Browsing by Subject "discourse"
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- ItemOpen AccessBlindness, rehabilitation and identity: a critical investigation of discourses of rehabilitation in South African non-profit organisations for visually impaired persons(2021) Botha, Michelle; Watermeyer, BrianThis study explores the role of rehabilitation in shaping the subjectivity of blind persons. It considers what engaging with rehabilitation services might communicate to people with visual impairments about their status, their value and their place in the world. Rather than being concerned with the practical aspects of rehabilitation, it explores how rehabilitative practices operate at the symbolic level, and interrogates the meanings about blindness which are produced within relationships where help is given and received. Drawing on Foucauldian concepts, this research traces the interplay between discourse, power and knowledge in rehabilitation services. The research design includes two phases. Through analysing the website copy of eight organisations located across South Africa, Phase One identified discourses employed by organisations as they represent themselves in the public realm. In Phase Two, semi-structured interviews were conducted with eight service providers and eighteen service users across four organisations operating in the Western Cape province of South Africa. This phase identified the discourses framing rehabilitative activities and relationships. Visually impaired participants described sight loss as a significant trauma – as dislocation from society and self – revealing that service users might be particularly vulnerable to the shaping influence of rehabilitation. Data analysis found, firstly, that the discourses which frame rehabilitation services position visually impaired service users as passive recipients in relation to the work of service providers and the gifts of the public. This positioning objectifies service users and may signal to them that they are neither valued as stakeholders nor recognised as autonomous adults, while also requiring that they demonstrate gratitude towards service providers and the public. Secondly, rehabilitation is constructed as a linear journey with strictly defined outcomes. This ‘journey discourse' relies on polarised fantasies about blindness involving, on the one hand, dependency, dislocation and struggle and, on the other, independence, integration and coping. Visually impaired service users are required to demonstrate evidence of the latter while the former shadowy figure of pre-intervention blindness must be defended against. This discourse prohibits nuance and expressions of ongoing struggle, underpinning an imperative to cope found within organisations. Amid limiting discursive practices in rehabilitation, a key finding is that visually impaired service users are involved in complex negotiations of self and place. Investigating the discourses which frame and support rehabilitative practices sheds light on investments in promoting particular ways of being for visually impaired people, prompting us to consider what service providers, service users and, indeed, society as a whole might be colluding with. This work offers a novel perspective on blindness rehabilitation in South Africa as it explores an interplay between essential practical interventions found in rehabilitation and the influences on identity which those who experience sight loss undergo as they move into a new life with visual impairment.
- ItemOpen AccessDebunking the 'digital native': beyond digital apartheid, towards digital democracy(Blackwell Publishing Ltd, 2010) Brown, Cheryl; Czerniewicz, LauraThis paper interrogates the currently pervasive discourse of the 'net generation' finding the concept of the 'digital native' especially problematic, both empirically and conceptually. We draw on a research project of South African higher education students' access to and use of Information and Communication Technologies (ICTs) to show that age is not a determining factor in students' digital lives; rather, their familiarity and experience using ICTs is more relevant. We also demonstrate that the notion of a generation of 'digital natives' is inaccurate: those with such attributes are effectively a digital elite. Instead of a new net generation growing up to replace an older analogue generation, there is a deepening digital divide in South Africa characterized not by age but by access and opportunity; indeed, digital apartheid is alive and well. We suggest that the possibility for digital democracy does exist in the form of a mobile society which is not age specific, and which is ubiquitous. Finally, we propose redefining the concepts 'digital', 'net', 'native', and 'generation' in favour of reclaiming the term 'digitizen'.
- ItemOpen AccessDiscursive constructions of medical students identities in informal course-based online discussions(Taylor & Francis, 2008) Huang, Cheng-Wen; Archer, ArleneStudies into student identity have tended to focus on formal academic writing for assessment purposes. However, this is beginning to change with a shifting academic and semiotic landscape. More and more tertiary institutions are making use of the writing opportunities afforded by the online environment. Online forums are popular as they promote interaction and discussion among students. This change in the academic landscape has allowed for new approaches to studying the discursive constructions of student identity. Using critical discourse analysis, this paper explores how students construct their identities in informal course-based online discussions in Higher Education. It focuses on the various discourses medical students draw on and the language of online communication in identity construction. By providing a site for students to interact with each other, these online discussions provide for a more active curriculum where students are involved in the meaning-making process.
