The Voice of Which People? Transnational Advocacy Networks and Governance Networks at the United Nations

We can expand our understanding of the politics of global networks and how they relate to the United Nations, by closely examining the concept of a network. There is a long-established International Relations literature focusing on the more institutionalised, international non-governmental organisations. Keck and Sikkink have drawn on the Sociology literature covering social movements in global politics to discuss transnational advocacy networks. It is also necessary to distinguish a third major category: governance networks. They operate to enhance the participation rights of NGOs in intergovernmental organisations. Differences in membership and functions of the two types of networks can be clearly specified analytically, but real-world networks may have some features from each ideal-type. However, if the distinction between them is not understood and respected by those participating in a network, there can be major political conflicts that threaten the legitimacy of the network. Three case-studies – on the NGO Steering Committee at the UN Commission on Sustainable Development, on the World Conference Against Racism and on the World Summit on Sustainable Development – are used to demonstrate how crises can arise when the fundamental contradictions between engaging in collective advocacy and adopting a governance role are not recognised

(Un)Grading as Institutional Ecology: How (Alternative) Assessment Choices Shape Writing Classrooms

A longitudinal case study of grades and grading in the 1920s and 30s and the turn towards ungrading (2020-2022) in the First-Year Composition (FYC) program at the University of Tennessee, Knoxville (UTK), this project argues that institutional architecture structures classroom writing assessment and that the outcomes of ungrading (an umbrella term for a range of alternative assessment practices, including labor-based grading) vary based on teachers’ values/beliefs about writing. While rhetoric and composition scholarship on writing assessment typically frames ungrading as an individual, classroom-level choice that improves learning and increases equity, this project approaches ungrading from an institutional perspective, focusing on how programmatic and university contexts shape the function of conventional and alternative writing assessment and teachers’ experiences with ungrading. Drawing on archival data from the University Special Collections, the project opens by arguing that grades/grading prioritize institutional needs/reputation over student learning, mandating the use of standardized American English. Analyzing gradebooks kept by English professor John C. Hodges (1926-1938) shows that grades assigned in first-year writing courses fall along a bell curve, artificially depressing students’ grades and constructing students as in need of remediation. Grades do not track learning but rank students by the then-emerging standard of formal academic English. The project then jumps ahead a century to the contemporary First-Year Composition program (2020-2022), exploring the emergence of ungrading, or non-authoritative forms of writing assessment that center students’ labor and experiences in the course. Drawing on qualitative data from interviews/focus groups with graduate instructors and non-tenure track faculty, the project shows that programmatic architecture is key in depressing or expanding the use of ungrading. A resistant or hostile programmatic architecture may cause instructors to limit their use of ungrading, but writing programs can provide a more hospitable institutional context by ensuring faculty have the permission and resources to use alternative assessment. When instructors do use ungrading, they experience its outcomes as variable, dependent on their own values/beliefs about writing. This variability also means that the longer faculty use ungrading, the more likely they are to see meaningful results from its use

Critical Translingual Perspectives on California Multilingual Education Policy

Policies restricting bilingual education have yielded to policy frameworks touting its benefits. This shift corresponds with evolving lines of debate, focusing now on how bilingual education can best support racialized bilingual learners. One element of this new debate is the perspective on language underlying curriculum in bilingual programs, with a focus on translanguaging– normalization of the language practices of bilingual communities and positing that bilinguals draw from a singular linguistic repertoire. This article examines initiatives undertaken in California between 2010 and 2019 using Critical Policy Analysis. The work highlights that while opportunities for translanguaging have arisen, tensions between heteroglossic perspectives and the impulses toward standardization and commodification of language undermine such possibilities, and that notable gaps remain between teacher preparation frameworks and intended pedagogical practice

