‘We feel the responsibility that you shirk’: movement institutionalization,the politics of responsibility and the case of the Swedish environmental movement

This article provides directions for advancing the conceptualization of the relationship between social movements and institutionalization, based on a case study of the Swedish environmental movement strategies. We argue that the concepts of (de)responsibilization and (de)politicization provide tools for an improved analysis of the dynamics of how social movements interact both with established political institutions and corporations in a new context. The introduction of new regulatory frameworks in environmental politics has shaped interaction between social movements and the state in new ways, involving neoliberal responsibilization, meaning active involvement by civil society and business in political responsibilities previously associated with state agencies – a development involving an increasing emphasis on market mechanisms. We argue that this has involved a de-politicization of environmental issues in the sense that it engages political actors in a moral discourse and a technocratic practice that suppresses the (potential) articulation of social conflict through consensus building. However, we also show how movement actors resist the discourse that encourages them to take on certain responsibilities, thus engaging in a politics of responsibility. Empirically, we demonstrate how the changing strategies of the Swedish environmental movement in the 2000s need to be understood in relation to the following processes, indicating that the Swedish case has a general relevance for an understanding of the contemporary environmental movement globally: (1) the transformation of the Swedish model of welfare capitalism under the influence of neoliberal discourse; (2) international environmental policy developments, most importantly the emergence of climate change as a dominant issue globally.     

Mother-Writing and the Narrative of Maternal Subjectivity

This essay discusses how writing from a maternal perspective can construct maternal subjectivity in a linguistic form. Maternal subjectivity is understood as the aggregate of subject positions, or “representations,” experienced by a woman who is a mother. Writing can form connections between subject positions, including those which have been split off or denied because of culturally induced ambivalence, to establish a subjectivity that is multiple rather than split. Through a reading of Mary Gordon's novel, Men and Angels, I show how the text's narrative structure, as it represents a mother's discourse with her own mother, her discourse with herself, and her discourse with her child, incarnates the plurality of self positions that mothers possess and constructs a relationship or “grammar” between them. By evoking this complex maternal subjectivity, mother-writing can be understood as a gesture toward recognition–both within the text, for its characters, and outside the text, for the mother/writer.     

The re-making of the English working class?

Conclusion More than twenty-five years after its publication The Making of the English Working Class remains a landmark work in English history and the study of class formation. Thompson's formulation and application of agency and experience in understanding the process of class formation have altered the ways historians and social scientists approach the study of class. From its inception The Making has been a lightening rod for criticism, some of it piquant and politically charged. In the latest round of critique, Gareth Stedman Jones and Joan Wallach Scott have argued that Thompson seriously neglects the role of discourse in class formation, and in doing so has presented a partial and distorted picture. They each have offered analyses that find a central role for discourse in the process of class formation. Stedman Jones sees political radicalism as a guiding force of working-class collective action, while Scott finds a fundamental gendering of the ways in which the working class was organized through discourse.Both Stedman Jones and Scott are clearly correct in observing that discourse played an important role in this working-class history, yet their accounts are reductionist and highly skewed interpretations of a rich and complex history. By privileging discourse as a casual force in class formation they shunt experience and agency into minor roles, providing impoverished accounts of how the working class was indeed active in its own making.The alternative I have proposed is to focus on discourse as an intermediate process linking experience and agency, animated through social organization and collective action. The English working class of the early nineteenth century faced degradation of their labor and political oppression of rights they perceived as fundamental. In response to these trials they constructed expressions of their grievances and visions of solutions through the discourse streams available to them. Through the contextual use of various streams they articulated a consciousness of class. This process itself was part of the class struggle that was their making. In this sense, discourse framed the painting of the panorama, and perhaps added shading, hue, and perspective, but it did not create the picture. As Thompson, following Marx, has observed, it is people that do the making, even if it is not just as they please.     

