Constructions of United States government development funding in response to the global gag rule
- Authors: Molobela, Reabetswe Lee-Anne
- Date: 2020
- Subjects: Pro-choice movement -- South Africa , Abortion -- Law and legislation -- South Africa , Abortion -- Moral and ethical aspects -- South Africa , Abortion -- Psychological aspects , Reproductive rights -- South Africa , Economic assistance, American -- South Africa , Non-governmental organizations -- South Africa , Discourse analysis , Social constructionism , Global Gag Rule
- Language: English
- Type: Thesis , Masters , MA
- Identifier: http://hdl.handle.net/10962/148295 , vital:38727
- Description: Despite South Africa’s progressive abortion law, barriers to safe abortion are numerous and exist at both the macro and micro level. Barriers include abortion stigma, discrimination, strong moral judgements against abortion within society and conscientious objection among health care workers. Furthermore, women’s lack of knowledge regarding the legal status of abortion and the voluminous illegal advertisements of back street abortions undermines the legislation and promotes unsafe abortions. Sexual and reproductive health rights (SRHR) non-governmental organizations (NGOs) have served as a link between service and people by providing information about safe abortion to women, especially in rural areas and have received funding from various platforms including United States government. However, the United States government has established the global gag rule which forbids foreign non-governmental organizations receiving United States government funding from using United States government and non-United States funds for abortion related activities. The global gag rule has been reinstated and extended by the current United States president. As such the global gag rule is expected to have an adverse effect on sexual and reproductive health rights in South Africa and on Sexual and reproductive health rights non-governmental organizations. The aim of the study is to highlight the constructions and responses to the global gag rule by sexual and reproductive health rights non-government organization workers in the South African context. This study used semi-structured individual interviews to collect data through purposive and snowball sampling of 10 South African Sexual and reproductive health rights non-governmental organizations workers. The study is situated within the social constructionist framework with emphasis on Fairclough’s three aspects of the constructive effects of discourse as an analytic tool in conjunction with Braun and Clarke’s social constructionist thematic analysis. The results of the study reflect on participants’ construction of United States government as imposing conservative agendas and taking regressive steps towards Sexual and reproductive health rights, which have in turn invoked indirect and direct resistance from non-governmental organizations. Additionally, NGO workers have constructed subject positions that highlight the vulnerability of non-governmental organizations dependency on United States government 1funding as it destabilizes and fragments civil society organization while it compromises the effectiveness of non-governmental organizations in serving the needs of intended communities. United States government is also constructed as strengthening abortion stigma and strengthening barriers to safe abortion that already exist in the country.
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Multilingual repertoires and strategic rapport management: a comparative study of South African and Dutch small business discourse.
- Authors: Lauriks, Sanne
- Date: 2014
- Subjects: Discourse analysis , Business communication -- South Africa , Business communication -- Netherlands , Multilingual communication -- South Africa , Multilingual communication -- Netherlands , Communication in management -- South Africa , Communication in management -- Netherlands , Sociolinguistics -- South Africa , Sociolinguistics -- Netherlands , Language and culture -- South Africa , Language and culture -- Netherlands
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:2382 , http://hdl.handle.net/10962/d1013162
- Description: In this era of globalisation and the consequent increase in social, economic and physical mobility, small businesses are transforming into sites of increasing language contact (Harris and Bargiela-Chiappini 2003). This study explores situated language practices within two small multilingual businesses. The first is a bicycle rental and repair shop located in Amsterdam (the Netherlands), which is a city with a dynamic multilingual society. The second is a tyre fitment centre in Grahamstown (South Africa), which is a city characterised by a stable triglossia of English, Xhosa and Afrikaans. Using Linguistic Ethnography (Rampton 2007) as my data collection method, I spent a total of eight weeks in these businesses. For the analysis I draw on Spencer-Oatey’s (2000b; 2011) Rapport Management Framework and sociolinguistics of globalisation (Blommaert 2010). This combination allowed me to explore situated language practices in relation to a contemporary context of increased globalisation. The analysis is structured using Spencer-Oatey’s (2000b) concept of rapport orientations. The orientations are presented as one of the key factors that influence the choice for a certain strategy. The orientations thus seemed a constructive way of showing how the observed strategies were employed by the participants of this study and what function they fulfilled in a certain context. However, difficulties emerged during the analysis with applying this concept to some of the more elaborate and complex data. As a result my argument developed into two different strands. The first demonstrates how individuals turn to their multilingual repertoires to negotiate agency and power relationships in small business discourse. The analysis reveals that people at times deliberately promote and maintains discordant relations, which can be understood as a rational response to the individual’s social and economic context. The second discusses the problems that emerged during my analysis with applying rapport management orientations to my data. I propose theoretical developments, warranted by my data, to create an Enhanced Rapport Management Framework suitable for the analysis of complex small business discourse.