Discourse, Materiality, and the Users of Mobile Health Technologies: A Nigerian Case Study

mHealth, which is the use of mobile phones and other handheld information and communication technologies (ICTs), has been increasingly advocated as the solution to the problems, primarily infrastructure and personnel, facing the healthcare sector of many low-to-lower-middle-income countries (LMICs). Following a series of United Nations Foundation research and advisory publications (in 2012, 2014 and 2016) arguing that mobile phones are approaching ubiquity in Nigeria and across the world, the UN strongly recommended that LMICs undertake mHealth initiatives. Subsequently, Nigeria’s Federal Ministry of Health (FMOH) published a National Health ICT Strategic Framework (Strategic Framework), 2015-2020; the rallying call of this document is that “Health ICTs will deliver universal healthcare [in Nigeria] by 2020.” The document takes a techno-optimistic position that celebrates and advocates for the creation of mHealth technologies, yet it fails to acknowledge the dire lack of the basic, necessary infrastructures for such electronic health systems, particularly in rural areas, including a scarcity of reliable electrical systems or the trained personnel who would understand how to use such technologies. This creates and sustains a healthcare precarity for poor and rural Nigerians. The rhetoric of health and medicine has taken up precarity as a framework for understanding how modern discourses contribute to the material positioning of humans with respect to technological systems. Using material-discursive critique and precarity as analytical frameworks, I tie the history of western medicine in Nigeria to the prevailing top-down approach which created widespread healthcare deserts. Using Critical (Policy) Discourse Analysis, I also examine discursive positioning of agents, e.g., “stakeholders” in the Strategic Framework and “heroes” in an mHealth technology developed and advertised locally in Nigeria, to reveal how policy documents and popular advertisements around mHealth are manipulated to camouflage these healthcare deserts with techno-optimistic rhetoric. Only when we address both the actual material conditions and the rhetorical and linguistic silencing of the people in these rural or poor areas will we be able to approach the promised benefits of mHealth systems in universal healthcare

Argumentative zoning information extraction from scientific text

Let me tell you, writing a thesis is not always a barrel of laughs—and strange things can happen, too. For example, at the height of my thesis paranoia, I had a re-current dream in which my cat Amy gave me detailed advice on how to restructure the thesis chapters, which was awfully nice of her. But I also had a lot of human help throughout this time, whether things were going fine or beserk. Most of all, I want to thank Marc Moens: I could not have had a better or more knowledgable supervisor. He always took time for me, however busy he might have been, reading chapters thoroughly in two days. He both had the calmness of mind to give me lots of freedom in research, and the right judgement to guide me away, tactfully but determinedly, from the occasional catastrophe or other waiting along the way. He was great fun to work with and also became a good friend. My work has profitted from the interdisciplinary, interactive and enlightened atmosphere at the Human Communication Centre and the Centre for Cognitive Science (which is now called something else). The Language Technology Group was a great place to work in, as my research was grounded in practical applications develope

The New Right and physical education: a critical analysis

My thesis argues that the New Right (NR) sought to manipulate state education as a mechanism of both social transformation and social control in the UK between 1979 and 1992. This is investigated by employing a 'critical realist' perspective which is located within a wider 'neo-Marxist' conceptual frame. The links between the NR and the Radical Right (RR) Conservative governments during this period are investigated through an analysis of the origins, intentions and ascendancy of NR ideology. It is suggested that the NIRIRR's political intent was a 'hegemonic project' to shift underlying moral values from 'social democracy' to the 'social market'. This depended on the successful transmission, through education, of a definition of 'citizenship' grounded in competitive, 'selfish individualism', with the inequalities of the 'social market' accepted as 'common-sense'. My data reveal how the NRJRR conjoined symbolic and material rules and resources to draw power and authority to 'the centre' on the grounds that there was a crisis in national stability and security. Education is identified as a central mechanism in the NR!RR's 'hegemonic project'. It is shown how the RR gained control of the form, content and method of educational provision through a series of initiatives which gradually altered the structure of education and shifted provision progressively from the periphery to the centre, centralising control over curriculum and resources while devolving responsibility and accountability to schools. The argument central to my thesis is that the NR/RR sought to use physical education as a pivotal component of its 'hegemonic project'. This is revealed most clearly in the privileging of the definition of physical education as 'sport and games' in NRJRR discourse. This discourse sought to imbue pupils with values of competition, tradition, reward, meritocracy and individual responsibility: the moral values central to the 'social market'. My data outline how the NRLRR endeavoured to 'control' the 'form', 'structure', 'content' and 'methods' of physical education provision in state schools by delineating the discursive framework and text of the national curriculum physical education (NCPE), and raise critical issues relating to the relationship between policy, power and autonomy within the education system

