Pub Date : 2020-08-06DOI: 10.1080/17447143.2020.1800714
A. Duboc, D. Ferraz
ABSTRACT This paper aims at addressing the intrinsic relationship between literacy and politics by presenting a discursive analysis of the new National Literacy Policy under the Brazilian far-right neoconservative government. In doing so, the text departs from a brief genealogical exercise in which the theorizations on literacies studies in Brazil and elsewhere are compared and contrasted, with emphasis to the evolving notions of critique and citizenship. Analysis has shown that the new Brazilian National Literacy Policy is part of an orchestrated set of actions in which neoliberal, religious, ideological and militaristic driving forces operate despite official claims of discursive neutrality. By advocating in favor of socially-just literacy pedagogies and by cherishing the notions of critique as ‘reading as we read ourselves’ and ‘active citizenship’, this paper calls for a reimagined self-critique along with a set of collective actions if literacy researchers and teachers wish to tackle the challenges and complexities surrounding literacy wars in neoconservative times.
{"title":"What’s behind a literacy war? A discursive and political analysis of the neoconservative Brazilian literacy policy","authors":"A. Duboc, D. Ferraz","doi":"10.1080/17447143.2020.1800714","DOIUrl":"https://doi.org/10.1080/17447143.2020.1800714","url":null,"abstract":"ABSTRACT This paper aims at addressing the intrinsic relationship between literacy and politics by presenting a discursive analysis of the new National Literacy Policy under the Brazilian far-right neoconservative government. In doing so, the text departs from a brief genealogical exercise in which the theorizations on literacies studies in Brazil and elsewhere are compared and contrasted, with emphasis to the evolving notions of critique and citizenship. Analysis has shown that the new Brazilian National Literacy Policy is part of an orchestrated set of actions in which neoliberal, religious, ideological and militaristic driving forces operate despite official claims of discursive neutrality. By advocating in favor of socially-just literacy pedagogies and by cherishing the notions of critique as ‘reading as we read ourselves’ and ‘active citizenship’, this paper calls for a reimagined self-critique along with a set of collective actions if literacy researchers and teachers wish to tackle the challenges and complexities surrounding literacy wars in neoconservative times.","PeriodicalId":45223,"journal":{"name":"Journal of Multicultural Discourses","volume":"15 1","pages":"436 - 457"},"PeriodicalIF":1.5,"publicationDate":"2020-08-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/17447143.2020.1800714","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48715852","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-07-27DOI: 10.1080/17447143.2020.1797054
Agnieszka Dreef, S. Kroon
ABSTRACT Increasing mobility of people across nation-state borders leads to cultural and linguistic diversification and raises discussions about the inclusion of immigrant minority languages and cultures in education. This contribution investigates possible discrepancies between top-down curricular policies and bottom-up practices at a Polish complementary school in the Netherlands. It focuses on the implementation of the school’s curriculum in times of globalization and superdiversity and explores the maintenance of linguistic and cultural values in a multilingual setting. In doing so it uses the curriculum domains as introduced by Goodlad and colleagues, i.e. the ideological, formal, perceived, operational and experiential curriculum, as an interpretive framework to analyze possible discrepancies between curricular policies and educational practices. The results reveal discrepancies between top-down policies and bottom-up practices. Classroom events and interviews illustrate the complex relationship between language and identity, showing that in a superdiverse classroom monolithic identity categories do not exist and therefore promoting Polish identity is like trying to hit a moving target. This study adds to a growing corpus of multicultural discourse studies on ethnic identity construction in education and raises awareness about the improper use of monolingual and monocultural policies in linguistically and culturally diverse classrooms.