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In conversation with Barney: a critical discourse analysis of interaction between a child with autism and his co-participants
- Authors: Geils, Catherine
- Date: 2004
- Subjects: Autism in children -- Case studies , Autistic children , Autistic children -- Rehabilitation , Discourse analysis , Children and adults , Language acquisition , Conversation , Children -- Language
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:2980 , http://hdl.handle.net/10962/d1002489 , Autism in children -- Case studies , Autistic children , Autistic children -- Rehabilitation , Discourse analysis , Children and adults , Language acquisition , Conversation , Children -- Language
- Description: My study arose in the context of an intervention programme aimed at the development of a child with autism’s communication and social interaction skills. The approach I take is a social constructionist one in which language is considered to be constructive and constitutive of social and psychological reality. This orientation challenges the assumptions of a western psychiatric approach that emphasizes the impairment and deficits associated with autism. The participants of the study are a 6-year-old boy diagnosed with Pervasive Developmental Disorder (Autistic Spectrum), and his mother, father, sister and a volunteer on the intervention programme. The discourse analytic method of conversation analysis is employed as a means of elucidating the collaborative mechanisms employed by both the child and his co-participants in making sense of one another. The specific aims of the study are to closely examine the communicative behaviour and interactive styles of the child and his coparticipants, their implications for communicative success (co-ordinated interaction) or breakdown (discordant interaction), and the implications for how the child is positioned within the discourse in relation to his co-participants. My constructions of the data suggested that a playful, activity-based interactive style constituted by non-verbal turns, affection and short, simple utterances enhance mutual participation and the accomplishment of co-ordinated interaction. Barney’s co-participants sometimes tend to dominate interaction and frequently employ a strategy of repetitive questioning, which functions to direct and constrain the interaction and results in the child’s withdrawal and discordant interaction. This tendency to withdraw, however, seems to function as a means by which the child is able to actively resist positioning by others, and thus constitutes himself in a position of greater power. Furthermore, his use of the pronoun ‘I’ and collaborative negotiation of the words yours and mine suggest the active co-construction and positioning of himself as a separate person in relation to his co-participants. This research informs intervention efforts and encourages the co-participants to reflect on how interaction is co-constructed between themselves and the child.
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The construction of masculinities: male university students' talk about women and heterosexual relationships
- Authors: Minnaar, Benita
- Date: 2003
- Subjects: Masculinity , Men -- Identity , Men -- South Africa , Men -- Conduct of life , Discourse analysis , Heterosexuality -- South Africa
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:3020 , http://hdl.handle.net/10962/d1002529 , Masculinity , Men -- Identity , Men -- South Africa , Men -- Conduct of life , Discourse analysis , Heterosexuality -- South Africa
- Description: This article examines the talk of male Psychology students about women and heterosexual relationships in all-male discussion groups. Four vignettes depicting difficult situations in heterosexual relationships were used to initiate discussion. Eight men attending a historically black university participated in the group discussions, which were facilitated by a male postgraduate Psychology student. The study explored masculine identity construction by identifying interpretive repertoires deployed by respondents to construct and account for themselves and their social worlds, within the context of discussions about relationships with women. Three interpretive repertoires of masculinity: the male-as- breadwinner/provider, male-as-protector and the "New Man" repertoire were identified. The complex and contradictory nature of masculine identity construction is highlighted. Drawing on the work of Hollway (1984), two discourses of heterosexuality were also identified: the have/hold discourse and the permissive discourse. The invocation of the "New Man" repertoire and pro-feminist discourses of heterosexuality in the men's talk may signify a move towards more enlightened and less oppressive constructions of masculinity, heterosexuality and gender.
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Talking about teams within a team building context: a discourse analytic study
- Authors: Chapman-Blair, Sharon
- Date: 2001
- Subjects: Discourse analysis , Teams in the workplace
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:2947 , http://hdl.handle.net/10962/d1002456 , Discourse analysis , Teams in the workplace
- Description: This research initiative responds to some of the issues raised by theoretical challenges leveled at Industrial Psychology (postmodernism), and practical challenges in the workplace (the use of teams) by investigating notions of what a team is via the postmodern methodology of discourse analysis. The research explores “team talk” – repertoires of speech employed by individuals to construct particular versions of “the team” for specific effects, of importance given emphasis placed on shared understanding, expectations and goals in a “team”. A Rhodes University Industrial Psychology Honours class required to work as a team (having participated in a team building exercise), as well as their lecturers who facilitated the team building process were interviewed to obtain “talk” to analyse. This uncovered a multiplicity of meaning, namely four ways of speaking about (constructing) the team. These repertoires are explored in terms of how they are constructed, how they differ across context and speakers, how they interrelate and what they function to achieve. The educational team repertoire constructs academic hierarchy, justifies individualism, positions members as experts and maintains distance from interpersonal processes. The machine repertoire divides work and interpersonal issues, regulates productivity and constructs team roles (defining individual activity and “team fit”), but is inflexible to change. The family repertoire voices emotive aspects to maintain cohesion via conformity, leaderlessness, group identity and shared achievement, but cannot accommodate conflict or workpersonal boundaries. The psychologised team repertoire constructs the team primarily as a therapeutic entity legitimately creating individual identities (and expertise) and facilitating personal growth, but this flounders when support in the “team” fails. Given that each repertoire has a different emphasis (reflective learning versus work processes versus building relationships versus personal growth), there are slippages / clashes between repertoires. This postmodern look at “the team” thus assists in recognizing and problematising these multiple meanings and identifying practical implications.
