Discourse And Community

Research on electronic dance music communities has been initiated by scholars in the fields of sociology, cultural studies, public health research and others. Linguistic aspects, however, are rarely considered. Anita Jóri fills this gap of research and suggests a new perspective by looking at these communities as a discourse community. She gives an overview of the language use and discourse characteristics of this community while applying a mixed methodology of linguistic discourse analysis and cultural studies. The book is aimed at researchers and students in the fields of applied linguistics, popular music, media, communication and cultural studies.

Sociologist Robert Wuthnow notes remarkable similarities in the social conditions surrounding three of the greatest challenges to the status quo in the development of modern society--the Protestant Reformation, the Enlightenment, and the rise of Marxist socialism.

This text explores fundamental issues relating to student literacies and instructor roles and practices within academic contexts. It offers a brief history of literacy theories and argues for "socioliterate" approaches to teaching and learning in which texts are viewed as primarily socially constructed. Central to socioliteracy, the concepts "genre" and "discourse community," are presented in detail. The author argues for roles for literacy practitioners in which they and their students conduct research and are involved in joint pedagogical endeavors. The final chapters are devoted to outlining how the views presented can be applied to a variety of classroom texts. Core curricular design principles are outlined, and three types of portfolio-based academic literacy classrooms are described.

This text describes how the language used in social interaction evolves from the time the speakers first meet and becomes the in-group code of a given discourse community (in this case the academic community). Most studies reported in the literature of the language of groups and intimates until now have been global, imprecise or unsystematic, and have described the language as a product at a given time; no systematic study appears to have been carried out to follow through the interactions of individuals as they form a group, to discover precisely how and why language changes over time as assumed knowledge grows. Here, the author focuses on the precise changes that occur with increasing knowledge over time, and uses a longitudinal approach to describe the language as a process.

What makes a speech community? How do they evolve? Speech communities are central to our understanding of how language and interactions occur in society. In this book readers will find an overview of the main concepts and critical arguments surrounding how language and communication styles distinguish and identify groups.

This book explores the development of the first cohort of students to complete a new Bachelor of Education in English language teaching in the United Arab Emirates, theorizing the students' learning to teach in terms of the discursive construction of a teaching identity within an evolving community of practice.

A distinguished group of scholars and prominent figures here offers thoughtful new perspectives on the tenor and conduct of public life in contemporary America. Originating in a shared concern that our civic culture was becoming coarser and more polarized, Public Discourse in America provides a critical corrective to this widespread misperception about declining civility in public culture and the ways we as citizens negotiate our differences. Together these essays explore the current condition and centrality of public discourse in our democracy, investigating how it has changed through our history and whether it fails to approach our widely held, but often unarticulated, ideal of "reasoned and reasonable" public deliberation. Contributors consider whether rationality is really the best standard for public discussion and argument, and isolate the features and principles that would characterize a truly exemplary, more productive public discourse at the beginning of the twenty-first century. They investigate why public conversations work when they work well, and why they often fail when we need them the most, as in our nation's so often aborted "national conversation" on race. Taking a comprehensive look at institutional and leadership practices in recent public debates over a variety of "hot button" public policy issues, Public Discourse in America outlines how such conversations can be used to reintegrate our fragmented communities and bridge barriers of difference and hostility among communities and individuals. These essays speak to urgent and perennial questions about the nature of American society, the responsibilities of leaders, the rules of democracy, and the role of public culture in times of crisis, conflict, and rapid change. Public Discourse in America originated in the work of the Penn National Commission on Society, Culture, and Community, convened in 1996 by Judith Rodin, President of the University of Pennsylvania. Distinguished members of the Commission, leading experts, commissioned researchers, and leaders in America's nascent public discourse movement offer unexpected insights and an optimistic vision of the health of our politics and culture. Readers—of all political persuasions—from the halls of political power to the streets of urban neighborhoods, from newsrooms and studios to think tanks and universities, will find these essays opening up new paths to robust public discussion, more engaged citizenship, and stronger communities. Contributors include: Joyce Appleby, Thomas Bender, Derek Bok, Alex Boraine, Graham G. Dodds, Christopher Edley, Jr., Drew Gilpin Faust, Neal Gabler, Richard Lapchick, Don M. Randel, Richard Rodriguez, Jay Rosen, David M. Ryfe, Michael Schudson, Neil Smelser, and Robert H. Wiebe.

Build civil discourse with courage, understanding, belonging, and empathy. Discomfort lies at the heart of all learning, especially concerning discussions on difficult and complex topics like climate change, slavery, and police brutality. This book presents ways to help teachers become strong facilitators—not endorsers—of contentious conversations to promote community. There are four themes that arise when exploring civil discourse: courage, understanding, belonging, and empathy. This book is organized around these themes, with each chapter providing: How-to tips for bringing work beyond the classroom Checklists to guide progress and assess learning Exploration of different types of discourse and when to use each Steps for preparing a classroom for contentious conversations Activities to practice discourse and disagreement

This volume serves as an in-depth investigation of the diversity of means and practices that constitute (dis)identification and identity construction in social media. Given the increasing prevalence of social media in everyday life and the subsequent growing diversity in the types of participants and forms of participation, the book makes the case for a rigorous analysis of social media discourses and digital literacy practices to demonstrate the range of semiotic resources used in online communication that form the foundation of (dis)identification processes. Divided into two major sections, delineating between the (dis)identification of the self across various social categories and the (dis)identification of the self in relation to the "other", the book employs a discourse-ethnographic approach to highlight the value of this type of theoretical framework in providing nuanced descriptions of identity construction in social media and illuminating their larger, long-term societal and cultural implications. This volume is a key resource for researchers, and students in sociolinguistics, discourse studies, computer-mediated communication, and cultural studies.