Teses / dissertações: "Citizenship and discourse"

1

Mammadova, Gunay. "Constructing the National Identity Discourse in Citizenship Education Policy: The Case of Citizenship Education in England". Thesis, Malmö universitet, Fakulteten för kultur och samhälle (KS), 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-21266.

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The thesis examines the governmental construction of national identity through its citizenship education policy in England, the country with heightened tensions in diversity and identity re-construction aligning with its mandatory citizenship classes since 2002. Theoretically framing the study on the Foucauldian post-structuralism, the thesis utilises Foucauldian-influenced ‘What is the problem represented to be?’ (WPR) method by Bacchi that presents the government as a problem-producer. Conducting qualitative research methods, the study analyses the current National Curriculum in England with the explanatory and foundational state documents of Crick and Ajegbo Reports. The thesis identifies that the government primarily aims to re-construct the inclusive and integrative national identity based on the acknowledgement of multiple identities and a plurality of nations in the citizenship education curriculum in England. The study, however, also reveals that the English citizenship education policy implicitly presents a few assimilationist elements in the national identity discourse through exclusion andunrepresentativeness of the ethnic and racial identities, hierarchical establishment between native English and minorities, and the division of ‘whites’ and ‘non-whites’. Comparatively examining the documents, the thesis, therefore, concludes that the government has a powerful position in socially and politically re- constructing the discourses, concepts, and meanings over time.

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Hackell, Melissa. "Towards a neoliberal citizenship regime: A post-Marxist discourse analysis". The University of Waikato, 2007. http://hdl.handle.net/10289/2530.

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This thesis is empirically grounded in New Zealand's restructuring of unemployment and taxation policy in the 1980s and 1990s. Theoretically it is inspired by a post-Marxist discourse analytical approach that focuses on discourses as political strategies. This approach has made it possible, through an analysis of changing citizenship discourses, to understand how the neoliberalisation of New Zealand's citizenship regime proceeded via debate and struggle over unemployment and taxation policy. Debates over unemployment and taxation in New Zealand during the 1980s and 1990s reconfigured the targets of policy and re-ordered social antagonism, establishing a neoliberal citizenship regime and centring political problematic. This construction of a neoliberal citizenship regime involved re-specifying the targets of public policy as consumers and taxpayers. In exploring the hegemonic discourse strategies of the Fourth Labour Government and the subsequent National-led governments of the 1990s, this thesis traces the process of reconfiguring citizen subjectivity initially as 'social consumers' and participants in a coalition of minorities, and subsequently as universal taxpayers in antagonistic relation to unemployed beneficiaries. These changes are related back to key discursive events in New Zealand's recent social policy history as well as to shifts in the discourses of politicians that address the nature of the public interest and the targets of social policy. I argue that this neoliberalisation of New Zealand's citizenship regime was the outcome of the hegemonic articulatory discourse strategies of governing parties in the 1980s and 1990s. Struggles between government administrations and citizen-based social movement groups were articulated to the neoliberal project. I also argue that in the late 1990s, discursive struggle between the dominant parties to define themselves in difference from each other reveals both the 'de'contestation of a set of neoliberal policy prescriptions, underscoring the neoliberal political problematic, and the privileging of a contributing taxpayer identity as the source of political legitimacy. This study shows that the dynamics of discursive struggle matter and demonstrates how the outcomes of discursive struggle direct policy change. In particular, it establishes how neoliberal discourse strategies evolved from political discourses in competition with other discourses to become the hegemonic political problematic underscoring institutional practice and policy development.

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Campbell, Isaac. "Discourse Analysis of Sustainable Consumption". Thesis, Karlstad University, Faculty of Social and Life Sciences, 2006. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-340.

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In the following C-Level Thesis, the geographically isolated consumer society that has evolved in the developed world is examined through discourse analysis. This research frames the issue of material consumption in a historical context and then interrogates the modern task of sustainability. Through review and analysis of current discourse in the sociopolitical field of sustainable consumption, this paper critically analyzes the development of modern consumer culture. The concept of ecological citizenship is presented and inspected as an effective strategy for the realization of sustainability and is viewed as a unifier of the many conflicting discourses on sustainable consumption. The dominant institutional discourse of ecological modernization is presented through a review of UK policy documents, and the opinions as well as alternative solutions touted by critics is noted. This paper finds that ideal of ecological citizenship has not yet been reached, but positive steps have been taken to achieve the goal of sustainability through curbing consumptive habits. In this presentation of sustainable consumption discourse it is important to recognize that there may be no absolute answer or right way to live on this planet, but rather, many ways which can, together, bring about a sustainable society.

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Rezmuves, Ildiko. "Selling Europe. Citizenship, identity and communication in the European Union's institutional discourse". Diss., Connect to online resource, 2006. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3219022.

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Willmott, Ceri. "Gender, citizenship and reproductive rights in the poblaciones of southern Santiago, Chile". Thesis, London School of Economics and Political Science (University of London), 1999. http://etheses.lse.ac.uk/1529/.

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This thesis is a study of the relationship between gender, citizenship and reproductive rights in the poblaciones of Santiago, both in relation to the Chilean State and in terms of the categories of international human rights law. At a time in which there has been a great deal of debate about women's international rights and new areas of rights directed at women have begun to be defined, this study seeks to draw attention to the need to consider how such rights operate in specific cultural contexts. In particular, it considers how dominant cultural discourses of gender are constructed and reproduced in the context of marginal urban communities in Santiago, Chile, and the constraints they may place on the conception and exercise of women's citizenship. The thesis sets out to show the ways in which these discourses are embedded in state institutions and reproduced in its practices. It describes the ways in which the law operates in a discursive way to allow or disallow interpretations of events and thereby conditions and delimits women's citizenship. Rather then depicting these dominant discourses as totalizing, the thesis aims to present a more complex picture in which women may on the one hand be seen to be complicit in their own subordination, but on the other to adopt alternative discourses, for example the new feminist discourse on human rights and the discourses emanating from NGOs which focus on concepts of freedom and autonomy. Women may be seen to reinterpret these discourses in the course of applying them to their own situations, accepting, rejecting and transforming them in the process. It draws on interviews with 89 women living in marginal urban communities, which investigate the exercise of citizenship and the variables affecting women's capacity to operationalise their rights. The data aims to show how rights discourses, including human rights can play a transformative role in the content and practice of citizenship. The extension of the concept of citizen to incorporate new areas of rights such as reproductive and sexual rights, creates the potential for women to use these conceptual tools to challenge traditional gender discourse that discriminate against them and inhibit the exercise of their citizenship. The thesis lays out the theoretical debates in relation to gender and citizenship, the state, the universalist-relativist debate in anthropology and the feminist discourse on human rights and argues in favour of a perspective that incorporates a gendered analysis of the cultural factors influencing the operation of laws.

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Donoghue, Matthew. "'Cohesion' in the context of welfare and citizenship : discourse, policy and common sense". Thesis, Oxford Brookes University, 2014. https://radar.brookes.ac.uk/radar/items/58aaa552-7316-4c52-b238-d48322664cfb/1.

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This thesis deals with New Labour’s development of Community Cohesion and welfare reform policy between 2001 and 2010. It argues that there was a disjuncture between the linguistic presentation and the actual aims of cohesion and welfare policy. This was symptomatic of deeper processes of coercion and consent, designed to create citizens amenable to socioeconomic adjustment and increasing responsibility onto the citizen. Discourses in policy are contrasted with everyday narratives of people living in Bradford and Birmingham to draw out this disjuncture, but also to show elements of dissent from dominant discourses, as well as the multiple ways in which the everyday narratives conform to a series of discursive logics, potentially lessening the impact of this disjuncture. The thesis uses a critical analytical framework, adopting Gramscian concepts of ‘common sense’ and hegemony, within which the methods of Critical Discourse Analysis and focus groups are used. Critical Discourse Analysis is used to analyse cohesion and welfare documents from between 2001 and 2010, whilst focus group research investigates the plausibility of the disjuncture between language and aims, as well as the underlying construction of a common sense understanding of ‘cohesion’ based on hegemonic discourses. However, these hegemonic discourses can still be challenged through what Laclau calls ‘contamination’, providing the everyday narratives with the capacity to question discursive logics and subtly alter the discourses themselves. The thesis’ contribution to knowledge comes from the combined use of critical discourse analysis and focus groups within the Gramscian analytical frame, as well as its findings that a disjuncture between the language and aims of policy, and how citizens in selected areas have reacted to this, points to wider questions about community, empowerment and responsibility in the New Labour years. This is placed in the context of New Labour’s approach to, and ambitions of, creating British citizens that followed an appropriate ideology (Bieling, 2003: 66) based on community as a new plane from which to administer micro-moral relations (Rose, 1996: 331).

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Strunc, Abbie R. "Texas Politics in Citizenship Education: a Critical Discourse Analysis of the Texas Government Curriculum". Thesis, University of North Texas, 2014. https://digital.library.unt.edu/ark:/67531/metadc500012/.

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This study used a critical discourse analysis (CDA) to examine the Texas Essential Knowledge and Skills for government. These are the learning standards that public schools are required to use as the curriculum in Texas. Additionally, the study critically examined the Texas State Board of Education meeting minutes from the spring of 2010, when the board revised all social studies TEKS. James Gee’s framework for conducting CDA was used to analyze the government TEKS and meeting minutes to uncover the ways in which the language in the documents defines democratic and citizenship education in Texas, determine if the language creates an imbalance of power among participants in education, and do these documents agree with educational philosophers’ construct of citizenship and democratic education? The results of the CDA concluded that the Texas learning standards, and the words of many SBOE members reveal a preference toward right-wing, conservative beliefs. The construct of citizenship and democratic education created by the Texas government TEKS and SBOE meeting minutes contradicts these notions, as defined by educational theorists, and excludes those participants who do not embrace these beliefs.

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Arendt, Emily J. "Common language? the discourses of citizenship and equality in nineteenth-century America /". Laramie, Wyo. : University of Wyoming, 2009. http://proquest.umi.com/pqdweb?did=1939120941&sid=1&Fmt=2&clientId=18949&RQT=309&VName=PQD.

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Nichols, Caroline Carpenter. "Monument to Sentiment: The Discourse of Nation and Citizenship at the Oklahoma City National Memorial". W&M ScholarWorks, 2001. https://scholarworks.wm.edu/etd/1539626286.

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Proctor, James. "Democracy for sale : the marketization of Canadian political discourse and its implications for democratic citizenship". Thesis, University of British Columbia, 2015. http://hdl.handle.net/2429/54714.

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An increasingly popular subject of focus within political science literature is the marketization of political discourse (Fairclough, 1995; Prince 2001; Simpson & Cheney, 2007). This article complements this body of literature by analysing how market-based discourse reinforces a passive frame of citizenship within Canadian politics. Market discourse utilizes concepts, values, and vocabularies commonly found in the marketplace – the language of branding, consumer satisfaction, efficiency and productivity – and applies it to the political realm. This paper argues that the marketization of political discourse frames politics as an area of social life predominantly concerned with the maximization of individual self-interest. In order to support this examination, political discourse analysis is combined with framing theory to analyse taxation discourse in party platforms from the 2011 Canadian federal election. Applying the frames to the party platforms reveals how market-based discourse reinforces a passive frame of citizens as self-interested, financially-motivated, and antisocial individuals. Marketization represents a worrisome trend in Canadian politics as it threatens to hollow out the public sphere by developing a consumption-oriented, self-interested civic culture.
Arts, Faculty of
Political Science, Department of
Graduate

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11

Kryger, Pedersen Mette. "Digital ethnography and critical discourse analysis of the Zero waste movement on social media". Thesis, Malmö högskola, Fakulteten för kultur och samhälle (KS), 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-21382.

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The humankind uses more of earth’s resources than the planet’s ability to provide renewable resources (WWF 2016). This trend is also contributing to climate changes, which have been a topic on the global political agenda for decades. However, there has yet to be found a sustainable solution. People are becoming impatient of the politicians’ ability to solve the issue and through grassroot movements and activism a range of different approaches have been made to find solutions to climate changes. Social media provides new opportunities to organize large groups of loosely connected people of interest towards a common goal, in this case to take care of the planet. Social media have also developed new forms of political engagement. This thesis is a case study of climate change activism through the zero waste community in Denmark that based on framing theory (Goffman 1974), online observations of local Facebook groups and Instagram activity as well as in-depth interviews pursues to understand in what ways participants use social media to make their everyday climate activism meaningful. In this thesis, Bakardjieva (2009, 2012) concepts of subactivism and mundane citizenship combined with framing theory are used to understand the ways mundane climate change actions are perceived meaningful for the participants in the Danish zero waste community. The study shows examples of how participants of the zero waste community in Denmark use social media in a variety of ways to make their mundane climate activism meaningful for them. They use social media to be inspired, share experiences and feel part of a community that emphasize climate change activism through mundane every day routines. Through online discussions in Facebook groups and on Instagram the participants create, challenge and negotiate a collective action frame of the zero waste movement, which proves useful in motivating and inspiring them to continue to do small acts in their everyday life.

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12

Botes, Herman. "Exploring critical citizenship and globalization discourse to conscientize industry expectations of design education at Universities of Technology". Thesis, Stellenbosch : Stellenbosch University, 2015. http://hdl.handle.net/10019.1/96830.

