Challenging nationalist definitions of racism: critical discursive interventions in the Flemish debates about racism's relativity

Der folgende Artikel plädiert für einen Kritikbegriff, der Kritik als öffentlichen Meta-Diskurs konzipiert, welches es Subjekten ermöglicht, all jene Logiken und Rationalitäten, die soziales Leiden verursachen, zu erkennen, zu re-artikulieren und zu re-konfigurieren. Veranschaulicht wird dies anhand einer Analyse der spezifischen Kritikformen bzw. -modi innerhalb der von flämischnationalistischen Politikern initiierten Debatte um die vermeintliche Relativität von Rassismus. Die Analyse dieser Debatte orientiert sich hierbei an einer interpretativen und funktionalen Konzeption der Diskursanalyse. Für diese Analyseheuristik ist eine Operationalisierung des poststrukturalistischen Artikulationskonzepts zentral. Im Zuge der Untersuchung werden verschiedene Arten und Weisen der kritisch-diskursiven Intervention in diese Debatte identifiziert. Dadurch können gleichsam die Grenzen bzw. Grenzmarker der "Rassismus-ist-relativ-Debatte" skizziert werden: hegemoniale Ansprüche, ideologische und metalinguistische De-Legitimierungen sowie Konkretisierungsstrategien. Die identifizierten kritischen Interventionen wurden von einer Vielzahl unterschiedlicher Akteure (Bürger, Aktivisten, Wissenschaftler und Politiker) innerhalb verschiedenster Medienpublikationen, im Zeitraum zwischen 2013 und 2015, artikuliert. Die Grenzen politischer Interpretationsräume werden von sozialen Akteuren durch dieses Spiel diskursiver Interventionen verhandelt und herausgefordert. Der folgende Artikel veranschaulicht, dass die meisten Kritiken der Behauptung, Rassismus sei relativ, die diesem rassistischen Diskurs zugrundeliegenden Logiken und Artikulationsformen nicht radikal genug herausfordern bzw. untergraben. Auf theoretischer Ebene sollte er zudem DiskursforscherInnen für die Differenzierung spezifischer Kritikmodi sensibilisieren, da nur durch eine solche differenzierende Identifizierung die komplexen Artikulationsformen einer öffentlichen Debatte angemessen analysiert werden können.This paper proposes a notion of critique as a public metadiscourse that allows subjects to recognize, rearticulate and/or reconfigure the logics and rationalities that lead to social suffering. It nalyses the way critique operates in a controversy triggered by Flemish nationalist politicians who claim that racism is [a] relative [concept]. The author proposes to analyse the associated debate by means of an interpretive and functional discourse analysis. This heuristic operationalizes the poststructuralist concept of articulation. The author identifies different types of critical discursive intervention (CDI) that delineate the boundaries of the racism-is-relative debate: hegemonic claims, ideological disqualifications, metalinguistic disqualifications, and concretization strategies. Such interventions haven been articulated by citizens, activists, academics, and politicians across a variety of mostly written media between 2013 and 2015. It is through the play of discursive interventions that social actors challenge and negotiate political boundaries for interpretation. The article demonstrates that most critiques on assertions of racism being [a] relative [concept] do not undermine the logics and rationalities informing racism- is-relative discourse. It also shows that discourse analysts need to differentiate between different modes of critique in order to examine the complex acts of rearticulation that take place in any debate

Shaping Political Subjectivity through Media and Information Literacy: A Critical Discourse Study of EAVI’s Project

This article calls for an investigation of the way media and information literacy (MIL) projects construct and (de)legitimize particular forms of political subjectivity. The authors argue that the field of critical discourse studies (CDS) offers useful approaches to develop this line of inquiry. They demonstrate this point in a case study of the MIL project of the European Association for Viewers Interests (EAVI). The authors work with a concept of discourse understood as a performative articulatory practice, grounded in linguistic pragmatics and poststructuralist discourse theory. The article provides a qualitative discourse analysis of the way EAVI articulates MIL signifiers with specific concepts of critique and citizenship. The analysis shows that EAVI’s discourse promotes a holistic transformation of the self into an informed, reflexive and critical entity, as well as a type of society that is inclusive, cohesive and participatory. EAVI is also decidedly pro-EU and opposed to nationalist projects.This article calls for an investigation of the way media and information literacy (MIL) projects construct and (de)legitimize particular forms of political subjectivity. The authors argue that the field of critical discourse studies (CDS) offers useful approaches to develop this line of inquiry. They demonstrate this point in a case study of the MIL project of the European Association for Viewers Interests (EAVI). The authors work with a concept of discourse understood as a performative articulatory practice, grounded in linguistic pragmatics and poststructuralist discourse theory. The article provides a qualitative discourse analysis of the way EAVI articulates MIL signifiers with specific concepts of critique and citizenship. The analysis shows that EAVI’s discourse promotes a holistic transformation of the self into an informed, reflexive and critical entity, as well as a type of society that is inclusive, cohesive and participatory. EAVI is also decidedly pro-EU and opposed to nationalist projects

Discourse and religion in educational practice

Despite the existence of long-held binaries between secular and sacred, private and public spaces, school and religious literacies in many contemporary societies, the significance of religion and its relationship to education and society more broadly has become increasingly topical. Yet, it is only recently that the investigation of the nexus of discourse and religion in educational practice has started to receive some scholarly attention. In this chapter, religion is understood as a cultural practice, historically situated and embedded in specific local and global contexts. This view of religion stresses the social alongside the subjective or experiential dimensions. It explores how through active participation and apprenticeship in culturally appropriate practices and behaviors often mediated intergenerationally and the mobilisation of linguistic and other semiotic resources but also affective, social and material resources, membership in religious communities is constructed and affirmed. The chapter reviews research strands that have explored different aspects of discourse and religion in educational practice as a growing interdisciplinary field. Research strands have examined the place and purpose of religion in general and evangelical Christianity in particular in English Language Teaching (ELT) programmes and the interplay of religion and teaching and learning in a wide range of religious and increasingly secular educational contexts. They provide useful insights for scholars of discourse studies to issues of identity, socialisation, pedagogy and language policy