Teksten som problem i lingvistik, filologi og andre humanistiske videnskaber

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Profession Based Hierarchies as Barriers for Genuine Learning Processes

Under embargo until: 2021-06-26This chapter describes how profession based hierarchies (stratified social orders between professions) may appear in a teaching context of interprofessionality involving a variety of health professions presenting challenges to learning and offers suggestions on how these challenges can be overcome.acceptedVersio

Appeals to semiotic registers in ethno-metapragmatic accounts of variation

Discussions of folklinguistic accounts of language use are frequently focused on dismissing them because of their limitations. As a result, not a lot is written regarding how such accounts are done and how they ‘work’. This article examines how folklinguistic evaluations are achieved in interaction, particularly through appeals to semiotic registers (Agha 2007). It describes how in explaining their beliefs regarding linguistic variation, speakers frequently produce voicings with varying transparency. These rely on understandings of the social world and bring large collections of linguistic resources into play. They offer rich insights if analytic attention is given to their details because even when evaluating a single variant, whole ways of speaking, and even being, may be utilized. The paper explores in turn how analysis reveals the inseparability of variants, understandings of context and audience, the relationship between linguistic forms and social types, and the performance of social types via the evaluation of semiotic resources. In each section, discussion is grounded in extracts from interviews on Australian English with speakers of this variety of English. Cumulatively they show the primacy of semiotic registers in ethno-metapragmatic accounts.N/

Embodied Discourses of Literacy in the Lives of Two Preservice Teachers

This study examines the emerging teacher literacy identities of Ian and A.J., two preservice teachers in a graduate teacher education program in the United States. Using a poststructural feminisms theoretical framework, the study illustrates the embodiment of literacy pedagogy discourses in relation to the literacy courses’ discourse of comprehensive literacy and the literacy biographical discourses of Ian and A.J. The results of this study indicate the need to deconstruct how the discourse of comprehensive literacy limits how we, as literacy teacher educators, position, hear and respond to our preservice teachers and suggests the need for differentiation in our teacher education literacy courses

Zooming in and out : studying practices by switching theoretical lenses and trailing connections

This paper contributes to re-specifying a number of the phenomena of interest to organisational studies in terms of patterns of socio-material practices and their effects. It does so by outlining a vocabulary and strategy that make up a framework for theorising work and organisational practices. The vocabulary is based on number of sensitising concepts that connote practice as an open-ended, heterogeneous accomplishment which takes place within a specific horizon of sense and a set of concerns which the practice itself brings to bear. The strategy is based on the metaphorical movement of "zooming in" and "zooming out of" practice. The zooming in and out are obtained through switching theoretical lenses and repositioning in the field, so that certain aspects of the practice are fore-grounded while others are bracketed. Building on the results of an extended study of telemedicine, the paper discusses in detail the different elements of the framework and how it enhances our capacity to re-present practice. The paper concludes with some considerations on how the proposed approach can assist us in advancing the research agenda of organizational and work studies

Whiteness and loss in outer East London: tracing the collective memories of diaspora space

This paper explores collective memory in Newham, East London. It addresses how remembering East London as the home of whiteness and traditional forms of community entails powerful forms of forgetting. Newham's formation through migration – its ‘great time’ – has ensured that myths of indigeneity and whiteness have never stood still. Through engaging with young people's and youth workers' memory practices, the paper explores how phantasms of whiteness and class loss are traced over, and how this tracing reveals ambivalence and porosity, at the same time as it highlights the continued allure of race. It explores how whiteness and class loss are appropriated across ethnic boundaries and how they are mobilized to produce new forms of racial hierarchy in a ‘super-diverse’ place