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Thesis (MA)--Stellenbosch University, 2015.
ENGLISH ABSTRACT: Design educators are expected to demonstrate a high level of confidence in the industry for which they are preparing students. When I reflected upon my own design industry and higher education experience while engaging with critical citizenship and globalization discourse, my confidence in and perceived authority of the design industry became challenged. I came to the realization that it could be useful to view the demands from the neoliberal design industry on design education through the lenses of critical citizenship and globalization. The insights gained from such an investigation could assist design educators involved in developing new design programmes to conscientize the expectations set by the design industry. It is argued that the conscientizing of expectations set by the design industry could be achieved by focusing on conscientizing design graduates that may in turn influence the design industry at large. The main aim of the study is to create a conceptual framework that supports theoretical concepts that could conscientize industry expectations of design education. The main research question thus questioned how critical citizenship and globalization discourse could be used to conscientize industry expectations of design education at Universities of Technology (UoTs). The objectives of the study are twofold: to identify, firstly, current industry expectations of design graduates from a University of Technology in South Africa and, secondly, to identify theoretical concepts in critical citizenship and globalization discourse that could be used to conscientize industry expectations of design education at UoTs in South Africa. Theoretical concepts in critical citizenship and globalization discourse were identified through a literature review; the identified concepts were used to develop a conceptual framework. The empirical section of the research design consisted of a case study that included industry interviews, alumni surveys and my own experience as the main sources of data. The theoretical concepts identified in the literature review of critical citizenship and globalization discourse were used to structure an inductive content analysis of empirical data collected to identify possible theoretical concepts that can be used to conscientize industry expectations of design education. The picture that emerges from this study creates a worrying image of a profession in crisis. I identified the urgent need to instil compassion into design education so that our alumni can intuitively act against situations where their dignity is under threat. This can be done by means of inclusion of critical citizenship and globalization discourse in curriculums of design programmes at UoTs. The theoretical concepts in critical citizenship and globalization discourse that can possibly be used to conscientize industry expectations of design education at UoTs are identified as: transformation, diversity, racism, social disparity, visual culture, civic identity, civic engagement, ethical relationships, shared participation, problemsolving, critical thinking, and imagination skills. I also conclude that the debate regarding the conscientizing of the design industry is of such importance that it should not be limited to only critical citizenship and globalization discourse ‒ the debate must go further and deeper.
AFRIKAANSE OPSOMMING: Daar word van ontwerp-dosente verwag om 'n hoë vlak van vertroue te toon in die industrie waarvoor hul hul studente oplei. Terwyl ek sou meedoen aan die diskoers rondom kritiese burgerskap en globalisering, het ek besin oor my eie ervaringe rakende die ontwerp-industrie en hoër opvoeding en sou uiteindelik my vertroue in en vermeende inspraak sover dit die ontwerp-industrie aangaan, bevraagteken. Daar is tot die besef gekom dat dit voordelig kan wees om die eise wat die neoliberale ontwerp-industrie aan ontwerp-onderrig stel, te beskou vanuit die hoek van kritiese burgerskap en globalisering. Die insigte verwerf deur middel van so 'n ondersoek kan ontwerp-opvoedkundiges betrokke by die ontwikkeling van nuwe ontwerp-programme van diens wees in hul poging om die verwagtinge gestel deur die ontwerp-industrie sensitief te verskerp. Daar word aan die hand gedoen dat so 'n sensibilisering betreffende die verwagtinge gestel deur die ontwerp-industrie haalbaar is deur te fokus daarop om ontwerp-graduandi insgelyks te sensibiliseer en wat op sy beurt die ontwerp-industrie breedvoerig sal raak. Die hoofoogmerk van die studie is om 'n konsepsuele raamwerk daar te stel welke teoretiese konsepte ondersteun wat 'n sensitiewe bewussyn kan kweek sover dit industrie-verwagtinge rakende ontwerp-onderrig aangaan. As sodanig het die hoofnavorsingsprobleem dus gevra na hoe die diskoers rondom kritiese burgerskap en globalisering aangewend kan word om industrie-verwagtinge insake ontwerponderrig by Universiteite vir Tegnologie (UvT's) te sensibiliseer. Die oogmerk van hierdie studie is tweevoudig: om, eerstens, huidige industrie-verwagtinge rakende ontwerp-graduandi van 'n UvT in Suid-Afrika te identifiseer en, tweedens, om teoretiese konsepte rakende die diskoers rondom kritiese burgerskap en globalisering te identifiseer wat aangewend kan word om industrie-verwagtinge rakende ontwerp-onderrig by UvT's in Suid-Afrika sensitief te verskerp. Teoretiese konsepte in die diskoers rondom kritiese burgerskap en globalisering is geïdentifiseer deur middel van 'n literatuuroorsig; die geïdentifiseerde konsepte is naamlik aangewend om 'n konsepsuele raamwerk te ontwikkel. Die empiriese afdeling van die navorsingsontwerp het bestaan uit 'n gevallestudie wat onderhoude in die industrie, opnames onder alumni asook my eie ervaringe rakende die ontwerp-industrie as hoofbronne van data ingesluit het. Die teoretiese konsepte geïdentifiseer as deel van die literatuuroorsig rakende die diskoers rondom kritiese burgerskap en globalisering is aangewend om struktuur te verleen aan 'n induktiewe inhoudsanalise van empiriese data versamel om moontlike teoretiese konsepte te identifiseer wat aangewend kan word om industrie-verwagtinge rakende ontwerponderrig te sensibiliseer. Die beeld wat deur hierdie navorsing geskets is, skep 'n onrusbarende beeld van 'n professie wat 'n krisis deurmaak. Ek het die dringende behoefte geïdentifiseer om toegeneentheid en deernis by te bring in ontwerp-onderrig sodat ons alumni intuïtief kan optree in gevalle waar hul menswaardigheid in die gedrang sou kom. Dit kan bereik word deur die insluiting van kritiese burgerskaps- en globaliseringsdiskoerse in die kurrikulums van ontwerp-programme by UvT's. Die teoretiese konsepte in die diskoers rondom kritiese burgerskap en globalisering wat moontlik aangewend kan word om industrie-verwagtinge rakende ontwerponderrig by UvT's te sensibiliseer, is geïdentifiseer as: transformasie, diversiteit, rasisme, sosiale ongelykheid, visuele kultuur, burgerlike identiteit, burgerlike verpligtinge, etiese verbintenisse, deelgenootskap, probleemoplossing, kritiese denke asook vaardighede met betrekking tot die inspan van die verbeelding. Daar is voorts tot die slotsom geraak dat die debat rondom die kweek van 'n sensitiewe bewussyn in die ontwerp-industrie van sodanige belang is dat dit nie beperk behoort te word tot alleen die diskoers rondom kritiese burgerskap en globalisering nie ‒ die debat móét eenvoudig verder en meer indringend gevoer word.

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Johnson, Aaron Paul. "How is Citizenship Represented in Theory and Research in Social Education (TRSE)? A Content and Discourse Analysis". Diss., Virginia Tech, 2016. http://hdl.handle.net/10919/71644.

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Theory and Research in Social Education (TRSE) is arguably considered the flagship journal of research in social studies education. TRSE has been published on an uninterrupted basis for more than 40 years, dating back to its first publication in October of 1973. Given the longevity of TRSE and its status within the social studies field, the journal has given considerable attention to the cause of citizenship and citizenship education, a cause the social studies field agreeably prides as its governing rationale and source of academic responsibility. According to its mission statement, TRSE serves to "foster the creation and exchange of ideas and research findings that will expand knowledge and understanding of the purpose, conditions, and effects of schooling and education about society and social relations"(NCSS, 2012, para. 1). As such, this dissertation study examines the creation and exchange of ideas concerning citizenship within TRSE over a 40-year period (1973-2013). Utilizing a multiple methods approach (both content and discourse analysis) this study identifies nine citizenship discourse categories emergent from the TRSE anthology that are situated within four Perspectives (Practical, Critical, Connected, and Technical) that locate each discourse category within a larger contextual frame. Additionally, the discursive formations that ultimately bind each discourse category across time are identified along with intertextual chains, interdiscursive attempts, and fields most commonly visited within each discourse category. This study sheds light on a systemic shift concerning the citizenship discourse within TRSE, one that, over time, is increasingly informed by a critical epistemological assumption or stance with regards to what may be considered the status quo of American political and civic life; the implications of which are discussed further.
Ph. D.

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Raškauskienė, Marija. "Dviguba pilietybė Lietuvoje (viešojo diskurso analizė) 2002-2008 metais". Master's thesis, Lithuanian Academic Libraries Network (LABT), 2013. http://vddb.laba.lt/obj/LT-eLABa-0001:E.02~2013~D_20130604_235457-87020.

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„Dviguba pilietybė Lietuvoje (viešojo diskurso analizė) 2002-2008 metais“ – tai tyrimas apie svarstybas Lietuvos Respublikos Seime ir Lietuvos bei išeivijos žiniasklaidoje dėl dvigubos pilietybės statuso pripažinimo teisiniame LR pilietybės reguliavime. Darbe analizuojamos viešojo diskurso funkcionavimo ypatybės dalyvių ir turinio aspektais. Žvelgiant į teisinio-politinio-visuomeninio lygmens veiksmus Lietuvoje ir išeivijos akcijas bei tarp šių pusių vykusią polemiką matyti, kad dvigubos pilietybės klausimas Lietuvoje keliamas trijuose pagrindiniuose kontekstuose: dviguba pilietybė kaip ryšio su lietuvių išeivija išsaugojimo priemonė; statuso pripažinimas ne lietuvių kilmės asmenims; galiausiai, dvigubų/keleriopų piliečių, gavusių LR pilietybę prezidentinės išimties tvarka, klausimas. Išanalizavus kiekybinio ir kokybinio tyrimo metu gautus duomenis pastebėta, kad diskusijose apie dvigubą pilietybę lietuvių kilmės asmenims gvildenama emigracijos problema, pabrėžiamas išeivijos indėlis į Lietuvos ekonominį, kultūrinį, visuomeninį gyvenimą, taip pat emocinio ryšio su Lietuva ir kilmės šaknų svarba. Nemažai dėmesio skiriama pilietybės instituto reikšmės kvestionavimui, piliečio ir valstybės tarpusavio įsipareigojimo (teisių ir pareigų) aspektais. Polemikoje dėl dvigubos pilietybės ne lietuvių kilmės asmenims paliečiamos restitucijos, grėsmės nacionaliniam saugumui klausimas ir diskriminacijos tautinių mažumų atžvilgiu elementas. Lietuvos patirtis suteikiant pilietybę išimties... [toliau žr. visą tekstą]
This research aims to analyse dual citizenship status in Lithuania as a concept in Parliamentary debates as well as in media throughout Lithuania and Lithuanian communities living abroad. Analysis has taken a two level direction – the main characteristics of participants and their groups in public discourse and its content examination at the same time. The changes in legal, political and social level in Lithuania in addition stimulated by Lithuanian Diaspora movements brought dual citizenship question into the discourse field in connection with three different contexts the topic is most often debated in. First of all, the development of a sending state pattern, where dual citizenship can be seen as a way to maintain links with Lithuanian Diaspora. Secondly, how it is seen in recognition of dual citizenship status for other ethnic origins residing in Lithuania and abroad. And finally, the topic can be viewed in the context of dual citizens by the rule of exception. In order to find an answer to the main objective of this research, study employs an eclectic methodological approach, comprising comparative qualitative and quantitative discourse analysis. Given results demonstrated that there is no overall tendency in the development of this field, however main topics can be recognised in each context. Such as emigration, the role of Lithuanian Diaspora and its contribution to economic, cultural, social life in Lithuania, the emotion and identity in expression of the relationship... [to full text]

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Mitander, Tomas. "Regio ex machina : Om det regionala medborgarskapets villkor". Doctoral thesis, Karlstads universitet, Institutionen för samhälls- och kulturvetenskap, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-35226.

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Departing from the ongoing regionalization processes in Europe and other parts of the world, this thesis aims to study the premises and conditions of regional citizenship in contemporary state restructuring. As globalization is viewed to challenge the sovereignty and capacity of nation states, subnational regions have gained authority and interest as key actors to compete on globalized markets of capital in order to ensure future development. This alteration in the balance between the regional and the national raises questions on how aspects of citizenship become negotiated in relation to regions as emphasized political communities. The study therefore develops and applies a productive analysis of regional citizenship based on citizenship theory and poststructuralist discourse theory. The attempts to reform the administrative region of Värmland, Sweden, between the years 2007 and 2011 functions as a case study in the dissertation. In relation to this process a variety of materials has been collected in order to shed light on articulatory practices related to the reform: media material, public documents and assessment reports, observations of public dialog meetings and focus groups. Through a discourse analysis of the material the study focuses on the discursive production of regional communities and regional citizens in relation to regional reform. Three different but related articulations of the region emerge in the analysis: the region as a cultural landscape, as a welfare system and as a growth machine. The study shows how the understanding of the region as a growth machine holds a hegemonic position in relation to the other articulations. The growth machine is based on a neoliberal notion of development, where competiveness and commodification function as premises to the intrinsic understanding of regional citizens – as well as welfare and culture - as capital that can, and should, be used to facilitate economic growth.
Runt om i världen byggs större och starkare regioner. Regioner betraktas som i delar en arvtagare till uppgifter som nationalstaterna inte längre anses kunna hantera i en globaliserad värld. Därför har regionerna fått större grad av självständighet från de nationella staterna, frisläppta för att på bästa sätt hitta sätt att locka till sig olika former av globalt rörligt kapital. Kapital som anses utgöra grunden för att kunna bygga ett gott samhälle. I den här avhandlingen studeras samtida regionalisering ur ett medborgarskapsperspektiv. Vad innebär det för relationen mellan människor och gemenskap att regionen intar en framskjuten position i samhällsbyggandet? Vilka band knyts mellan regionen och regionmedborgaren i en tid som kännetecknas av globalisering och konkurrens? Hur fördelas rättigheter och skyldigheter mellan regionen och medborgarna, och vad innebär det att vara en god regionmedborgare? Genom en svensk fallstudie analyseras hur regionen och regionala medborgare görs meningsfulla i anslutning till att regionens framtid förhandlas. Materialet består av pressmaterial, utredningsmaterial, observerade offentliga möten samt fokusgrupper med regionmedborgare. Studien visar hur myten om regionen som en tillväxtmaskin intar en dominerande ställning och hur globala marknadslogiker fungerar som villkor för det regionala medborgarskapet.