{"title":"From policy to practice: the illusion of Polishness in Polish immigrant community language and culture education","authors":"Agnieszka Dreef, S. Kroon","doi":"10.1080/17447143.2020.1797054","DOIUrl":"https://doi.org/10.1080/17447143.2020.1797054","url":null,"abstract":"ABSTRACT Increasing mobility of people across nation-state borders leads to cultural and linguistic diversification and raises discussions about the inclusion of immigrant minority languages and cultures in education. This contribution investigates possible discrepancies between top-down curricular policies and bottom-up practices at a Polish complementary school in the Netherlands. It focuses on the implementation of the school’s curriculum in times of globalization and superdiversity and explores the maintenance of linguistic and cultural values in a multilingual setting. In doing so it uses the curriculum domains as introduced by Goodlad and colleagues, i.e. the ideological, formal, perceived, operational and experiential curriculum, as an interpretive framework to analyze possible discrepancies between curricular policies and educational practices. The results reveal discrepancies between top-down policies and bottom-up practices. Classroom events and interviews illustrate the complex relationship between language and identity, showing that in a superdiverse classroom monolithic identity categories do not exist and therefore promoting Polish identity is like trying to hit a moving target. This study adds to a growing corpus of multicultural discourse studies on ethnic identity construction in education and raises awareness about the improper use of monolingual and monocultural policies in linguistically and culturally diverse classrooms.","PeriodicalId":45223,"journal":{"name":"Journal of Multicultural Discourses","volume":"15 1","pages":"370 - 390"},"PeriodicalIF":1.5,"publicationDate":"2020-07-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/17447143.2020.1797054","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46267261","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-07-02DOI: 10.1080/17447143.2020.1786573
Mohammad Makki
ABSTRACT This paper addresses ‘Positivity’ as a news value in a corpus of Iranian crime and misbehaviour reports. Crime reports, as the typical form of ‘negative’ news in Western news discourse analysis, have been chosen in order to find out if and how Positivity is constructed discursively in such reports. The context of ‘Iranian’ newspaper journalism and the field of ‘crime and misbehaviour’ are both among under-researched areas, especially from a discourse analysis perspective. Quantitative and qualitative analyses of the data showed that Positivity is constructed regularly in the Iranian crime corpus. Qualitative analysis of the crime reports showed that Positivity is constructed through the headline and lead to the rest of the news report and is usually construed via positive assessments of the police force and their actions. In addition, there are various terms referring to ‘forgiveness’ and ‘mercy’ which construe Positivity in such news reports. Generally, the abundance of Positivity in Iranian crime reports lends support to the proposition of this news value as a separate category. Also, its construction in the Iranian crime corpus seems to be highly influenced by the institutional power (i.e. police here) and the ‘cultural’ norms of the society.
{"title":"The role of ‘culture’ in the construction of news values: a discourse analysis of Iranian hard news reports","authors":"Mohammad Makki","doi":"10.1080/17447143.2020.1786573","DOIUrl":"https://doi.org/10.1080/17447143.2020.1786573","url":null,"abstract":"ABSTRACT This paper addresses ‘Positivity’ as a news value in a corpus of Iranian crime and misbehaviour reports. Crime reports, as the typical form of ‘negative’ news in Western news discourse analysis, have been chosen in order to find out if and how Positivity is constructed discursively in such reports. The context of ‘Iranian’ newspaper journalism and the field of ‘crime and misbehaviour’ are both among under-researched areas, especially from a discourse analysis perspective. Quantitative and qualitative analyses of the data showed that Positivity is constructed regularly in the Iranian crime corpus. Qualitative analysis of the crime reports showed that Positivity is constructed through the headline and lead to the rest of the news report and is usually construed via positive assessments of the police force and their actions. In addition, there are various terms referring to ‘forgiveness’ and ‘mercy’ which construe Positivity in such news reports. Generally, the abundance of Positivity in Iranian crime reports lends support to the proposition of this news value as a separate category. Also, its construction in the Iranian crime corpus seems to be highly influenced by the institutional power (i.e. police here) and the ‘cultural’ norms of the society.","PeriodicalId":45223,"journal":{"name":"Journal of Multicultural Discourses","volume":"15 1","pages":"308 - 324"},"PeriodicalIF":1.5,"publicationDate":"2020-07-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/17447143.2020.1786573","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45255902","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-07-02DOI: 10.1080/17447143.2020.1800715
I. Theodoropoulou
ABSTRACT This paper provides a speech stylistic analysis of Barack Obama’s 2016 Athens speech, and it argues for a culturally conscious take on speech style, which links it to the accumulation of political capital, at least in the context of political speeches. With a focus on stance and intertextuality, the main argument put forward is that Obama constructs a dialogue with Ancient Greek thought, which does not simply draw on experiences and events; rather, it recreates them and, eventually, it creates a whole understanding of cultural politics. Against this take on politics based heavily on Greek democracy legacy, for Obama, his performance serves as his consignment to the global political discourse through an effort to join a very well established and highly respected democratic tradition stemming from (Ancient) Greece, whose sociocultural impact is felt vividly in contemporary US. In this sense, his accumulation of political capital serves as his effort to achieve posthumous fame (ystero’fimia) after his stepping down from the US administration.