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Genre analysis and the teaching of academic literacy: a case study of an academic discipline in the social sciences
- Authors: Vorwerk, Shane Paul
- Date: 1998
- Subjects: Lectures and lecturing , Lecture method in teaching , Language and culture , Discourse analysis , Language and culture -- South Africa , English language -- Discourse analysis , Intercultural communication -- South Africa , English language -- Study and teaching -- South Africa -- Foreign speakers
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:2365 , http://hdl.handle.net/10962/d1002648 , Lectures and lecturing , Lecture method in teaching , Language and culture , Discourse analysis , Language and culture -- South Africa , English language -- Discourse analysis , Intercultural communication -- South Africa , English language -- Study and teaching -- South Africa -- Foreign speakers
- Description: Students in tertiary educational institutions in South Africa come from many different backgrounds and have varied educational experiences. Some students, especially those from non-English speaking backgrounds, may encounter linguistic difficulties with various academic tasks. In order for students to be successful at university, they must become academically literate. That is, they must master all the reading, writing, listening and comprehension tasks required by the disciplines in which they are studying. One such task is presented by the academic lecture which is an integral part of any course of study. Linguistically, the academic lecture can be seen as a particular genre with unique characteristics. This study investigated some linguistic characteristics of academic lectures. The discipline of Political Science, as a Social Science, was chosen because there is little research that has been done on language in the Social Sciences. The Political Science sub-disciplines of Political Philosophy, South African Politics, and International Relations were used in this research. First year lectures were recorded from each of these three sub-disciplines. The linguistic characteristics of lectures were analysed using techniques drawn from Systemic Functional linguistic theory. The analysis concentrated on the aspects mode and field as they were realised in the lectures. In addition, higher level generic structure was also analysed. The insights gained from the analysis were validated through interviews with the lecturers who gave the lectures. The aim of this research was to develop a linguistic characterisation of the lecture genre as it occurs in the three sub-disciplines of Political Science. The results of this research suggest that although there is a unified academic lecture genre, there is variation according to sub-discipline. The implications of this variation are discussed with reference to their relevance to teaching academic literacy.
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Teaching disciplinary discourse and implementing language-across-the-curriculum at tertiary level problems and prospects
- Authors: Caldwell, Candice Anne
- Date: 1997
- Subjects: Rhodes University. Dept. of Psychology , Compensatory education -- South Africa , College students -- Study and teaching , College teachers -- Training of -- South Africa , Curriculum evaluation -- South Africa , Discourse analysis , Language arts -- Correlation with content subjects , Learning
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:2340 , http://hdl.handle.net/10962/d1002622
- Description: The premise of this thesis is that "learning", particularly in terms of students and universities, is capable of being seen as a specific and developed culture. This study is a contribution to the ethnography of that learning, the ultimate aim being to produce a descriptive theory of learning as a cultural system. This research was conducted within the context of the recent proposals made by the South African Commission on Higher Education. The proposals relevant to this study were, broadly, increased access to higher education and national funding for academic staff development programmes. There are, however, serious obstacles in the way of realising the aims of the higher education system outlined by the NCHE. Given the limited time and resources available for higher education development, it is imperative that the major flaws and obstacles in the system be identified and addressed as soon as possible. In view of this need, it was the concern of this study to conduct research which would assist in the designing of staff development programmes for academics teaching in English-medium tertiary institutions, like Rhodes University, where more than half the intake of first-year students already speaks English as a second, or other, language. Founded on the social constructionist view of knowledge, the aim of the study was to identify the needs of academic staff as well as the possible obstacles to the implementation of a "Language Across the Curriculum" policy. A genre-centred, ethnographic approach was used to access a disciplinary discourse community (the Psychology Department) in order to describe the practices of the community as well as to analyse the community's orders of discourse, particularly those which occurred at points of contact between lecturers and first-year students. It is argued that staff development programmes should promote the use of collaborative learning, which implies a reframing of the roles of both academic staff and students.
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