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Cagle, Lauren E. "Shaping Climate Citizenship: The Ethics of Inclusion in Climate Change Communication and Policy". Scholar Commons, 2016. http://scholarcommons.usf.edu/etd/6197.

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The problem of climate change is not simply scientific or technical, but also political and social. This dissertation analyzes both the role and the ethical foundations of citizenship and citizen engagement in the political and social aspects of climate change communication and policy-making. Using a critical discourse analysis of a policy recommendations drafted by the Southeast Florida Regional Climate Change Compact, I demonstrate how climate change policy documentation naturalizes a particular version of citizenship I call “climate citizenship.” Based on environmental critiques of liberal and civic republican citizenship, I show how this “climate citizenship” would be more productive and ethical if based on theories of environmental citizenship rooted in an ecological feminist ethic of flourishing. This critique of current representations of citizenship in climate change policy offers a theoretically sound basis for future engaged work in rhetoric of science focused on policy-making.

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Hager, Sandy. "'New Europeans' for the 'New European Economy' : Citizenship Discourses and the Lisbon Agenda". Thesis, Linköping University, Department of Management and Economics, 2006. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-5802.

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Combining insights from critical discourse analysis (CDA) and neo-Gramscian IPE theory, this paper puts forth a cultural political economy (CPE) perspective to analyse the discursive articulation of ‘European subjects’ in the context of the EU’s Lisbon Agenda modernisation strategy. It is suggested here that the transformation proposed in Lisbon to the new economic imaginary of the knowledge based economy (KBE), depends on ‘new subjects’ and thus new discursive constructions of identities to reflect the new economic and social formations it envisions. The citizenship discourses of two of the Lisbon Agenda’s main supporters, specifically European business lobbies (represented by the ERT and LCEC) and the EU Commission, are examined in order to explore the relationship between citizenship rights and responsibilities and the two main goals of the Agenda, namely economic competitiveness/growth and social inclusion/social welfare protection modernisation. The argument is made that the discursive articulation of a ‘neoliberal communitarian’ variant of citizenship, especially evident in the discourses of the EU’s business lobbies and the EU Commission since the ‘shift’ to jobs and growth in early 2005, represents an attempt to further the commodification of the EU polity, and as a result, subordinate the more social goals of the Lisbon Agenda to the perceived imperatives of economic growth and competition. The Lisbon Agenda does not therefore mark a dramatic ‘turning point’ in favour of a more ‘social Europe’ as was speculated early on, but instead works to consolidate the dominance of ‘embedded neoliberalism’ as the socio-economic governance model for the EU. The paper ends with a discussion of the possible counter-hegemonic movements challenging the orthodoxy of embedded neoliberalism and neoliberal communitarian conceptions of citizenship.

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Eriksson, Rebecca. ""Man måste alltid få prata om allting som är sant" : En diskursanalytisk studie av medborgarskap och legitimitet". Thesis, Umeå universitet, Institutionen för kultur- och medievetenskaper, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-125372.

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The purpose with this essay is to, through societal discussion via different media, analyze how citizenship and legitimacy is constructed and negotiated through the discourses surrounding two vulnerable groups in the swedish society, the roma people and the syrian refugees. By analyzing different types of texts from two local newspapers and also from new media such as blogs and archived chats it is possible to see how certain groups are stigmatized and objects of discrimination. The material in the analyze is coded by which type of text it belongs to but it is also categorized by how official the pespective of the writer is, and it is argued that the role of the traditional media still is very important in terms of educating the public about issues and groups in society which they would likely meet and interact with themselves. The analysis also focus on which geographical perspective the writer has since this could show if an issue, theme or discourse is contextualized with bigger issues and globalization. The theoretical and methodical frame work of this analyze is critical discourse analysis with the focus on discursive construction of national identity by Wodak. Theories about citizenship and legitimacy according to Lister also applies to the study. Keywords: Discourse analysis, CDA, citizenship, legitimacy, roma, syria, migrants, refugees

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Carlsson, Lena. "Medborgarskap som demokratins praktiska uttryck : - diskursiva konstruktioner av gymnasieskolans elever som medborgare". Doctoral thesis, Växjö universitet, Institutionen för pedagogik, 2006. http://urn.kb.se/resolve?urn=urn:nbn:se:vxu:diva-455.

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Abstract Carlsson, Lena (2006). ). Medborgarskap som demokratins praktiska uttryck i skolan. Diskursiva konstruktioner av gymnasieelever som medborgare. Citizenship as the practical expression of democracy at school. Discursive constructions of upper secondary pupils as citizens. School and education have a specific status owing to their task to educate young citizens and further their development. It is thus possible to regard schools as a type of public sphere, where individual and private matters are transcended. According to the curriculum for the secondary school system, the professional school staff´s task is two-fold insofar as they should mediate both knowledge and democracy. In this doctoral thesis the focus is placed on how and by what means education can contribute to young members of society finding their place and coping with their roles as citizens in a democratic society. The overall aim of this thesis is to present a deeper interpretation of the meanings and consequences of teachers´ speech concerning upper secondary pupils as citizens. More specifically, the aim is to empirically problematise and theoretically reconstruct pedagogical discourses on citizenship as practical expressions of demoracy in the context of education. Two central terms, which are thus highlighted are democracy and citizenship. Both Durkheim and Dewey provide significant theoretical points of departure, which are drawn upon in this thesis. Bourdieu contributes with perspectives on the ideological role, which institutions of education play in legitimising already existing societal orders. Foucault poses questions about power and knowledge. Habermas’ emphasis is placed on the discursive rationality expressed in verbal communication, which serves as an overall perspective for this thesis. Thus, in terms of methodology language constitutes the most central tool. Analyses are made in three stages. Reforms and policy are supposed to have been created within a central discursive framework and are therefore examined by way of analytical perusal of a) post-war education policy texts and b) current national policy documents concerning the Business and Administration Programme in upper secondary education. The third stage involves analysis of c) eight conversations from the professional school staff’s discursive practice by applying critical discourse analysis as a methodological tool. Four separate discourses have evolved, each pointing to different perspectives on human beings, knowledge and society: a discursive perception which is directed towards traditional values, a second perception which has communication and democracy as its superior ideal, and yet another discourse is directed towards trade and industry while, finally, one more discourse which is mainly characterised by a protective attitude towards pupils. Finally, how these contradictory as well as concordant discourses dictate the conditions and frameworks for the sort of citizenship which is constructed and constituted in the pedagogical practice is discussed, and thus how school as a public sphere may be understood in a more profound way. Key words: democracy, citizenship, critical discourse analysis, discursive constructions, reforms, policy, communication.

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Symeonidis, Vasileios. "Towards Global Citizenship Education : A comparative case study of primary school policy and practice between Greece and Sweden". Thesis, Stockholms universitet, Institutionen för pedagogik och didaktik, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-119957.

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Global citizenship education (GCE) has recently emerged as a dynamic approach to education capturing the interest of various stakeholders, including academics, educators and international organisations worldwide. In an increasingly interconnected and interdependent world, GCE is seen as a transformative pedagogy that can empower learners to resolve growing global challenges, building a more just and sustainable world. This study explores how GCE is “transferred, translated and transformed” (Cowen, 2009a; 2009b; 2006) into contemporary national education policy and practice, through a comparison of experience between Greece and Sweden. Based on a qualitative research approach, the study first examines the discourse of international organisations, such as UNESCO, the European Union and Oxfam, in order to better understand efforts to promote GCE and its implications for teaching and learning. National education curricula on citizenship-related subjects are then analysed to identify how they address GCE, while a third level of analysis involves exploring how primary school teachers and students perceive and implement the particular concept. To this end, document analysis, interviews and focus groups have been employed as methods to gather relevant data. The findings of the study indicate that international organisations have developed a powerful GCE discourse, elements of which can be seen in national education policy and school practice, yet with different emphasis between countries as a result of diverse socio-economic, political and historical contexts. In Greece, the focus on ethnocentrism and Europeanism hinders the effective delivery of GCE, whereas in Sweden, the strong commitment to human rights and internationalism allows to integrate the concept in school practice. The predominant form of global citizenship promoted in both countries is moral cosmopolitan, while critical and postcolonial approaches to the concept do not appear to have been recognised or implemented in practice. Considering all three phases of shape-shifting educational ideas, as defined by Cowen (2006), the study concludes that although policy support for GCE is evident in international and national policy discourse, actual implementation in schools is weak.

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Hansen, Peo. "Europeans only? : essays on identity politics and the European Union". Doctoral thesis, Umeå universitet, Statsvetenskapliga institutionen, 2000. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-60606.

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The chief preoccupation of the dissertation revolves around the European Union's project of calling forth a collective sense of "European identity" amongst people in the Union. It focuses specifically on how the European Union's identity politics plays out once the ethnic minorities with immigrant background now living in the Union are brought into view. The main purpose can be described as twofold; involving, firstly, a mapping and examination of how the EU construes and defines the identity it seeks to mobilize, and, secondly, a thorough discussion of the types of consequences or implications that stem from this endeavour. In demonstrating the strong tendency on part of the EU to articulate a common identity for the Union in ethno-cultural terms — whereby the EU is conceived as primarily a cultural community whose members are said to share the same origin, cultural heritage, religion and history — the study goes to great length in discussing the excluding implications that an ethno-cultural identity politics gives rise to. The dissertation argues that such an ethno-cultural disposition partly must be seen in light of the European Union's gradual adjustment to a largely neoliberal order; an order which has worked restraining on the feasibility of a social and political articulation of identity and citizenship in the Union. An introductory chapter outlines the discourse theoretical approach which guides the analyses in five essays. The essays mainly explore how the European Union's discourse on identity manifests in various policy areas - immigration, citizenship and education - all of which in one way or another address the issues of culture, the multicultural society, ethnic exclusion, racism and the situation for ethnic minorities and migrants. The complex of problems concerning ethnic, cultural and social exclusion in today's European Union thus constitutes a central theme engaged with throughout the dissertation.
digitalisering@umu

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Williams, Meggan Serena. "Reading the linguistic landscape: Women, literacy and citizenship in one South African township". Thesis, University of Western Cape, 2011. http://hdl.handle.net/11394/3242.

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Magister Artium - MA
The purpose of this study was two-fold: firstly, to do a multimodal analysis of the multilingual signage, advertisements and graffiti present on different surfaces in the main business hub of a multicultural community called Wesbank, situated in the Eastern Metropole of the city of Cape Town. Signage of this nature, taken together, constitute the „linguistic landscape‟ (Gorter, 2006) of a particular space. My analysis of the signage included interviews with a number of the producers of these signs which reveal why their signs are constructed in particular ways with particular languages. Secondly, I interviewed 20 mature women from the community in order to determine their level of understanding of these signs as well as whether the linguistic landscape of the township had an impact on their levels of literacy. The existing literacy levels of the women being surveyed as well as those of the producers of the signs were also taken into account. My main analytical tools were Multimodal Discourse Analysis (Kress, 2003), applied to the signage, and a Critical Discourse style of Analysis (Willig, 1999; Pienaar and Becker, 2007), applied to the focus group and individual analysis. Basic quantitative analysis was also applied to the quantifiable questionnaire data. The overriding motivation for the study was to determine the strategies used by the women to make sense of their linguistic landscape and to examine whether there was any transportation of literacy from the signage to these women so that they could function more effectively and agentively in their own environment. This study formed part of a larger NRF-funded research project entitled Township women’s discourses and literacy resources, led by my supervisor, Prof. C. Dyers. The study revealed the interesting finding that the majority of the vendors in Wesbank, especially in terms of house shops, hairdressers and fruit and vegetable stalls, are foreigners from other parts of Africa, who rely on English as a lingua franca to advertise their wares. The signage makers had clearly put some thought into the language skills of their multilingual target market in this township, and did their best to communicate with their potential customers through the complete visual image of their signs. The overall quality of the codes displayed on the signage also revealed much about the literacy levels in the township as well as language as a local practice (Pennycook 2010). While English predominated on the signs, at times one also found the addition of Afrikaans (especially in the case of religious signage) and isiXhosa (as in one very prominent advertisement by a dentist). The study further established that the female respondents in my study, as a result of their different literacy levels, made use of both images and codes on an item of signage to interpret the message conveyed successfully. Signage without accompanying images were often ignored, or interpreted with the help of others or by using one comprehensible word to work out the rest of the sign. As has been shown by another study in the larger research project, these women displayed creativity in making sense of their linguistic landscape. The study further revealed that, as a result of frequent exposure to some words and expressions in the linguistic landscape, some of the women had become familiar with these terms and had thereby expanded their degree of text literacy. In this way, the study has contributed to our understanding of the notion of portable literacy as explored by Dyers and Slemming (2011, forthcoming).

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Österholm, Johannes H. "Assessment meetings between care managers and persons living with dementia : Citizenship as practice". Doctoral thesis, Linköpings universitet, NISAL - Nationella institutet för forskning om äldre och åldrande, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-127392.