- ItemOpen AccessFrom Development Aid to Development Partnerships – the End of Coloniality? Critical discourse analysis of DFID's development partnership with South Africa(2018) Strand, Mia; Garuba, Harry; Chitonge, HormanDevelopment aid discourses have been criticised for perpetuating othering and coloniality. The discourses have been argued to produce and reproduce conceptual creations of a distinguishable 'us' and 'them' through binaries of 'developed' and 'underdeveloped', and they have been stated to uphold lingering colonial and racial hierarchies where the former colonial powers remain preeminent and subjugate the 'Global South'. This decolonial critique of development aid discourses and their perpetuation of asymmetrical relationships between donor and recipient has led to the emergence of development partnerships. This discourse emphasises the levelling of the playing field, and mutual cooperation to achieve common development goals. The development partnership discourse thus appears to challenge the othering and coloniality inherent in former development aid discourses. In 2015, the United Kingdom's Department for International Development (DFID) ended their 'traditional' bilateral aid programme to South Africa and implemented a 'development partnership' in its place. DFID's development partnership discourse has previously been criticised for denying mutuality, however, and for perpetuating racialised hierarchies. The question is therefore whether the discourse surrounding DFID's development partnership with South Africa is perpetuating othering and coloniality, or whether it is establishing a relationship built on mutual interests and cooperation. This research paper analyses two DFID policy papers setting out the planning of the partnership approach, and four transcripts of interviews with representatives involved in the implementation of the development partnership. By applying Critical Discourse Analysis (CDA) the thesis analyses linguistic aspects of the discourse that serves to uphold certain power structures by defining decision-‐making. The CDA particularly focuses on the science, narrative and perceived 'truths' about development, the recontextualisation of its particular language and the interconnectedness with other discourses that continue to sustain and reproduce the discourse. The research finds a more nuanced approach to development, as conceptualised by the representatives involved in the implementation of the partnership, and that it is challenging the 'imperial gaze' inherent in development aid discourses. However, the analysis also reveals clear examples of othering and coloniality. This is evident through linguistic distancing through notions of time, relying on particular binaries, and referring to a naturalised development trajectory which denies lived experiences and subjugate South Africa as a country. The suggestion of mutuality therefore appears to be just a façade, and the development partnership discourse is rather emphasising difference and justifying colonial hierarchies.
- ItemOpen AccessLearning as acquiring a discursive identity through participation in a community: improving student learning in engineering education(Taylor & Francis, 2009) Allie, Saalih; Armien, Mogamat Noor; Burgoyne, Nicolette; Case, Jennifer M; Collier-Reed, Brandon I; Craig, Tracy S; Deacon, Andrew; Fraser, Duncan M; Geyer, Zulpha; Jacobs, Cecilia; Jawitz, Jeff; Kloot, Bruce; Kotta, Linda; Langdon, GenevIn this paper, we propose that learning in engineering involves taking on the discourse of an engineering community, which is intimately bound up with the identity of being a member of that community. This leads to the notion of discursive identity, which emphasises that students' identities are constituted through engaging in discourse. This view of learning implies that success in engineering studies needs to be defined with particular reference to the sorts of identities that students develop and how these relate to identities in the world of work. In order to achieve successful learning in engineering, we need to recognise the multiple identities held by our students, provide an authentic range of engineering-related activities through which students can develop engineering identities and make more explicit key aspects of the discourse of engineering of which lecturers are tacitly aware. We include three vignettes to illustrate how some of the authors of this paper (from across three different institutions) have applied this perspective of learning in their teaching practice.
- ItemOpen AccessWriting Your World Week 2 Video 6 - Applying Reading Strategies: Blommaert's Chapter(2019-06-01) Hunma, Aditi; Nomdo, GideonThis video focuses on the application of the reading strategies on Blommaert's chapter. The video provides the source of the reading and a summary on the book that the academic text comes from. The word 'discourse' is then defined and discussed with a focus on how words change over time and context. The video goes through a preview of the academic text. it then analyses the heading. During the overview sections, the video analyses the highlighted quotes from the reading. The inview of the article provides an in depth analysis of the words written within the academic text. The video provides questions to ask whilst reading through the text. It then touches on the relevance of the article based on the question asked during the initial phase of analysing the academic text. This is video 6/10 in week 2 of the Writing your World course.