Towards an actor-oriented approach to social exclusion: a critical review of contemporary exclusion research in a Swedish social work context

Social exclusion has emerged as a key concept within Swedish social work research during the last decade. Yet, despite the plethora of conceptualisations put forward there is a dearth of critical discussion on potential pitfalls and limitations following this fragmentation. This article investigates the deployment of social exclusion in national social work research during the period 1999–2016. Three separate but linked research strands are identified: (1) a policy-absorbed approach, characterised by conceptual and analytical closeness to the Swedish policy discourse on exclusion, (2) a diluted approach, characterised by conceptual confusion and conflation and (3) an autonomous approach, distinguished by its conceptual and analytical distance from the official policy discourse on exclusion. Based on presented findings, we argue that there is need for an actor-oriented approach to social exclusion within social work research. We conclude with proposing a multi-level analytical framework that involves studying the sequence of events leading up to people being denied access to social, economic, material, cultural and/or political resources.     

‘It just feels English rather than multicultural’: local interpretations of Englishness and non‐Englishness

Who, or what, is English? Drawing on qualitative interviews with white majority interviewees in three locations in England, this article explores local interpretations of English and Englishness. The article investigates the way members view their local environment as being ‘English’, and examines the criteria underpinning such interpretations. While various meanings are identified, it is found that Englishness is more often accomplished through talking about people and ethnicity rather than through the use of geography. That is, members defined the Englishness of place by referring explicitly to people. Rather than moving away from social categorical accounting, the category English was interpreted through the mobilisation of ‘non‐English’ others. In this rhetorical context, an English place is antithetical to a multiethnic place. Instead the term English is used to refer to white majority people. Although Englishness was defined in opposition to multiculture, this was not necessarily done in such a way as to exclude non‐English ‘others’. Above all, it reflects ambiguity amongst the white ethnic majority about how they can, and should, be named.     

From Drama Text to Stage Text: Transitions of Text Understanding in a Student Theatre Production

Exploring how text understanding evolves through interaction in a drama-text-based student theatre production, the present study takes its theoretical point of departure in sociocultural and dialogical approaches to meaning making and creativity. Video data from a Swedish upper secondary school allowed us to follow transitions of text understanding in the artistic shaping of characters from drama text to stage text. We analyze a special kind of communicative side project: short, recurrent student-initiated role-plays, embedded in teacher-led activities. The joint text understanding that was established in these side projects proved productive in the emergent shaping of the stage text.     

How to Sharpen Words: Mayakovsky’s Machines of Poetic Humour

Analysis of Mayakovsky’s prose writings of the mid-1920s on the craft of satire reveals that he understood it to be a scientific discipline subject to strict cause-and-effect relationships: if the satirical treatment of a theme — any theme — is correct, then the piece will produce ‘involuntary laughter’ (neproizvol’nyi smekh). As an example, he puts forward his 1923 poem ‘Schematic of Laughter’ (Skhema smekha) — a text he claims contains no comic ideas, but only the correct satirical sharpening of discourse. As a barebones inventory of comic devices, the poem is a perfect place to begin an examination of Mayakovsky’s poetics of humour. But it is not alone; in a note to the 1925 poem ‘Shallow Philosophy in Deep Places’ (Melkaia filosofiia na glubokikh mestakh), Mayakovsky explains that it too is a ‘skeleton poem’ (stikh-skelet), just like the ‘Schematic’, and another compendium of humorous devices. Together, then, these poems represent the purest and most concentrated expression of Mayakovsky’s understanding of the mechanics of poetic humour. Sustained close reading of both poems reveals that his humorous devices, ranging from formal to narrative, all serve to establish and then deceive expectations in the reader.     

Looking forward,looking back: animating magic,modernity and the African city-future in Nnedi Okorafor’s Lagoon

Lagos has recently become the focus of much scholarly interest, with a strong emphasis placed on the city as crucible of global innovation. Rem Koolhaas, in his well-known formulation of Lagos has, for example, memorably theorised the city as an African megalopolis “at the forefront of globalising modernity.” Contemporary African artists have similarly begun, in recent years, to place Africa at the vanguard of planetary discourse, producing a new wave of cultural output that signals the continent as a site from which to imagine the emergence of future worlds. Salient to this growing body of work are the writings of Nigerian-American author Nnedi Okorafor, who writes in the register of “African science fiction.” This article takes Lagos as its focus by considering its futuristic representation in Okorafor’s novel Lagoon (2014). Drawing on John and Jean Comaroff’s theories of the city “as future lab to be learned from,” I suggest that it is from Okorafor’s account of Lagos, infused with a series of connections between magic and modern, city and sea, global and local, human and nonhuman, that the novel imagines the potential birthing of a new world order. Given the vital presence of nonhuman interlocutors in Okorafor’s text, this article concludes by arguing that Lagoon merits consideration within the growing field of Anthropocenic studies.     