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This thesis deals with encounters between persons living with dementia and care managers. Dementia often results in progressive care needs that must be met by different social care services. The person’s care needs are assessed in an assessment meeting where the person and their relatives meet with a care manager to negotiate needs and social care services. The assessment is conducted through one or several conversations where the person with dementia meets the care manager; relatives are often present in the meetings. Dementia is a syndrome that involves a cognitive decline and a decreased ability to communicate and interact with others. It may therefore be difficult for a person with dementia to take part in discussions about their care needs and social care services. 15 audio recorded meetings have been studied to explore and understand how persons with dementia use their remaining communicative, cognitive and linguistic resources to invoke, negotiate, and use their rights as citizens in the institutional context where their care needs are assessed. The analysis concerns the organization of talk as a joint activity; the production of social actors in talk-in-interaction; the relation to institutional features of discourse. This dissertation concludes that the practice of citizenship is situation based and varies depending on the participants present. Care managers can facilitate for persons with dementia to overcome communication problems by using different discursive strategies and to make it possible for them to participate or at least be included in the negotiation. Persons with dementia are positioned as less competent than other persons participating in the assessment meeting. This might have an impact on the participation of people with dementia in negotiations regarding their future care. Furthermore, stories told in assessment meetings often position the person as dependent on others, which could undermine the identity and sense of self of the person with dementia.
Den här avhandlingen berör möten mellan personer med demenssjukdom och biståndshandläggare. Demenssjukdomar medför ofta komplexa omsorgsbehov, vilka kan mötas med hjälp av olika stödinsatser. Personens omsorgsbehov bedöms i ett biståndshandläggningssamtal där personen och dennes anhöriga träffar en biståndshandläggare för att förhandla dennes behov och eventuella insatser. Konversation är centralt i dessa möten. Demenssjukdomar medför kognitiva nedsättningar och nedsatt förmåga att kommunicera och interagera med andra. Det kan därför vara svårt för personer med demenssjukdom att deltaga i diskussioner om behov och insatser. 15 ljudinspelade samtal har studerats för att förstå hur personer med demens använder sina kvarvarande kommunikativa, kognitiva och språkliga resurser för att åberopa, förhandla och använda sina rättigheter som medborgare i den institutionella kontext där deras omsorgsbehov bedöms. I samtalet medverkar personen med demens, handläggaren samt ofta någon familjemedlem. Analysen fokuserar på organiseringen av samtal som en gemensam aktivitet; hur sociala aktörer skapas i samtal; hur det institutionella samtalets särdrag påverkar konversationen. Sammanfattningsvis visar denna avhandling på att hur medborgarskap praktiseras är situationsbaserat och varierar beroende på vilka som deltar i mötet. Biståndshandläggare kan underlätta för personer med demenssjukdom att övervinna kommunikativa problem genom att använda olika samtalsstrategier och göra det möjlig för dem att delta eller att åtminstone inkluderas i förhandlingen angående olika stödinsatser. Personer med demenssjukdom positioneras ofta som mindre kompetenta än andra personer som deltar i behovsbedömningssamtal, vilket kan medföra konsekvenser på personens delaktighet i planerandet av framtida insatser. Berättelser i dessa samtal positionerar ofta personen med demenssjukdom som beroende av andra, vilket kan underminera deras identitet och uppfattning av sig själva.

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Zanabria, Shirkhani Sandra. "Ett exkluderande integrationsprojekt : En kritisk diskursanalys av språk- och samhällskunskapskrav för svenskt medborgarskap". Thesis, Uppsala universitet, Teologiska institutionen, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-444029.

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The issue of civic integration and requirements for citizenship has been a far-reaching debate that has taken place in the Swedish political context for several years. From the Liberals’ pioneering proposal for a language test for immigrants in 2002, the issue has 19 years later moved towards an increasing consensus that today finds majority support in the Swedish parliament. Although the proposal seems to contribute to greater integration, there are many critical approaches to analyse. The question that arises is whether these types of proposals, through their discursive design, create conditions that actually support integration or instead induce discrimination and exclusion of certain groups. The purpose of this thesis is twofold. One aim is to critically examine and analyse the political proposal on language- and civic knowledge for Swedish citizenship by looking at government documents and motions from Sweden's opposition parties. The thesis examines whether racist discourses are reproduced or maintained by analysing the proposal to review further how it is legitimised. The secondary purpose will be to problematise how such a proposal can affect the right to citizenship based on the risks of discrimination and exclusion. This is done by guidance from Fairclough's three- dimensional model, whose method allows to examine the textual structure, the discursive and social practice of the given material. The theoretical framework evolved from theories that sufficiently understand how civic requirements can be understood based on different exclusion mechanisms. The essay concludes that the proposal raises issues of human rights, that the state legitimises the proposal through discursive means and that there are tendencies that reproduce racist discourses.

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Feder, Samantha. "Facing the Public Eye: Analyzing Discourse on the Niqab and the Visibility of the Face In Canada". Thesis, Université d'Ottawa / University of Ottawa, 2018. http://hdl.handle.net/10393/37654.

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The niqab is a veil worn by some Muslim women that covers the face except the area around the eyes, which can be seen through a rectangular slit in the fabric. In recent years, a number of countries have enacted measures against the niqab in public spaces. Canadian law and policy makers have made significant contributions to ongoing debates about the niqab as well as the acts of facial covering and uncovering. While objections to the niqab have been framed in many different ways, the guiding premise of this dissertation is that negative reactions to the niqab are grounded within the expectation and demand to see the human face. Drawing upon the case of R. v. N.S, the niqab ban during the Canadian citizenship oath, and Bill 62: An Act to foster adherence to State religious neutrality and, in particular, to provide a framework for requests for accommodations on religious grounds in certain bodies, this dissertation considers how Canadian legal and political actors have justified restrictions against the niqab by invoking the idea that the visibility of the face is a central part of Western cultural values. Ultimately, my research questions the kind of work that the human face and the sense of sight is expected to do by examining how demands to see people’s faces reflect and maintain interlocking cites of privilege and oppression such as racism, sexism, ableism, imperialism, and colonialism.

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Pettinato, Davide Domenico. "Understanding the discourse of British Muslim NGOs : Islamic relief and MADE as case studies". Thesis, University of Exeter, 2017. http://hdl.handle.net/10871/33164.

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Inspired by the increasingly high visibility of British Muslim NGOs (BMNGOs), by the lack of research on their discourses and by the growing salience of frames theory within the mainstream NGO sector, this thesis offers a significant and original contribution by exploring, describing, and analysing the discourse of two BMNGOs carefully selected as case studies: Islamic Relief (IR) and MADE (Muslim Action for Development and the Environment). The primary aim of the thesis is empirical, driven by the research question: ‘what frames seem to be at work in the discourse of BMNGOs?’ Through an in-depth analysis of a range of public documents produced by the two case studies (e.g. annual reports and websites), the thesis identifies and analyses the main frames used by IR and MADE to articulate three key aspects of their discourses: i) organisational identity; ii) mobilisation efforts; and iii) conceptualisations of their supporter base. Guided by this overarching research question, the thesis offers an original and interdisciplinary insight into the nuances of the case studies’ meaning systems, thereby showing their complexities and resonance with multiple narratives and ideational repertoires. The emerging ‘thick descriptions’ of IR and MADE represent, in and of themselves, the main results of the study, which is intended to enable readers from different disciplinary backgrounds to gain a nuanced insight into BMNGOs’ discourses. At a secondary level, the thesis also pursues the theoretical aim to start exploring how the frames identified in the study inform the two research sub-questions: ‘how to think about BMNGOs?’ and ‘how to think about British Muslim civic engagement?’ Several observations are put forward in this regard. Taken together, these suggest that IR can be understood as a faith-based organisation that simultaneously draws on a range of heritages and increasingly offers opportunities for active citizenship among British Muslims within the framework of what is broadly characterizable as a ‘NGO-led order’. On the other hand, the thesis suggests that MADE can be understood as an exemplar of the current era of ‘loose activist networks’, more precisely as a ‘Muslim lifestyle’ social movement organisation that promotes among British Muslims a multifaceted form of civic engagement inspired by an Islamic ethical framework.

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Ducos, Alexia. "Les nouvelles formes de l'expression citoyenne : étude des discours en ligne : enjeux de visibilité et de reconnaissance des idées et des publics d'une polémique". Thesis, Toulouse 3, 2020. http://www.theses.fr/2020TOU30050.

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Le travail de recherche de cette thèse porte sur les nouvelles formes de l'expression citoyenne, il tend à interroger l'articulation des deux versants politique et numérique, dans les processus conflictuels de qualification/disqualification des discours politiques en ligne. Face aux critiques courantes émises contre la démocratie moderne, nous tentons dans un premier temps de mettre au jour les carences et les problèmes naturels et structurels qu'elle pose en matière de représentation des citoyens. Alors qu'Internet est couramment pensé comme un nouvel espace public capable d'insuffler un renouveau démocratique, nous l'appréhendons en tant que dispositif de luttes pour la visibilité des acteurs sociaux, de leurs idées, mais aussi des idéologies que celles-ci sous-tendent. Les commentaires publiés sur la page Facebook de 2013 "Soutien au bijoutier de Nice" constituent à cet égard notre matériau d'études, que nous analysons à l'aide d'une méthodologie mixte alliant lexicométrie et analyse des discours. À partir d'une démarche à la fois heuristique et compréhensive de la construction discursive de cette polémique, nous observons une première tension énonciative entre des mises en scène individuelles d'exposition de soi et des tentatives de fondation d'une identité partagée. Le débat qui s'agglomère à partir de sujets de discussions polarisées et d'interactions concentrées révèle une forte charge émotionnelle qui transparaît dans l'ensemble tout au long de ces échanges : expressivité, raillerie et violence verbale. Ces derniers répondent à des enjeux sociopolitiques pour leur reconnaissance : en matière de notoriété, de réputation, de légitimité, de vérité/véracité. Ce discours majoritaire, que nous caractérisons par ailleurs, par certains traits de discours de l'ordre moral, dénote d'une nouvelle manière de dire le politique, qui consiste à se défaire des considérations générales surplombantes pour reconsidérer les récits de vie, des narrations du quotidien et des témoignages. Ceux-ci s'habilleraient presque en un discours apolitique, souvent fièrement affiché comme anti-politique, mais qui demeure résolument politique. Il est par ailleurs l'apanage de l'apparition d'un nouveau public en ligne, le meso-groupe : un collectif moyen, pro-réactif et corporatiste, difficilement caractérisable
This research works of this PhD is about the new form of citizen expression, it leads to interrogate the political and numerical articulation, in the conflictual process of qualifying/disqualifaying online political discourse. In front of usual critics against modern democracy, we are trying in a first time to put in light the deficiencies and the natural and structural problems it set up for Citizen representation. While internet is oftenly conceive as a new public space able to breathe a democratic renewal, we apprehend it as a device of struggle for the visibility of social actors, in their ideas but also underlied ideology. Comments published on the Facebook page of 2013 named "Soutien au bijoutier de Nice", are the principal study material we analyze with a mixed methodology of lexicometry and discourse analysis. From a heuristic approach, we observe a first enunciative tension between the individual staging of self-exposure and the attempts to found a shared identity. The debate which gathers from subjects of polarized discussions and concentrated interactions reveals a strong emotional charge which is reflected globally throughout these exchanges: expressivity, mockery and verbal violence. The latter respond to socio-political issues for their recognition: in terms of notoriety, reputation, legitimacy, truth / veracity. This majority discourse, which we also characterize, by certain traits of "discourse of the moral order", denotes a new way of "saying" politics, which consists in getting rid of overarching general considerations in order to reconsider the narratives of life, everyday narrations and testimonials. They would dress almost in an "apolitical" speech, often proudly displayed as "anti-political", but which remains resolutely political. This apolitical trend is also one of the caracteristics of a new online audience, the meso-group: a collective medium, pro-reactive and corporatist, difficult to identify

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ESCOBAR, DIANA MARCELA CUERVO. "IDEAL CITIZENS IN THE EDUCATIONAL PLANNING OF EDUCATION FOR CITIZENSHIP IN SCHOOLS: DISCOURSE ANALYSIS OF THE DOCUMENTS OF NATIONAL EDUCATION PLANNING, FROM BRAZIL AND COLOMBIA". PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2018. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=34749@1.

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PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO
COORDENAÇÃO DE APERFEIÇOAMENTO DO PESSOAL DE ENSINO SUPERIOR
Não há consenso a respeito do que significa e implica a formação cidadã nas escolas, como também não existe clareza na forma em que o exercício da cidadania poderia contribuir à superação das desigualdades sociais. A partir dos postulados de Lazar (2013), buscamos compreender as características e os anelos dessa formação cidadã no planejamento educacional, analisando o discurso dos segundos Planos Nacionais de Educação (PNE) de Brasil e da Colômbia, por serem estes documentos estatais que pretendem reger as politicas e ações educacionais do decênio. A metodologia de Análise Crítica do Discurso (ACD), formulada por Fairclough (2003), permitiu-nos identificar os múltiplos propósitos dos PNE, os atores que participaram na construção dos documentos, e as características da cidadania. A ACD mostrou grande adequação para a análise de políticas públicas educativas. Encontramos que os dois PNE compartem a maioria dos valores da cidadania e que esses valores são anelos das comunidades políticas desde a antiguidade, que perduram e se sofisticam nas sociedades modernas. Isto desafia o carácter contextual da cidadania e sugere um funcionamento eficaz das tecnologias de governo (Foucault, 1970). Os principais aliados da cidadania na Colômbia são a paz e a convivência, e no Brasil a formação para o trabalho. Chamou nossa atenção que a cidadania, por momentos, funcionasse como um significante vazio (Laclau; Mouffe, 1987) e quase sempre fosse intercambiável com a democracia. Há grandes diferenças no papel que desempenharam especialistas da educação e docentes em cada processo e documento. Ademais de servir de instrumento de planejamento, os PNE mostraram intenção didática e publicitária.
There is a lack of consensus about the meaning of citizenship and the implications of educating for citizenship in schools; neither has it been evident how practicing citizenship could contribute to the overcoming of social inequalities. Taking Lazar (2013) as a reference, we intended to comprehend the values and features of citizenship in the educational planning, by analyzing the discourse of the documents of National Education Planning (NEP - second documents), from Brazil and Colombia. These state documents aim to rule the policies and educational actions for a decade. Methodology of Critical Discourse Analysis (CDA), proposed by Fairclough (2003), allowed us to identify the multiple purposes of NEP, social actors that participate in the construction of the documents and features of citizenship. We found the two documents share most of the values of citizenship, these values have been wished by political communities since antiquity and they last and sophisticate in modern societies. This challenges the contextual character of citizenship and suggests an efficient functioning of technologies of governance (Foucault, 1970). Main alliances of citizenship in Colombia are made with peace and social harmony, while in Brazil the main alliance is with a work-oriented education. Citizenship sometimes worked as an empty signifier (Laclau; Mouffe, 1987) and it was often exchangeable with democracy. There are relevant differences in the role that education specialists and teachers played in each process and document. Besides their aim of being a guide for planning, NEP documents revealed didactic and advertising intentions.
No hay consenso respecto a lo que significa e implica la formación ciudadana en las escuelas, así como tampoco es clara la forma en la que el ejercicio de la ciudadanía podría contribuir a la superación de las desigualdades sociales. A partir de los planteamientos de Lazar (2013), buscamos comprender las características y los anhelos de esa formación ciudadana en la planeación educativa, analizando el discurso de los segundos Planes Nacionales de Educación (PNE) de Brasil y Colombia, por ser estos documentos estatales que pretenden regir las políticas y acciones educativas del decenio. La metodología de Análisis Crítica del Discurso (ACD), propuesta por Fairclough (2003), nos permitió identificar los múltiples propósitos de los PNE, los actores que participaron en su construcción y las características de la ciudadanía. El ACD mostró gran adecuación para el análisis de políticas públicas educativas. Encontramos que los dos PNE comparten la mayoría de los valores de la ciudadanía y que estos valores son anhelos de las comunidades políticas desde la antigüedad, que perviven y se sofistican en las sociedades modernas. Esto último desafía el carácter contextual de la ciudadanía y sugiere un funcionamiento eficaz de las tecnologías de gobierno (Foucault, 1970). Los principales aliados de la ciudadanía en Colombia son la paz y la convivencia, y en Brasil la formación para el trabajo. Nos llamó la atención el que la ciudadanía, por momentos, funcionara como un significante vacío (Laclau; Mouffe, 1987) y casi siempre fuera intercambiable con la democracia. Hay grandes diferencias en el papel que desempeñaron especialistas de la educación y docentes en cada proceso y documento. Además de servir de instrumento de planeación, los PNE mostraron una intención didáctica y publicitaria.

