaping the outcomes of the 2013 General Election. Following the election, public authorities undertook extensive investment to expand capacity and ensure consistency in supply while evading questions about affordability and sustainability. On the surface, this appears to be a case of extensive protest working towards shaping state responsiveness. And it is true that the state now sees supply as a non-negotiable aspect in the social contract with citizens. However, a range of factors contributed to the chronology and the selective, generation-focused nature of this response. On the other hand, citizen inclusion and participation in decision-making, and issues of affordability and sustainability, which impact vulnerable and disempowered groups the most, remain absent from the political and policy conversation around energy. This suggests that while protests were useful in generating a short-term response, their long-term legacy in empowerment related outcomes is less visible.
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Planting the Seeds of the Poisonous Tree: Establishing a System of Meaning Through ISIS Education. George Washington University, February 2021. http://dx.doi.org/10.4079/poe.02.2021.01.

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This paper explores the administration of the Islamic State's department of education and the system of meaning set up by the group under its governance. The research systematically analyzes a collection of education-related “ISIS Files” documents using critical discourse analysis to identify common narratives, values, and themes, particularly those aimed at indoctrinating children.
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