{"title":"Speech style as political capital: Barack Obama’s Athens speech","authors":"I. Theodoropoulou","doi":"10.1080/17447143.2020.1800715","DOIUrl":"https://doi.org/10.1080/17447143.2020.1800715","url":null,"abstract":"ABSTRACT This paper provides a speech stylistic analysis of Barack Obama’s 2016 Athens speech, and it argues for a culturally conscious take on speech style, which links it to the accumulation of political capital, at least in the context of political speeches. With a focus on stance and intertextuality, the main argument put forward is that Obama constructs a dialogue with Ancient Greek thought, which does not simply draw on experiences and events; rather, it recreates them and, eventually, it creates a whole understanding of cultural politics. Against this take on politics based heavily on Greek democracy legacy, for Obama, his performance serves as his consignment to the global political discourse through an effort to join a very well established and highly respected democratic tradition stemming from (Ancient) Greece, whose sociocultural impact is felt vividly in contemporary US. In this sense, his accumulation of political capital serves as his effort to achieve posthumous fame (ystero’fimia) after his stepping down from the US administration.","PeriodicalId":45223,"journal":{"name":"Journal of Multicultural Discourses","volume":"15 1","pages":"325 - 339"},"PeriodicalIF":1.5,"publicationDate":"2020-07-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/17447143.2020.1800715","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48045374","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-06-22DOI: 10.1080/17447143.2020.1780245
Gavan Titley
{"title":"The distribution of nationalist and racist discourse","authors":"Gavan Titley","doi":"10.1080/17447143.2020.1780245","DOIUrl":"https://doi.org/10.1080/17447143.2020.1780245","url":null,"abstract":"","PeriodicalId":45223,"journal":{"name":"Journal of Multicultural Discourses","volume":"15 1","pages":"257 - 266"},"PeriodicalIF":1.5,"publicationDate":"2020-06-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/17447143.2020.1780245","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46699938","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-06-22DOI: 10.1080/17447143.2020.1780243
Pomme van de Weerd
ABSTRACT This paper builds on an analysis of ethnographic fieldwork data and classroom interaction to examine the use and interpretation of ethnic categories among teachers and students of a secondary school class in the city of Venlo, the Netherlands. Students with a migration background, who were born in the Netherlands, often labeled themselves Turk (‘Turk’), Marokkaan (‘Moroccan’), and buitenlander (‘foreigner’), and referred to others as Nederlander (‘Dutch’). Students used these categories in locally specific ways, for example, to engage in the management of everyday social relations and to construct social hierarchies. Teachers, none of whom had a migration background, appeared to interpret students’ labeling practices as related to issues with integration and belonging. They problematized and sometimes rejected students’ categorization, while at the same time, they also displayed orientation to a categorization system that differentiated between students with and without a migration background. Using tools from membership categorization analysis, the paper examines how these divergent category interpretations surfaced and evokes the effects this may have on students and their relationships with teachers.
{"title":"Categorization in the classroom: a comparison of teachers’ and students’ use of ethnic categories","authors":"Pomme van de Weerd","doi":"10.1080/17447143.2020.1780243","DOIUrl":"https://doi.org/10.1080/17447143.2020.1780243","url":null,"abstract":"ABSTRACT This paper builds on an analysis of ethnographic fieldwork data and classroom interaction to examine the use and interpretation of ethnic categories among teachers and students of a secondary school class in the city of Venlo, the Netherlands. Students with a migration background, who were born in the Netherlands, often labeled themselves Turk (‘Turk’), Marokkaan (‘Moroccan’), and buitenlander (‘foreigner’), and referred to others as Nederlander (‘Dutch’). Students used these categories in locally specific ways, for example, to engage in the management of everyday social relations and to construct social hierarchies. Teachers, none of whom had a migration background, appeared to interpret students’ labeling practices as related to issues with integration and belonging. They problematized and sometimes rejected students’ categorization, while at the same time, they also displayed orientation to a categorization system that differentiated between students with and without a migration background. Using tools from membership categorization analysis, the paper examines how these divergent category interpretations surfaced and evokes the effects this may have on students and their relationships with teachers.","PeriodicalId":45223,"journal":{"name":"Journal of Multicultural Discourses","volume":"15 1","pages":"354 - 369"},"PeriodicalIF":1.5,"publicationDate":"2020-06-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/17447143.2020.1780243","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47127503","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-06-10DOI: 10.1080/17447143.2020.1771346
Y. M. Asfaha
ABSTRACT Based on critical perspectives where normative and essentialist perceptions of language and ethnicity in policy discourses are challenged, and where the lack of attention to forms of social uses of language are highlighted, this paper discusses the limitations of even the most progressive pluralist language policy to capture the cultural and linguistic ‘diversification of diversity’ in Eritrea, a country in East Africa. The language policy in the country embraces all the languages of the country and promotes their use in education, mass media, provision of legal services, etc. Policy documents mention the equality of the nine languages. However, the presumed number of languages and, to some extent, their naming reflect a persistent colonial and missionary legacy, echoing the argument of some sociolinguists that languages in Africa are the creation of colonialists or missionaries. Based on insights from recent sociolinguistic and ethnographic studies on diversity, language and language use, this paper problematizes the notion of language, the naming of languages and their enumeration to highlight the limits of multilingual policy discourses to capture the superdiversity in countries of the global south, even within pluralistic language policy contexts such as the one in Eritrea.