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Mezger, Carlotta. "„Islam does not belong to Germany.” A proxy debate for an insecure national identity? An analysis of a controversial German discourse and its underlying reasons". Thesis, Uppsala universitet, Teologiska institutionen, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-385801.

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Adams, Timothy Lee. "Discourse and Conflict: The President Barack H. Obama Birth Certificate Controversy and the New Media". TopSCHOLAR®, 2011. http://digitalcommons.wku.edu/theses/1071.

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A creative exploration of the consequences of public speech in the era of freely accessible, social media, as the author, a former elections official, records and explores the consequences of public dissent in the case of President Barack Obama’s eligibility controversy. This non-fiction narrative culminates with the author’s analysis and observations on both his personal experiences and the state of public speech and political power in contemporary America.

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Kieffer, Maeve. "Recherches sur l'identité de l'Union européenne". Thesis, Strasbourg, 2015. http://www.theses.fr/2015STRAA032/document.

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Le terme identité est utilisé depuis le milieu des années 2000 par les autorités nationales, en particulier juridictionnelles, dans le but de protéger le droit interne du droit de l'Union européenne. En réponse, la question de l'existence d'une identité de l'Union européenne peut être posée. Le contenu de l'identité revendiquée est imprécis. Les autorités nationales qui l'invoquent n'en définissent pas la substance et la doctrine juridique peine à déterminer ce qu'elle recouvre. Cela ne saurait étonner. L'identité est le processus de construction d’un soi cohérent dans le temps et dans l’espace social. Substantiellement, une identité est donc en constante évolution. L'identité de l'UE ne doit pas tant être recherchée dans un ensemble figé de valeurs plutôt que dans un discours véhiculant des valeurs identitaires européennes. Or en tant que vecteur privilégié d'édification de l'Union, le droit constitue un médium de choix pour étudier le discours identitaire de l'Union européenne
The use of the term « identity » has been growing amongst national authorities, especially judges, since the mid-2000. The national identity is invoked to protect national law from European Law. In that context, the development of a European identity in response of the national identity can be contemplated.The substance of the national identity is neither strictly defined by the Courts, nor by the legal literature. But the substantial uncertainty of the identity is not surprising. An identity is the process of self-definition throughout time and changing social context. It is therefore in constant evolution. EU's identity shall not be sought within a fixed ensemble of values, but rather through the use of those values in a discourse aiming at asserting the European identity. Law represents a preferred mean of analysis of the European identity discourse, as it is a preferred mean of construction of the European Union

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Hjälmeskog, Karin. ""Democracy begins at home" : Utbildning om och för hemmet som medborgarfostran". Doctoral thesis, Uppsala universitet, Pedagogiska institutionen, 2000. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-506.

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This thesis is intended as a contribution to a discussion about education, especially when related to democracy and gender equality, in other words citizenship education. A strategy for the inquiries is developed, termed a feminist pragmatist attitude. The focus is on thqualitative content of education i.e. three theoretically demarcated relationships: feminine/masculine, home/society and home/school. When studying educational policy documents in order to identify different views on these relationships, I draw on a tradition of curriculum theory/curriculum history/didactics and the inquiries are influencedy a post-structuralist view of meaning. In agreement with Arendt, history is used to understand the present times and to propose alternatives for the future. Three discourses on home economics, ie. different ways of understanding home economics, are constructed. Home economics as: (1) Vocational education for women, (2) An education for women's mission in life and (3) Women's education for efficiency. Further, an alternativdiscourse for the future is proposed: (4) Home economics as citizenship education. This alternative discourse is constructed from "the forgotten potentials of the past", i.e. ideas from three phases or debates during the 20th century. The three phases are: thdiscussion of the relevance of home economics for the education of boys; the national curriculum from 1969, Lgr 69; and the parliamentary debate during the 1990s. The discourse is further underpinned by a discussion of feminist critique of traditional views of rationality, reason and ethics and by feminist alternatives such as ethics of care. Within the alternative discourse the norm of masculinity in education is criticised and the possibilities of breaking the dominance of thinorm is examined. The potentids of education about and for the home, e.g. education in home economics, as contributing to citizenship education of boys as well as girls are discussed.

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Nielsen, Amanda. "Challenging Rightlessness : On Irregular Migrants and the Contestation of Welfare State Demarcation in Sweden". Doctoral thesis, Linnéuniversitetet, Institutionen för statsvetenskap (ST), 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-49015.

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This thesis explores the political struggles that followed after the appearance of irregular migrants in Sweden. The analysis starts from the assumption that the group’s precarious circumstances of living disrupted the understanding of Sweden as an inclusive society and shed light on the limits of the welfare state’s inclusionary ambitions. The overarching analytical point of entry is accordingly that the appearance of irregular migrants constitutes an opening for contestation of the demarcation of the welfare state. The analysis draws on two strands of theory to explore this opening. Citizenship theory, first, provides insights about the contradictory logics of the welfare state, i.e. the fact that it rests on norms of equality and inclusion at the same time as it is premised on a fundamental exclusion of non-members. Discourse theory, furthermore, is brought in to make sense of the potential for contestation. The study approaches these struggles over demarcation through an analysis of the debates and claims-making that took place in the Swedish parliament between 1999 and 2014. The focal point of the analysis is the efforts to make sense of and respond to the predicament of the group. The study shows that efforts to secure rights and inclusion for the group revolved around two demands. The first demand, regularisation, aimed to secure rights for irregular migrants through status, i.e. through the granting of residence permits, whereas the second demand, access to social rights, aimed to secure rights through turning the group into right-bearers in the welfare state. The thesis concludes that the debates and claims-making during the 2000s resulted in a small, but significant, shift in policy. In 2013, new legislation was adopted that granted irregular migrants access to schooling and health- and medical care. I argue that this was an effect of successful campaigning that managed to establish these particular rights as human rights, and as such, rights that should be provided to all residents regardless of legal status. Overall, however, I conclude that there has been an absence of more radical contestation of the citizenship order, and of accompanying notions of rights and entitlement, in the debates studied.

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Fernandes, Luiz Carlos do Carmo. "Possibilidades contra-hegemônicas da cidadania na construção do HGPE". Universidade Federal de Goiás, 2009. http://repositorio.bc.ufg.br/tede/handle/tde/1412.

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Made available in DSpace on 2014-07-29T15:22:33Z (GMT). No. of bitstreams: 1 dissertacao luiz fernandes.pdf: 553158 bytes, checksum: 8471ccb04c568beedb227fa26fa836f9 (MD5) Previous issue date: 2009-04-03
Based on qualitative researches done by political marketing group during the elective period aimed the legitimacy of political discourse on the free tv elective program, this work verifies the not hegemonic possibilities of civil society in building the agenda of that discourse and, as a result, empowering the democracy and the citizenship. The political rationality of the poor citizens was investigated by comparing it to the dominant classes. this study also investigated the subjects and perceptions raised in the qualitative researches and its match to the public interest to the political citizenship, besides its reflection in the tv program. The methodology was the same suggested by palacios (2007) in digital journalism. first, a literature review was done considering democracy and citizenship concepts. after that, the research object was delimited- the elective discourse on free tv elective program, followed by the citizen agenda hypothesis. then, analysis categories to do the empirical study seen in here as a case study was created by using qualitative researches done during municipal election in 2008 in Goiânia. It was done in two moments. in the first (pre-elective, 45 days before the propaganda ruled by elective justice court) the collected material was analyzed according to oliveira´s interactive methodology (2007). in the second moment, the results were compared to the free tv elective program conducted by the winner candidate.The conclusion is that citizenship is not a factor of influence in the political discourse agenda. it is not due to other discourses such as the media , negative propaganda or interferences in political field, but because there is a consolidate idea among poor citizens against political discussions in primary communicative spaces, where micro or alternative public spheres could exist. there were not agreements or understandings among those citizens which could convince the politicians to include them in their discourses
Tomando como base as pesquisas qualitativas, realizadas pelo marketing político no período eleitoral, com o objetivo estratégico de legitimar o discurso político no Horário Gratuito de Propaganda Eleitoral, esse trabalho verifica as possibilidades contra-hegemônicas da sociedade civil de fazer o agendamento desse mesmo discurso, fortalecendo a democracia e a cidadania. Procurou-se investigar a racionalidade política nos subcidadãos das classes subalternas, em comparação com as classes privilegiadas ou classes dominantes; verificar os temas e percepções levantadas nas pesquisas qualitativas e sua aproximação do interesse público e da cidadania política, bem como seus reflexos no discurso político eleitoral transmitido através do HGPE. A metodologia utilizada nesta dissertação foi a de Palácios (2007) para estudar o jornalismo digital. Inicialmente foi realizada uma revisão bibliográfica sobre os conceitos de democracia e cidadania para, em seguida, delimitar o objeto dessa dissertação que é o discurso eleitoral veiculado através do Horário Gratuito de Propaganda Eleitoral e formular hipótese de agendamento cidadão. Num terceiro momento, foram elaboradas as categorias de análise para a realização do estudo empírico por meio de um estudo de caso utilizando as pesquisas qualitativas nas eleições municipais de 2008 em Goiânia, em dois momentos: o primeiro, pré-eleitoral, iniciado um mês antes da eleição, e outro, eleitoral, durante os 45 dias de propaganda estabelecida pela Justiça Eleitoral. O material coletado foi processado e analisado com base na Metodologia Interativa de Oliveira (2007) e, ao final, comparado com o HGPE do candidato vencedor do pleito.A conclusão a que se chegou é que a cidadania não tem grande influência como fator de agendamento do discurso político eleitoral. Não porque divide com outros fatores a possibilidade de agendamento do discurso político no caso: a mídia, a propaganda negativa e as interferências do campo político , mas sim porque há uma consolidada aversão dos eleitores das classes subalternas em levar para os espaços comunicativos primários a discussão política que transformaria esses espaços em micro esferas públicas ou esferas públicas alternativas e, conseqüentemente, permitisse a realização de um consenso que chegue a um lugar de entendimento que contemple a todos e possa ser apresentado como argumento de convencimento dos atores políticos para se fazer o agendamento cidadão

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FERREIRA, JÚNIOR Arnaldo Alves. "Notícia como Discurso: a cidadania representada pela mídia impressa no acidente radiativo de Goiânia". Universidade Federal de Goiás, 2010. http://repositorio.bc.ufg.br/tede/handle/tde/1393.