Supervision distante pour l'apprentissage de structures discursives dans les conversations multi-locuteurs

L'objectif principal de cette thèse est d'améliorer l'inférence automatique pour la modélisation et la compréhension des communications humaines. En particulier, le but est de faciliter considérablement l'analyse du discours afin d'implémenter, au niveau industriel, des outils d'aide à l'exploration des conversations. Il s'agit notamment de la production de résumés automatiques, de recommandations, de la détection des actes de dialogue, de l'identification des décisions, de la planification et des relations sémantiques entre les actes de dialogue afin de comprendre les dialogues. Dans les conversations à plusieurs locuteurs, il est important de comprendre non seulement le sens de l'énoncé d'un locuteur et à qui il s'adresse, mais aussi les relations sémantiques qui le lient aux autres énoncés de la conversation et qui donnent lieu à différents fils de discussion. Une réponse doit être reconnue comme une réponse à une question particulière ; un argument, comme un argument pour ou contre une proposition en cours de discussion ; un désaccord, comme l'expression d'un point de vue contrasté par rapport à une autre idée déjà exprimée. Malheureusement, les données de discours annotées à la main et de qualités sont coûteuses et prennent du temps, et nous sommes loin d'en avoir assez pour entraîner des modèles d'apprentissage automatique traditionnels, et encore moins des modèles d'apprentissage profond. Il est donc nécessaire de trouver un moyen plus efficace d'annoter en structures discursives de grands corpus de conversations multi-locuteurs, tels que les transcriptions de réunions ou les chats. Un autre problème est qu'aucune quantité de données ne sera suffisante pour permettre aux modèles d'apprentissage automatique d'apprendre les caractéristiques sémantiques des relations discursives sans l'aide d'un expert ; les données sont tout simplement trop rares. Les relations de longue distance, dans lesquelles un énoncé est sémantiquement connecté non pas à l'énoncé qui le précède immédiatement, mais à un autre énoncé plus antérieur/tôt dans la conversation, sont particulièrement difficiles et rares, bien que souvent centrales pour la compréhension. Notre objectif dans cette thèse a donc été non seulement de concevoir un modèle qui prédit la structure du discours pour une conversation multipartite sans nécessiter de grandes quantités de données annotées manuellement, mais aussi de développer une approche qui soit transparente et explicable afin qu'elle puisse être modifiée et améliorée par des experts.The main objective of this thesis is to improve the automatic capture of semantic information with the goal of modeling and understanding human communication. We have advanced the state of the art in discourse parsing, in particular in the retrieval of discourse structure from chat, in order to implement, at the industrial level, tools to help explore conversations. These include the production of automatic summaries, recommendations, dialogue acts detection, identification of decisions, planning and semantic relations between dialogue acts in order to understand dialogues. In multi-party conversations it is important to not only understand the meaning of a participant's utterance and to whom it is addressed, but also the semantic relations that tie it to other utterances in the conversation and give rise to different conversation threads. An answer must be recognized as an answer to a particular question; an argument, as an argument for or against a proposal under discussion; a disagreement, as the expression of a point of view contrasted with another idea already expressed. Unfortunately, capturing such information using traditional supervised machine learning methods from quality hand-annotated discourse data is costly and time-consuming, and we do not have nearly enough data to train these machine learning models, much less deep learning models. Another problem is that arguably, no amount of data will be sufficient for machine learning models to learn the semantic characteristics of discourse relations without some expert guidance; the data are simply too sparse. Long distance relations, in which an utterance is semantically connected not to the immediately preceding utterance, but to another utterance from further back in the conversation, are particularly difficult and rare, though often central to comprehension. It is therefore necessary to find a more efficient way to retrieve discourse structures from large corpora of multi-party conversations, such as meeting transcripts or chats. This is one goal this thesis achieves. In addition, we not only wanted to design a model that predicts discourse structure for multi-party conversation without requiring large amounts of hand-annotated data, but also to develop an approach that is transparent and explainable so that it can be modified and improved by experts. The method detailed in this thesis achieves this goal as well