{"title":"Multilingual language policy discourses and superdiversity at the peripheries: exploring language policy and practice in Eritrea","authors":"Y. M. Asfaha","doi":"10.1080/17447143.2020.1771346","DOIUrl":"https://doi.org/10.1080/17447143.2020.1771346","url":null,"abstract":"ABSTRACT Based on critical perspectives where normative and essentialist perceptions of language and ethnicity in policy discourses are challenged, and where the lack of attention to forms of social uses of language are highlighted, this paper discusses the limitations of even the most progressive pluralist language policy to capture the cultural and linguistic ‘diversification of diversity’ in Eritrea, a country in East Africa. The language policy in the country embraces all the languages of the country and promotes their use in education, mass media, provision of legal services, etc. Policy documents mention the equality of the nine languages. However, the presumed number of languages and, to some extent, their naming reflect a persistent colonial and missionary legacy, echoing the argument of some sociolinguists that languages in Africa are the creation of colonialists or missionaries. Based on insights from recent sociolinguistic and ethnographic studies on diversity, language and language use, this paper problematizes the notion of language, the naming of languages and their enumeration to highlight the limits of multilingual policy discourses to capture the superdiversity in countries of the global south, even within pluralistic language policy contexts such as the one in Eritrea.","PeriodicalId":45223,"journal":{"name":"Journal of Multicultural Discourses","volume":"15 1","pages":"404 - 421"},"PeriodicalIF":1.5,"publicationDate":"2020-06-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/17447143.2020.1771346","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46225010","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-06-01DOI: 10.1080/17447143.2020.1768397
Andrea Scibetta, Valentina Carbonara
ABSTRACT This work aims at describing results drawn from a data corpus collected in a translanguaging-based research project named L’AltRoparlante, carried out since 2016 in four multilingual schools in Northern and Central Italy, in order to promote and support inclusive multilingual education. In this contribution, we will focus on the analysis of a corpus of interviews conducted with the teachers (11) and the students (146) of two schools involved in the project. All the interviews were analyzed and coded with NVivo 11 Pro, applying the principles of Grounded Theory and Qualitative Content Analysis. Aiming at combining the research on translanguaging pedagogy with that on multicultural discourses, our work sheds light on two main issues: (1) teachers’ discourses on students’ sociolinguistic repertoires, and the promotion of inclusive education and interculturality at school; (2) emergent bilingual students’ legitimization of their plural linguistic identities, and the promotion of their heritage cultures as a resource for the whole class.
{"title":"Unveiling discourses on interculturality and identity construction in primary schools in Italy: a study based on translanguaging pedagogy","authors":"Andrea Scibetta, Valentina Carbonara","doi":"10.1080/17447143.2020.1768397","DOIUrl":"https://doi.org/10.1080/17447143.2020.1768397","url":null,"abstract":"ABSTRACT This work aims at describing results drawn from a data corpus collected in a translanguaging-based research project named L’AltRoparlante, carried out since 2016 in four multilingual schools in Northern and Central Italy, in order to promote and support inclusive multilingual education. In this contribution, we will focus on the analysis of a corpus of interviews conducted with the teachers (11) and the students (146) of two schools involved in the project. All the interviews were analyzed and coded with NVivo 11 Pro, applying the principles of Grounded Theory and Qualitative Content Analysis. Aiming at combining the research on translanguaging pedagogy with that on multicultural discourses, our work sheds light on two main issues: (1) teachers’ discourses on students’ sociolinguistic repertoires, and the promotion of inclusive education and interculturality at school; (2) emergent bilingual students’ legitimization of their plural linguistic identities, and the promotion of their heritage cultures as a resource for the whole class.","PeriodicalId":45223,"journal":{"name":"Journal of Multicultural Discourses","volume":"15 1","pages":"422 - 435"},"PeriodicalIF":1.5,"publicationDate":"2020-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/17447143.2020.1768397","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44617047","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-05-26DOI: 10.1080/17447143.2020.1767629
Joshua F. Hoops
ABSTRACT This paper adopts a hospitality framework to analyze discourses of integration in the city of Antwerp. Anti-immigration and cultural racism have found a shared home in populist and nationalist movements in Europe, like the Flemish city that has become one significant site of tension between ideologically opposed groups on the subject of immigration. As such, hospitality coacts with discourses of race to mandate the adoption of dominant cultural norms by (im)migrant groups. In this paper, I unpack four discourses: (1) Not Belgium Anymore, (2) Belgian Complicity, (3) Intolerance of Intolerance, and (4) Interpersonal Knowledge, which emerged out of a critical ethnography comprised of participant observation and semi-structured interviews. This study on integration discourse complements extant research that has illuminated demonizing representations of immigrants as lazy, invading criminals, which is consequential as constructions of integration normalize and/or problematize restrictionist immigration policy. While each of these four discourses is complex, contested, and nuanced, they collectively presuppose a standard of assimilation for (im)migrants, whilst seeking to mitigate accusations of racism.