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The research on the interrelationship of the field of Critical Discourse Studies at the possibilities of construction of citizenship from the ideals Arendt of action and speech. To this end, we sought, from these theories, examine the processes of construction of citizenship from speeches about the accident with a capsule containing cesium-137 chloride in Goiania in 1987. Since the analysis focused on the speech conveyed by the print media in major newspapers printed at the time. The research was structured after a literature review about the historical events of the accident, for this part of the work on the methodological procedures that guided the research were provided by the Content Analysis - AC, which in turn is configured in methodology and technique appropriate to the analysis of communication because the content analysis is a research technique that aims to describe objectively, systematically and quantitatively the manifest content of communication. For studies of minority groups, the methodology CA was important because it allowed the deconstruction of the discourse units of analysis and their reconstruction in order to identify the assumptions of discursive emitting nucleus of media messages. In preparation of inferences about the data, they were analyzed theoretically, as units of analysis arising from Critical Discourse Studies, and the perspective of citizenship that emphasizes that this category exists when the individual is able to act without the intervention of others and yet is able to advertise themselves using the discourse, ensuring there for you and others like him from the same shared reality. The context in which this research took place is set in what is called in literature in Peripheral Societies, where the elements you have to build citizenship do not emphasize human factors listed at the beginning, which in turn produces social situations of subordination and building the subcidadão, ie people who are below what one would consider the minimum for the status of citizen was present. Therefore the conclusions drawn from this research go in that is by examining the ability of speech and access to means of production and reproduction discourse that we must seek the prospects for citizenship in the social context that was presented briefly, using the possible theoretical dialogue between the Critical Studies of Discourse Arendt and frames of action and speech, which, one hopes, can discern the consequences of media discourses to construct undercitizenship and naturalization of social injustices and inequalities.
A pesquisa desenvolveu-se na inter-relação do campo dos Estudos Críticos do Discurso com as possibilidades de construção da cidadania a partir dos ideais arendtianos de ação e discurso. Para tanto, buscou-se, a partir destas teorizações, examinar os processos da construção da cidadania a partir de discursos sobre o acidente com uma cápsula contendo Cloreto de Césio-137 em Goiânia em 1987. Sendo que as análises se concentraram nos discursos veiculados pela mídia impressa nos principais jornais impressos da época. A pesquisa foi estruturada, após revisão bibliográfica, acerca dos acontecimentos históricos do acidente. Para esta parte do trabalho os procedimentos metodológicos que nortearam a pesquisa foram fornecidos pela Análise de Conteúdo AC que, por sua vez, se configurou em metodologia e técnica adequada à análise de comunicações, visto que a análise de conteúdo é uma técnica de investigação que tem por finalidade a descrição objetiva, sistemática e quantitativa do conteúdo manifesto da comunicação. Para estudos de grupos minoritários, a metodologia AC foi importante no sentido de que possibilitou a desconstrução dos discursos em unidades de análises e a reconstrução destes de forma a identificar os pressupostos discursivos do pólo emissor das mensagens midiáticas. Na fase de elaboração de inferências sobre os dados obtidos, estes foram analisados teoricamente, a partir de unidades de análise advindas dos Estudos Críticos do Discurso, e dentro da perspectiva de Cidadania que ressalta que essa categoria existe quando o indivíduo é capaz de agir sem a intervenção de outrem e ainda, é capaz de anunciar-se utilizando do discurso, assegurando existência para si e para outros como ele a partir da mesma realidade compartilhada. O contexto em que a pesquisa se realizou configurou-se no que é denominado em literatura pertinente de Sociedades Periféricas, onde os elementos que se tem para a construção de cidadanias não privilegiam os fatores humanos elencados de início, o que por sua vez produz situações sociais de subalternização e construção do subcidadão. Isto é, pessoas que estão abaixo de que se consideraria o mínimo para que o status de cidadão esteja presente. Portanto, as conclusões advindas dessa pesquisa caminham no sentido de que é através da análise da capacidade de fala e de acesso aos meios de produção e reprodução discursiva que deve-se buscar as perspectivas de cidadania no contexto social que brevemente foi apresentado, utilizando-se do possível diálogo teórico entre os Estudos Críticos do Discurso e os referenciais arendtianos de ação e discurso esperando poder descortinar as conseqüências dos discursos midiáticos para a construção de subcidadanias e a naturalização de injustiças e desigualdades sociais.

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Millar, Katharine M. "Support is the new service : gendered political obligation, the military, and collective subject formation in international relations : an examination of support the troops discourse and civil-military relations in the US and UK from 2001-2010". Thesis, University of Oxford, 2016. https://ora.ox.ac.uk/objects/uuid:4cbb21f4-2e5a-4089-b78a-f1d349e8d409.

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Military operations in Afghanistan and Iraq highlighted a key characteristic of contemporary Western civil- military relations. Today, a small group of volunteers fights a distant conflict while popular familiarity with military service and war declines. There is a disconnect between this way of war and enduring cultural understandings of the appropriate normative relationship between gender (particularly masculinity), military service, and citizenship. This study examines "support the troops" (StT) discourses in the United States and United Kingdom during the "global war on terror" (2001-2010) as a representation of this on-going transformation in gendered/ing civil-military relations. Methodologically, the study employs structured discourse analysis to map an original data set of previously unexamined documents produced by UK and US state and military officials, pro-military non-governmental organizations, peace and anti-war movements, and media. It is the first systematic social scientific study of the "support the troops" phenomenon. The patterns inductively generated within the mapping are interpreted using a poststructural (re)conceptualisation of the military as a discursive structural effect, as well a formal institution and social relation. The study argues that StT is a means of addressing the gendered civilian anxiety that accompanies non-service in wartime. It finds that StT is a political contestation over the appropriate normative structure of gendered civil-military relations. Through the articulation of three ideal-typical, intertwined logics of gendered political obligation, StT discourse reconstitutes military support, rather than military service, as the sine qua non of contemporary normative citizenship. Via a series of gendered associations and contrasts with "the troops", support is further produced as a means of military participation. Correspondingly, ostensibly separate "civil" society is (re)masculinised. Together, the underlying logics of gendered political obligation work to discursively instantiate and (re)produce an idealised vision of the political community, extending and legitimating the transnational liberal social order.

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Carlbaum, Sara. "Blir du anställningsbar lille/a vän? : Diskursiva konstruktioner av framtida medborgare i gymnasiereformer 1971-2011". Doctoral thesis, Umeå universitet, Statsvetenskapliga institutionen, 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-54360.

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School is one of the most important institutions society has for fostering its future citizens. Education policy can be seen as an important arena for the discursive struggle over the meaning of education, not only what it is for, its goals and purposes, but also its deficiencies. Education policies are not mirrors of reality but include a power dimension in describing the problems to be solved. Thus, a specific question or a particular phenomenon is given a certain value and meaning. The different articulations involved in representations of problems construct certain subject positions of citizenship which are not open for everyone. This makes it essential to deconstruct these gendered, racialized and classed subject positions. In the same way as in the beginning of the 1990s, the Swedish school system is currently facing changes. The most recent reform of upper secondary education, implemented in 2011, needs to be viewed in a historical perspective. This thesis analyses discursive continuity and change with regard to representations of the problems, goals and purposes of upper secondary education during the period 1971-2011. Focus is also placed on changes and continuities in how the good future citizen is constructed and in what ways gender, class and ethnicity are produced in these constructions. The theoretical framework is inspired and informed by discourse theory, feminist theory and theories on citizenship. Adopting this approach, I analyse government policy documents concerning upper secondary education reforms. The analysis shows not only changes, but also the importance of continuities in the dominating discourses of a school for all (1971-1989); a school for lifelong learning (1990-2005); and a school for the labour market (2006-2011). A shift from integration to differentiation is revealed in which the silencing of signifiers, such as democracy, equality and multiculturalism, lead to a risk of unequal opportunities for people to politicize their experience and situation. The previous demands for retraining and flexibility, for emancipation and lifelong learning are marginalised in favour of employability, skill supply and entrepreneurship. The constructions of good future citizens as consumers become instead constructions of citizens as products for business and growth. A male productive worker and male entrepreneur are constructed, privileging a white middle class. Neo-liberal and neo-conservative influences, reinforce the individual’s responsibility to become included in what is constructed as a desired citizenship.

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O'Connor, Brendan Harold. "Racial Identification, Knowledge, and the Politics of Everyday Life in an Arizona Science Classroom: A Linguistic Ethnography". Diss., The University of Arizona, 2012. http://hdl.handle.net/10150/228119.

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This dissertation is a linguistic ethnography of a high school Astronomy/Oceanography classroom in southern Arizona, where an exceptionally promising, novice, white science teacher and mostly Mexican-American students confronted issues of identity and difference through interactions both related and unrelated to science learning. Through close analysis of video-recorded, naturally-occurring interaction and rich ethnographic description, the study documents how a teacher and students accomplished everyday classroom life, built caring relationships, and pursued scientific inquiry at a time and in a place where nationally- and locally-circulating discourses about immigration and race infused even routine interactions with tension and uncertainty. In their talk, students appropriated elements of racializing discourses, but also used language creatively to "speak back" to commonsense notions about Mexicanness. Careful examination of science-related interactions reveals the participants' negotiation of multiple, intersecting forms of citizenship (i.e., cultural and scientific citizenship) in the classroom, through multidirectional processes of language socialization in which students and the teacher regularly exchanged expert and novice roles. This study offers insight into the continuing relevance of racial, cultural, and linguistic identity to students' experiences of schooling, and sheds new light on classroom discourse, teacher-student relationships, and dimensions of citizenship in science learning, with important implications for teacher preparation and practice.

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Piper, Alana. "The evolution of a conception of citizenly duty towards military service 1854-1914 : a study of London press discourse". Thesis, University of Oxford, 2012. http://ora.ox.ac.uk/objects/uuid:f86d6581-f83c-44ed-b65c-6acf9578496d.

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This dissertation investigates how personal military service, which during the immensely popular Crimean War of 1854-6 was regarded as the business only of an abstract and lowly soldier-class, had by the eve of the Great War taken on the aspect of a clear and universal citizenly duty in London press discourse. It utilises text-searchable digitised newspaper archives to exhaustively review the whole body of relevant press debate in thirteen key London periodicals, identifying key shifts and trends in press conceptions of civilian military obligation over the six decades between the outbreak of the Crimean War in 1854 and the eve of the Great War in 1914. The analytical narrative that emerges highlights the importance of key events, including the Crimean War, Indian Mutiny, wars of Prussian expansionism, and Boer War, in promoting and shaping the coherent conception of citizenly duty towards military service that would go on to underpin not only the mass enlistments of 1914 but also the acceptance of conscription in 1916. It suggests also the important role of broader cultural and political trends – in particular, the advent of militarist Imperialism, the growing legitimacy of the state, the shift towards a more collectivist ‘social democratic’ liberalism, and the emergence of ‘contractual’ theories of citizenship – in facilitating a reconciliation between the military imperative towards mass civilian military participation and existing liberal values and ideologies. This dissertation reveals that the societal consensus on the duty to enlist in 1914 was by no means a foregone cultural conclusion, nor indeed the relic of an earlier heroic age, but rather the dynamic product of evolution and contestation over six decades. The present study not only provides vital context to our understanding of the ‘rush to the colours’ of 1914, but also represents the first historical investigation of an important and much-neglected aspect of the relationship between war and society.

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Barbero, Maria Victoria. "DACA, Immigrant Youth, and Education: An Analysis of Elite Narratives on Nationhood, Citizenship, and Belonging in the U.S". The Ohio State University, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=osu1405518424.

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Oliveira, Maria das Graças Bento Gonçalves e. "Palavra e cidadania em histórias de vida e textos argumentativos de alunos do ensino fundamental". Universidade Católica de Pernambuco, 2009. http://www.unicap.br/tede//tde_busca/arquivo.php?codArquivo=192.

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O desenvolvimento do presente trabalho foi encaminhado, a partir de reflexões que associam a pluralidade do significado do termo cidadania à transversalidade dos PCN Parâmetros Curriculares Nacionais, especificamente, no que diz respeito à Ética e à Cidadania, na visão de linguagem dos estudos de Bakhtin, como interação em que as relações sociais se constituem, tendo, em vista, que a cidadania deve ser tratada, como exercício teórico-prático e se constrói no cenário das decisões políticas, econômicas e educacionais. Esta Investigação parte da hipótese de que a linguagem permeia todas as atividades da formação cidadã e se reflete, no discurso do aluno e, também, se as escolas possibilitam o desenvolvimento da cidadania, por meio dos seus discursos, materializados no Projeto Político-Pedagógico. Para demonstrar que o caráter dialógico da linguagem é fator determinante, na constituição do sujeito e que as vivências de cidadania são representadas pela interação verbal com o outro e com o mundo, a pesquisa foi realizada em três Escolas Urbanas da Rede de Ensino de Salgueiro-PE, sendo duas Escolas Públicas Estadual e Municipal e uma Escola de iniciativa privada. Justifica-se a escolha dessas escolas, para se ter uma visão mais aprofundada das diferentes percepções dos alunos, concluintes do Ensino Fundamental, considerando as diversidades socioeconômicas desses alunos e a política de gestão de cada escola. A amostra é constituída de doze sujeitos, de ambos os sexos, escolhidos pelas professoras de Língua Portuguesa e gestoras das escolas selecionadas, entre os alunos matriculados na 8 série. Para alcançar os objetivos, toma-se, como princípio metodológico, a análise qualitativa, por permitir a exploração em níveis que abrangem o contexto da linguagem e da cidadania, nos textos dos alunos, representados nas entrevistas, nos textos narrativos e argumentativos. O corpus é analisado a partir de três categorias: uma que, situada no texto da entrevista, permitiu perceber os significados de cidadania construídos no discurso do aluno e as outras duas conduziram, respectivamente a análise das produções escritas, sustentadas nos conceitos bakhtinianos de dialogismo e polifonia. Essa análise demonstrou que a linguagem é uma atividade de interação social, permeia todas as atividades de construção da cidadania e se reflete na produção textual do sujeito aluno.
This work development has been lead, through reflections that associate citizenship term meaning plurality to PCN transversality, regarding to Ethics and citizenship, to language viewpoint, in Bakhtins thought, as interaction and, even, the place where the social, rapports constitute themselves, departing from the particular view that citizenship must be dealt with as theorical-pratical exercise and is built, constructed in political, economical and educational decisions scenery. This Research departs from the hypothesis which according to that language permeates, comes throughout citizenship formation all activities and reflects itself in the pupils, students discourse and, still it this Research searches finding out whether the schools enable citizenship development, through their discourses, materialized in their PPPs Political-Pedagogical Project. In order to demonstrate, show up that language dialogical character is a decisive, determinating factor in subjects constitution and that citizenship living experiences are represented, portrayed through verbal interaction with the other one, the alter, and with the world itself, this Research was accomplished in three (3) Salgueiros-PE teaching net urban schools, being two (2) of them Public Schools States (provinces) and municipalitys ones and one (1) of them ruled by private schools net. One may justify the choice regarding to these schools, aiming at having, forming a deeper perception about Basic, Fundamental Teaching concluding students, pupils different viewpoints, considering these pupils, students social and economical diversities and every school management, administration politics. The Sample consists of twelve (12) subjects, from both the sexes, chosen by teachers on Portuguese Language and selected schools managers, administrators, among the students, pupils registered in the eighth (8) series. In order to attain these aims, one takes, as a methodological principle, the qualitative analysis, since it the above-mentioned kind of analysis-allows, permits the investigation in levels that comprehend language and citizenship context, in the pupils, students discourses, represented, portrayed in their interviews, in their narrative and argumentative texts. The corpus is analyzed in three categories. One of them, placed in the interview text, allowed, permitted perceiving the citizenship meanings, built, constructed in the pupils, students discourse. The other two ones have led, respectively, to the written productions analysis, upheld in dialogism and polyphony bakhtinian, concepts this analyses showed up that language is a social interaction activity, permeates all social participation and citizenship construction activities and is reflected in subject-pupil textual production.

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Moises, Valquiria da Silva. "Do jeitinho brasileiro ao Brazilian little way: uma leitura semiótica". Universidade de São Paulo, 2014. http://www.teses.usp.br/teses/disponiveis/8/8147/tde-01042015-114342/.

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Este trabalho é o resultado de pesquisa sobre o fenômeno sociocultural conhecido como jeitinho brasileiro. A análise foi realizada sob a perspectiva da semiótica discursiva francesa, desenvolvida por A. J. Greimas, tendo por objetivo a busca dos efeitos de sentido que o vocábulo e seus parassinônimos pudessem apresentar. O ponto de partida foi a representação gráfica mostrada por Barbosa (2006), que ilustra o continuum entre o favor e a corrupção, entre os quais o jeito está posicionado, percebido como positivo, quando se aproxima do favor, e negativo, quando próximo da corrupção. Segundo a autora, a passagem de uma categoria para outra deve-se ao contexto e a relação existente entre as pessoas de uma determinada situação. O tema do jeitinho brasileiro requereu um estudo sobre cidadania, na sociedade contemporânea, no tocante à hierarquia e à igualdade. Também abrangeu a problemática da sociedade líquido-moderna, apresentada por Z. Bauman, e o dilema da escolha entre o indivíduo e o cidadão. Para alcançar o objetivo de estudar o campo semântico e discursivo do vocábulo jeitinho e de seus parassinônimos, a minha escolha incidiu sobre o estudo de textos que ilustram diferentes situações de ocorrência e os efeitos de sentido que cada exemplo propicia. Os textos que compuseram o corpus da pesquisa, e nos quais pude identificar as variações do jeitinho, permitiram expansão do eixo apresentado por Barbosa (2006). Dessa forma, propus uma gradação mais detalhada para a gama semântica do jeitinho brasileiro, a partir da colocação de cada caso estudado em um ponto aproximado, entre o favor e a corrupção. Solidariedade, sobrevivência, habilidade, criatividade, flexibilidade, improvisação, charme, simpatia, malandragem, prevaricação, hipocrisia, flexibilidade moral foram algumas das possibilidades presentes nos textos analisados
This essay is the result of a research about the sociocultural phenomenon known as jeitinho brasileiro. The analysis was taken under the perspective of French discourse semiotics, developed by A. J. Greimas, having as objective the search for the meaning effects the word jeitinho and its parasynonyms could present. Its revisits Barbosa (2006) and her graphic representation that illustrates a continuum between favor and corruption, along which the jeito takes place, perceived as positive when close to favor or negative when close to corruption. According to the author, the shift from one category to another (favor to corruption and vice-versa) depends on the context and the relationship among the participants of a given situation. The theme jeitinho brasileiro also demanded studies about citizenship in contemporary society, focusing on hierarchy and equality. It has comprehended the problematical of the liquid modern society introduced by Z. Bauman and the dilemma in choosing to focus the individual or the citizen. To reach the objective of studying the semantic and discourse field of the word jeitinho and its parasynonyms, my choice lay on the study of texts which illustrate different occurrences and the meaning effects each example allows for. The corpus provided us an expansion of the axis proposed by Barbosa (2006), by means of the variety of examples and usages identified. Thus, I propose a more detailed gradation to the semantic range of the jeitinho brasileiro, by placing each study on an area between favor and corruption, according to the semantic field implied by each study. Solidarity, survival, roguery, prevaricação, hypocrisy, moral flexibility were some of the possibilities presented in the texts analyzed

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Martins, Marta Terezinha Motta Campos. "Diálogo e interações face a face na comunicação interna: um estudo da oralidade nas organizações". Universidade de São Paulo, 2012. http://www.teses.usp.br/teses/disponiveis/27/27154/tde-04032013-153323/.

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As novas demandas de públicos solicitam relacionamentos contíguos com gestores, dirigentes e representantes formais das organizações nas relações entre elas e as comunidades participantes de sua rede de relacionamentos. A pesquisa conduzida neste estudo projeta indicativos sobre modos e usos da oralidade na comunicação com empregados e delineia um elenco de posturas verificadas entre gestores que adotam a oralidade como estratégia relacional com suas equipes. Busca identificar e dimensionar o emprego de postulados da oralidade para compreender em que grau lhes pode ser conferido um caráter estratégico quando se trata de atingir resultados e agilizar processos de comunicação com público interno. O corpus empírico foi constituído no ambiente da comunicação interna de uma empresa pública, Embrapa Soja, na unidade localizada em Londrina-PR, uma das 47 unidades de pesquisa da estatal Empresa Brasileira de Pesquisa Agropecuária - Embrapa. Uma pluralidade de métodos foi adotada como estratégia de pesquisa e orientou os procedimentos de coleta e análise de dados que também foram extraídos e tratados de modo fenomenológico, qualitativo e quantitativo. Quatro eixos temáticos foram estabelecidos com base na fundamentação desse método: comunicação interna, comunicação oral, uso do diálogo e comunicação face a face. A oralidade revelou-se marcante na prática de trabalho dos sujeitos entrevistados, está absorvida em todas as formas de comunicação interna e promove integração entre funcionários e administração. Pelos fortes indicativos de sua influência nos resultados do grupo e seu impacto positivo no relacionamento com o público externo, pode-se afirmar a presença desse componente na cultura organizacional e seu alto teor de contribuição como elemento de gestão estratégica.
New demands on publics require closer relationships with managers, directors and formal representatives of organizations to their connection between themselves and the communities participating in their networking. The research conducted in this study raised indications as to how oral speech is used in the communication with employees and reveals the conducts verified among administrators who adopt oral speech as relational strategy when dealing with their teams. It aims to identify and evaluate the utilization of oral speech postulates in order to understand the degree to which they can be strategically considered when it comes to achieving results and speeding communication processes with the internal public. Data were gathered in the internal communication environment of a public enterprise, the Embrapa Soja, in its unit located in Londrina-PR, one of the 47 research units of the state owned Empresa Brasileira de Pesquisa Agropecuária - Embrapa. Miscellaneous procedures were used in the research orientation, with data collection and analysis being treated through phenomenological principles, both qualitatively and quantitatively. Four thematic axes were established within the selected method: internal communication, oral communication, use of dialogue, and face-to-face communication. Oral speech showed prominent in the work practices of the interviewees, it is absorbed in all internal communication actions and fosters integration among employees and administration. Through the strong evidence of its participation in group results and its positive impact on the relationship with external publics, the firm presence of this component in the organizational culture can be stated as well as the high contribution it can provide as element of strategic management.

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Sears, Jonathan Michael. "Deepening democracy and cultural context in the Republic of Mali, 1992-2002". Thesis, Kingston, Ont. : [s.n.], 2007. http://hdl.handle.net/1974/862.

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Prevedello, Carine Felkl. "REPRESENTAÇÕES NO JORNALISMO POPULAR: A CIDADANIA NO DISCURSO DO EXTRA (RJ)". Universidade Federal de Santa Maria, 2008. http://repositorio.ufsm.br/handle/1/6285.

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Coordenação de Aperfeiçoamento de Pessoal de Nível Superior
The end of 1990 s is marked by successive appearing of new models of popular newspapers in Brazil. Directed to C social class, which widespread their potential of consume in accordance with economical changes occurred in the same period, the popular newspapers have been searching for shortening the bond with the reader throughout a journalism centered in the realization of services, entertainment and themes related to people s daily life. As the journalism occupies a central place in the contemporary public sphere, what defines it as a legitimate instance that offers a discourse of credibility; the journalism is simultaneously a space which shelters social representations. The journalism discourse, which is constructed by an inevitable social repercussion power and tensioned by opposite views, produces representations based on ideological pre-constructions that define determined subject positions. In this way, by working with the information that is interesting to its public and as a communicative vehicle offered to the population and characterized as a directed-truth discourse, the journalism discourse has a compromise with the citizenship construction. The civil, political and social rights that constitute the citizenship dimension are the journalistic discourse object, and are represented by different ways according to the image that the newspaper and the journalists attribute to their readers. Extra newspaper, established by Infoglobo in Rio de Janeiro in 1998, is consolidated as the most popular newspaper in Brazil and reached in 2006 the first place in circulation among Brazilian readers. Since 2006, it is alternating the first positions with the reference newspapers that are recognized historically as information source and linked to the opinion former social class. In this perspective, the study of the discourse functioning in a popular newspaper which begins to dispute with the most important newspapers in Brazil becomes important to identify the meanings that are circulating and producing representations through popular journalism. This present work analyzed discourse sequences published in Extra in two weeks that were related to Education, Public Health, Work, Security, Customer s Rights and Politics as basic categories to define the concept of citizenship and to identify the recurrent meanings in Extra s discourse. Through methodological aspects of Discourse Analysis and by using the paraphrase to define the meanings from the reiterations we identified paraphrase families that delimitated the representation constructed by Extra concerning the rights about the newspaper and about the reader in the perspective of citizenship. The Discourse Formations named in the research as Attributed and Fragile Citizenship one that are predominant in Extra s discourse, and Assumed and Active Formations, minor ones, allowed to comprehend that the newspaper gives importance to the reproduction of a low marginalized class context in terms of access to the rights by maintaining, paralelly a sort of slit to the citizenship action through the protests and the search of orientation to exercise citizenship.
O final do século XX é marcado por sucessivos lançamentos de novos modelos de jornais populares no Brasil. Direcionados prioritariamente à classe C, que amplia seu potencial de consumo com as mudanças econômicas ocorridas no mesmo período, os jornais populares buscam estreitar o vínculo com o leitor através de um jornalismo focado na prestação de serviços, no entretenimento e nos temas ligados ao cotidiano das pessoas comuns. Por ocupar um lugar central na esfera pública contemporânea, que o define como legitimado a oferecer um discurso de credibilidade e a propor uma interpretação partilhada dos acontecimentos, o jornalismo é, simultaneamente, um lugar que abriga representações sociais. O discurso jornalístico, dotado de um poder de repercussão social inevitável, ainda que seja tensionado pelo contra-agendamento, produz essas representações com base em préconstruções ideológicas, definidoras de posições de sujeito. Por trabalhar a informação de interesse público e ser um veículo de comunicação ofertado à população como um discurso caracterizado pela vontade de verdade, o discurso jornalístico tem um compromisso histórico com a construção da cidadania. Os direitos civis, políticos e sociais que constituem a dimensão cidadã são objeto do discurso jornalístico e são representados de diferentes maneiras, de acordo com a imagem que o jornal e os próprios jornalistas atribuem ao seu leitor. O jornal Extra, lançado pela Infoglobo no Rio de Janeiro em 1998, consolidou-se como o jornal popular mais importante do país ao alcançar, no final de 2006, o primeiro lugar em circulação entre os jornais brasileiros. Desde então, alterna as primeiras posições com jornais de referência, reconhecidos historicamente como fonte de informação credível e ligados a um público de classes formadoras de opinião. Nesse contexto, o estudo das representações da cidadania no discurso de um jornal popular - que passa a disputar com os jornais mais importantes do país - é relevante para identificar os sentidos que estão circulando a partir da atuação do jornalismo. Este trabalho avaliou duas semanas de seqüências discursivas relacionadas aos temas do acesso à educação, saúde, trabalho, segurança, direito do consumidor e política, como categorias básicas definidoras do conceito de cidadania, para identificar os sentidos recorrentes no discurso do Extra. Através de dispositivos da Análise do Discurso, utilizando a paráfrase como definidora do sentido através das reiterações, chegamos a famílias parafrásticas que delimitaram a representação feita pelo Extra sobre os direitos, a respeito do próprio jornal e sobre o leitor na perspectiva da cidadania. As Formações Discursivas nomeadas na pesquisa como Cidadania Atribuída e Fragilizada, predominante no discurso do Extra, e Cidadania Assumida e Ativa, minoritária, permitiram compreender que o jornal prioriza a reprodução de um contexto de marginalidade das classes baixas no acesso aos direitos, mantendo, paralelamente, uma espécie de fresta para a atuação cidadã através dos protestos e da busca por orientação para o exercício da cidadania.

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Johansson, Jonna. "Learning to Be (come) A Good European : A Critical Analysis of the Official European Union Discourse on European Identity and Higher Education". Doctoral thesis, Linköping : Department of Management and Engineering, Linköpings universitet, 2007. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-10384.

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Arnaudo, Cécile. "Les enjeux républicains des mutations curriculaires : "l'enseignement du fait religieux" en histoire au lycée". Thesis, Aix-Marseille 1, 2011. http://www.theses.fr/2011AIX10033.