{"title":"Intersections of hospitality and race in integration discourse","authors":"Joshua F. Hoops","doi":"10.1080/17447143.2020.1767629","DOIUrl":"https://doi.org/10.1080/17447143.2020.1767629","url":null,"abstract":"ABSTRACT This paper adopts a hospitality framework to analyze discourses of integration in the city of Antwerp. Anti-immigration and cultural racism have found a shared home in populist and nationalist movements in Europe, like the Flemish city that has become one significant site of tension between ideologically opposed groups on the subject of immigration. As such, hospitality coacts with discourses of race to mandate the adoption of dominant cultural norms by (im)migrant groups. In this paper, I unpack four discourses: (1) Not Belgium Anymore, (2) Belgian Complicity, (3) Intolerance of Intolerance, and (4) Interpersonal Knowledge, which emerged out of a critical ethnography comprised of participant observation and semi-structured interviews. This study on integration discourse complements extant research that has illuminated demonizing representations of immigrants as lazy, invading criminals, which is consequential as constructions of integration normalize and/or problematize restrictionist immigration policy. While each of these four discourses is complex, contested, and nuanced, they collectively presuppose a standard of assimilation for (im)migrants, whilst seeking to mitigate accusations of racism.","PeriodicalId":45223,"journal":{"name":"Journal of Multicultural Discourses","volume":"15 1","pages":"291 - 307"},"PeriodicalIF":1.5,"publicationDate":"2020-05-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/17447143.2020.1767629","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43783345","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-04-02DOI: 10.1080/17447143.2020.1745211
Z. Bergmann, Ringo Ossewaarde
ABSTRACT In this paper, the domination of the youth climate movement by the use of derogatory ageist language in German newspapers is uncovered. We find that German newspapers use different ageist media images, including ‘pupils’, ‘absentees’ and ‘dreamers’, to de-legitimize the FridaysForFuture movement. Greta Thunberg is presented as a ‘young hero’, who is held responsible for youngsters’ absenteeism. FAZ and taz present a paternalist discourse in which the central narrative is that the young climate activists are pupils who are ignorant and still need to learn; and who are obliged by law to go to school. We argue that German newspapers align with the exclusive hegemony of an established environmental governance regime that struggles with the problematic phasing out of coal in Germany. Instead, a common practice of reluctancy and skepticism appears inherited in conservative discussions on climate action led by FAZ and the so-called coal commission.
{"title":"Youth climate activists meet environmental governance: ageist depictions of the FFF movement and Greta Thunberg in German newspaper coverage","authors":"Z. Bergmann, Ringo Ossewaarde","doi":"10.1080/17447143.2020.1745211","DOIUrl":"https://doi.org/10.1080/17447143.2020.1745211","url":null,"abstract":"ABSTRACT In this paper, the domination of the youth climate movement by the use of derogatory ageist language in German newspapers is uncovered. We find that German newspapers use different ageist media images, including ‘pupils’, ‘absentees’ and ‘dreamers’, to de-legitimize the FridaysForFuture movement. Greta Thunberg is presented as a ‘young hero’, who is held responsible for youngsters’ absenteeism. FAZ and taz present a paternalist discourse in which the central narrative is that the young climate activists are pupils who are ignorant and still need to learn; and who are obliged by law to go to school. We argue that German newspapers align with the exclusive hegemony of an established environmental governance regime that struggles with the problematic phasing out of coal in Germany. Instead, a common practice of reluctancy and skepticism appears inherited in conservative discussions on climate action led by FAZ and the so-called coal commission.","PeriodicalId":45223,"journal":{"name":"Journal of Multicultural Discourses","volume":"15 1","pages":"267 - 290"},"PeriodicalIF":1.5,"publicationDate":"2020-04-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/17447143.2020.1745211","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48037142","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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