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L’étude « des faits religieux » a longtemps été objet de débats en France mais depuis le début des années 2000, on rappelle qu’elle doit être enseignée quels que soient les cycles ou filières de l’Ecole de la République. La thèse analyse dans quelle mesure cette étude peut effectivement être un élément pertinent du processus social scolaire et ce, tout particulièrement en Histoire au Lycée. Elle part de l’hypothèse principale que des changements sont en jeu dans le processus de scolarisation « des faits religieux » et que ceux qui ont l’autorité éducative sont dans la condition de réinterpréter les religions en mêlant à leurs histoires, les enjeux et les objectifs d’apprentissage de la République et son projet d’intégration politique. Si cette perspective est heuristique, cela signifierait que « l’enseignement du fait religieux » se construit à chaque fois dans des conditions idéologiques, politiques ou géographiques particulières ; qu’il consisterait à produire de l’historicité par la construction d’une intelligibilité du monde social et par là même, par son influence sur les compréhensions « personnelles ».Ces hypothèses conduisent à un choix particulier de données sociales pertinentes à la fois pour les construire de manière plus précise et pour en tester la cohérence et la légitimité. Ainsi, pour couvrir ce que Basil Bernstein appelait le « Discours Pédagogique Officiel », nous avons d’abord sélectionné comme donnée le rapport de Régis Debray intitulé « l’enseignement du fait religieux dans l’école laïque », et dont l’ambition est le pilotage au plan national des formations pour les enseignants ou les élèves. Puis, nous avons recueilli les curricula formels, tous les programmes d’Histoire prescripteurs d’objectifs ou de manières de faire pour des publics-cibles d’élèves concernés. Ensuite, nous avons recueilli auprès d’autres sources d’information des éléments, sources descendant et se rapprochant des curricula réels (ceux s’élaborant en classe d’Histoire) et respectivement : rapports d’inspection pédagogiques, manuels, mémoires professionnels et entretiens auprès de professeurs de lycées généraux, technologiques et professionnels de l’académie d’Aix-Marseille. Aussi, nous avons voulu comparer cet ensemble d’informations avec celles émanant des acteurs gravitant au plus près des pratiques enseignantes et intervenant auprès d’eux par des cours, colloques, publications, articles ou encore émissions télévisées et radiophoniques. Dans cette comparaison nous nous sommes demandé en quel sens les professeurs ont l’autorité dernière de la mise en œuvre des curricula « réels » ? Quelles réponses ces derniers fournissent-ils aux injonctions tant politiques que sociales d’« enseigner le fait religieux » ? Comment et avec quelle distance reconfigurent-ils les cadrages leur étant soumis ? En résumé, si « l’enseignement du fait religieux » est sous-tendu par des conceptions politiques et sociales de l’Histoire scolaire et également, par un modèle d’individu à former, la question est de savoir : quels sont les outils pédagogiques ? Comment ces outils deviennent-ils des ressources réappropriées par les enseignants pour réaliser leur pratique pédagogique ? Et finalement, nous nous sommes demandé en quel sens une nouvelle professionnalisation du métier d’enseignant serait visée avec cet enseignement ?
The research observes the socio-cultural and political stakes of curricular change, in the transmission of educational knowledge on the « religious fact » within the curriculum of history at high-school. In France, since the late nineteenth century, changes have been undertaken in the development and circulation of this learning program. Agents having the educational authority recontextualise knowledge on religion, articulating history of religion with the issues and learning aims of the Republic's projects of integration and citizenship. On the one hand, history curriculum prescribes « why », « how » and « to whom » the institution has to transmit a political history of religion. On the other hand, textbook authors, pedagogic inspection bodies, teachers, even potential future teachers through their work projects, translate the official discourse. Studying the « official pedagogic discourse », its circulation and recontextualisation through various institutional agencies is the main purpose of this research. It rests upon a qualitative analysis, combining methodological tools such as content analysis (using Alceste software) and discourse analysis (enunciation theory and Belo's materialist theory of « narratives of practices of the body »)

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Karlsson, Kristina. "Funktionshinder, samtal och självbestämmande : En studie av brukarcentrerade möten". Doctoral thesis, Linköpings universitet, Tema Kommunikation, 2007. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-8601.

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Syftet med avhandlingen är att ur ett medborgarskaps- och kommunikativt perspektiv undersöka och problematisera funktionshindrade ”brukares” självbestämmande i samtal som förs under s.k. brukarcentrerade teammöten organiserade av en vuxen- respektive en barn- och ungdomshabilitering. I mötena deltar en funktionshindrad brukare och/eller anhöriga och professionella från skilda verksamheter. Studien baseras på diskursanalys av 18 observerade och bandinspelade möten hållna av tio olika team. Analyserna visar att brukarna hade ett mer eller mindre begränsat inflytande över samtalens organisering. Inflytandet varierade med organiseringen av samtalen samt med i vilken utsträckning brukarna deltog aktivt genom att identifiera egna problem och framtida mål. Det synliggjorde en spänning mellan ett ”idealt” självbestämmande och brukarnas förmåga/benägenhet att leva upp till de krav som det ”ideala” självbestämmandet ställde och gav upphov till situationer i vilka dilemman mellan självbestämmande och paternalism uppstod. I analyserna av hanterandet av dessa situationer framkom att deltagarna i möten utan deltagande brukare motiverade sina åsikter och beslut rörande behandlingen av brukaren genom att referera till egna övertygelser om vad som är bäst för brukaren respektive till tolkningar av brukarens egna preferenser utifrån hennes/hans agerande i vardagslivet. I möten med deltagande brukare använde övriga deltagare diskursiva strategier som var mer eller mindre paternalistiska då de innebar att de styrde brukaren på ett sätt som det inte var säkert att brukaren själv ville. I avhandlingen diskuteras vilka möjliga strategier som skulle kunna öka brukarnas självbestämmande. Utfallet relateras också till det ”samtalande” och sociala medborgarskap som brukarna i avhandlingen anses utöva samt till andra möjliga innebörder av ett socialt medborgarskapsutövande.
From a citizenship and communicative perspective the aim of the dissertation is to examine and problematize the self-determination of disabled “users” during conversations taking place at “user-centred” team meetings. The meetings are organised by two habilitation centres, one for children and young people and one for adults. One disabled user and/or his/her relatives and professionals representing different institutions participate in the meetings. The study is based on discourse analysis of 18 observed and audiotaped team meetings held by ten different teams. The analyses show that the users exerted a more or less restricted influence on the organisation of the conversations. This varied with the organisation of the conversations and to the extent that the users participated actively by identifying their own problems and future goals. Hence, a certain conflict between an “ideal” type of self-determination and the users’ ability/willingness to live up to the demands that this kind of self-determination makes on them was revealed. This conflict gave rise to situations in which dilemmas between selfdetermination and paternalism appeared. By analysing how these situations were handled it was found that the participants in meetings without participating users accounted for their opinions and decisions concerning the treatment of the users by referring either to interpretations of the user’s preferences, which were based on the user’s behaviour in everyday life, or to their own beliefs of what would benefit the user. In meetings with participating users, the other participants handled the situations by steering the discussions in directions the user may not have chosen him-/herself. These discursive strategies were more or less paternalistic. In the dissertation it is discussed what other possible strategies exist that could increase the users’ self-determination. The result is also related to the “spoken” and social citizenship that the users are considered to exercise, as well as to other possible meanings of social citizenship.

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Maia, Angelica Araujo de Melo. "Educação para a cidadania no ensino médio: uma aproximação das articulações discursivas de alunos, docentes e documentos curriculares no âmbito da sociologia". Universidade Federal da Paraíba, 2014. http://tede.biblioteca.ufpb.br:8080/handle/tede/4785.

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This thesis proposes an investigation of citizenship education in Brazil, taking as a reference the relationship between citizenship and the educational process that takes place at secondary school in the country, particularly in the scope of the school subject Sociology. The research focuses on the comparative analysis of the meanings of citizenship identified in students discourse by reference to their curricular experiences, especially in the field of Sociology, the conceptions of citizenship articulated in the discourse of curriculum guidelines for the teaching of Sociology at secondary school level and the considerations about citizenship education that emerge in the discourse of the Sociology teachers of the participating students. Students discourse was observed through the analysis of mind maps on the theme of citizenship constructed by 21 students from a local secondary school, and it was related to the analysis of specific curriculum guidelines for the teaching of Sociology at secondary school (the National Prescribed Outcomes, the National Guidelines and the local State Guidelines) and to the investigation of the teachers discourse, articulated through interviews. It is a case study, and the methodology used for analyzing data was anchored on the theoreticalepistemological framework and on categories of Discourse Theory proposed by Ernesto Laclau and Chantal Mouffe, among which we highlight: discourse, hegemony, the axes of equivalence and difference, floating signifier, articulation, antagonism and dislocation. The study of the distinct discursive formations above-mentioned was aimed at analyzing which conceptions of citizenship appear as hegemonic in the educational arena, considering the dynamics of interdiscursivity and the intertwining of citizenship conceptions and the dimensions of agency, experience and identification. Citizenship education was discussed taking as a reference three analytical perspectives: a developmental perspective or of social responsibility, a critical or justice-oriented perspective and a perspective of everyday practice and process. In the end, we suggested some implications of the meanings of citizenship identified as hegemonic in the educational discourses observed. Those implications affect curriculum development and the pedagogical process in specific ways, enabling those aspects to contribute (or not) to the emergence of participatory citizens, not only from a social, but also from a political point of view, and facilitating (or not) the strengthening of radical and plural forms of democracy.
Essa pesquisa se dirige a investigar aspectos da educação para a cidadania no Brasil, tomando como referência a relação entre a cidadania e o processo educacional que ocorre no espaço escolar do ensino médio, sobretudo no âmbito da disciplina Sociologia. O foco da pesquisa é a comparação dos sentidos de cidadania identificados nos discursos de alunos, a partir de suas vivências curriculares de Sociologia, com os significados presentes nos discursos dos documentos curriculares para o ensino dessa disciplina no nível médio, e também cotejando tais sentidos com as considerações sobre as abordagens de educação para a cidadania que transparecem no discurso dos professores de Sociologia dos alunos participantes. O discurso dos alunos foi observado a partir de mapas mentais com foco na cidadania construídos por 21 estudantes de uma escola secundária da cidade de João Pessoa, e foi relacionado à análise de documentos curriculares para o ensino de Sociologia no nível médio (PCN, OCEM e Referenciais para o Ensino Médio da Paraíba), e ao discurso dos professores, observado a partir de entrevistas. Trata-se de um estudo de caso, e a metodologia de análise utilizada se apoiou em pressupostos teórico-epistemológicos e em categorias da Teoria do Discurso de Ernesto Laclau e Chantal Mouffe, dentre as quais destacamos: discurso, hegemonia, eixos da equivalência e diferença, significante flutuante, articulação, antagonismo e deslocamento. O estudo das diferentes formações discursivas mencionadas se voltou para analisar que concepções de cidadania são hegemonizadas no campo educacional, observando as dinâmicas de interdiscursividade e o imbricamento dessas concepções com as dimensões de agência, experiência e identificação. A educação para a cidadania foi discutida tendo por base três perspectivas de análise: uma perspectiva desenvolvimentista ou de responsabilidade social, uma perspectiva crítica ou voltada para a justiça social, e uma perspectiva de processo e prática do cotidiano. Ao final da pesquisa, sugerimos algumas implicações dos sentidos de cidadania priorizados nos campos educacionais observados. Tais implicações repercutem no desenvolvimento de um trabalho pedagógico e curricular de maneiras específicas, que podem contribuir (ou não) para a emergência de cidadãos participativos não só do ponto de vista social, mas também político, e que podem ser relevantes (ou não) para o fortalecimento de formas radicais e plurais de democracia.

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Johansson, Jonna. "Learning To Be(come) A Good European : A Critical Analysis of the Official European Union Discourse on European Identity and Higher Education". Doctoral thesis, Linköpings universitet, Statsvetenskap, 2008. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-10384.

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During the year 2007 when this thesis was completed the European Union could look back at fifty years of collaboration, which began with the signing of the Treaty of Rome in 1957 and which has developed from being mainly economic in character to incorporating a political as well as a social dimension at the European level. In 2007 the European Union also commemorated the twentieth anniversary of Erasmus, its higher education mobility programme. It is this relatively new political dimension which I have been interested in investigating in this thesis. More precisely, it is the political construction of a common European identity which is analysed using a critical discourse analysis approach. The major aim of this thesis has been two-fold. The first aim has been to investigate how the European is constructed in the discourse contained within the official European Union documents. I have been interested in analysing the various structures, in the form of ideas and norms which are used to construct 'the European'. The second aim has been to explore whether the role of higher educated, as constructed in the official European Union discourse, is given a similar identity-making role as education is argued to have in the nation-state according to the theory on national identity. I argue that there are three versions of European identity construction, i.e. cultural, civic, and neo-liberal, with their own relationship to higher education, present in the empirical material analysed, consisting of official European Union documents. Further, this thesis is also a study of the power of modern government. I argue that there is an increase in normative soft power where 'the Good European' is not something 'you' are but something 'you' become by being a responsible active citizen. Through the use of critical discourse analysis I illuminate the power which resides in the language in the discourse analysed. Thus, I have been interested in investigating how the discourse analysed works to both include and exclude individuals.
Under 2007 då denna avhandling färdigställdes kunde den Europeiska Unionen se tillbaka på femtio år av samarbete som började med Romfördraget 1957 och som har utvecklats från att vara framförallt ekonomiskt till att även behandla politiska och sociala frågor på den europeiska nivån. År 2007 firade den Europeiska Unionen även tjugoårsjubileet för Erasmus, sitt program för rörlighet inom högre utbildning. Det är denna relativt nya politiska dimension som jag har varit intresserad av att undersöka i avhandlingen. Närmare bestämt, det är den politiska konstruktionen av en gemensam europeisk identitet som analyseras med hjälp av kritisk diskurs analys. Syftet med avhandlingen har varit tvådelat. Det första syftet har varit att undersöka hur europén skapas i diskursen som finns att finna i officiella EU policy dokument. Jag har varit intresserad av att analysera de olika strukturer, i form av idéer och normer som används för att konstruera 'europén'. Det andra syftet har varit att undersöka om högre utbildning, som den konstrueras i den officiella EU diskursen, har samma identitetsskapande roll som utbildning sägs ha i nationalstaten enligt nationell identitetsteori. Jag påstår att det finns tre versioner av europeisk identitet, i.e. kulturell, politisk och neoliberal, var och en med sin egen relation till högre utbildning, i det empiriska materialet, bestående av officiella EU dokument, som har undersökts. Dessutom, avhandlingen är en studie av den makt som är del av modernt styrande. Jag påstår att det har varit en ökning då det gäller 'mjuk. makt där en 'God Europé' inte är något 'du' är utan något 'du' blir genom att vara en ansvarstagande aktiv medborgare. Genom kritisk diskursanalys belyser jag uttrycken av makt som finns att finnas i den diskurs jag analyserar. Med andra ord, jag har varit intresserad av att undersöka hur den analyserade diskursen både inkluderar och exkluderar individer.

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