Being safe from what and safe for whom? A critical discussion of the conceptual metaphor of ‘safe space’

ABSTRACT

Safe space, used in educational settings as a metaphor, stresses the importance of the classroom being a learning environment characterised by respect and safety. Based on examples from Swedish and Norwegian classroom research, this article problematises and discusses the complexity in the discourse on safe space by asking the critical questions: Being safe from what? – and safe for whom? Related to the concept of safe space are questions about what possibly can make the classroom an unsafe place. In addition to various types of intimidation, harassment and attacks, discussions about certain issues and topics can, for various reasons, be perceived as threatening. The school is part of society, and in an increasingly polarised climate, controversial issues in contemporary society will often be perceived as controversial in classroom practice. In this sense, instead of giving students false promises of being safe in the Religious Education (RE) classroom, the concept ‘classroom of disagreement’ may be a useful metaphor, since it makes it explicitly clear that disagreements exist and are part of life.     

Non‐understanding as a heuristic to hypothesizing cultural models: A meta‐oriented sociolinguistic strategy1

This article is concerned with the development of an analytic strategy to construct U.S. cultural models of war and terrorism, which are ‘mediatized’ or significantly shaped by the media. Central to that strategy are repair cues to non‐understanding as heuristics in intercultural encounters. These are applied to an inherently mediatized discursive ‘reality’ of war and terrorism. Theoretically, I synthesize sociolinguistic and anthropological perspectives into a ‘meta‐oriented sociolinguistics’, which analytically focuses on the meta‐dimension of discourse. The strategy is applied to a text on war and terrorism from the New York Times, to demonstrate its utility. Furthermore, I provide implications for enhancing validity in the ethnography of mediatized discourse. Specific to the findings of this article, I suggest that corpus studies of media discourse should be conducted on the metadiscursive keywords kamikaze, surprise attacks, Pearl Harbor, and 9/11 in particular temporal frames.     

Democracy between collectivism and individualism. De-nationalisation and individualisation in Swedish national identity

This article studies contemporary national identity formation in Sweden, aiming to shed light on the relationship between democracy, collectivism and individualism. Sweden is selected as a typical case of democratic states which, reflecting processes of individualisation and de-nationalisation, have endorsed individualism and rejected nationalism. Empirically, the formulation of identity is studied on an elite level. While the values of anti-nationalism and individualism have been successfully incorporated into Swedish national discourse, it does not necessarily reflect a de-nationalisation or individualisation of Swedish identity. The rejection of nationalism is a unifying national value, and individualism is in practice often subordinated to other values deemed more essential, e.g. gender equality. Finally, the democratic exclusions within the identity discourse is discussed and it is argued that cultures perceived as less individualist and more nationalist have come to function as significant others, defining Swedishness.     

Qur’anic education and non-confessional RE: an intercultural perspective

ABSTRACT

This article focuses on the reported experiences of Muslim students that regularly shift between Muslim ‘supplementary education’ (including its traditional confessional focus on learning to read Arabic and then memorise and recite the Qur’an) and mainstream school education (including its ‘inclusive’ form of religious education’). The aim has been to better comprehend how these students make sense of this dual educational experience while negotiating the knowledge, skills, and values that are taught to them by two often seemingly disparate institutions. A further aim is to place our findings within the growing field of intercultural education. Though both types of education are often thought to be distinct and oppositional – the former as non-confessional and ‘modern’, the latter as confessional and ‘outmoded’ – both English and Swedish students were able to identify a degree of symbiosis between the two, particularly in relation to the process of memorisation. Thus, it became increasingly clear to the researchers that Muslim student reflection on their participation in both traditions of education had an intercultural dimension in the sense of encouraging dialogue and discussion across educational cultures prompting new knowledge and understanding. This article lays out some of the evidence for this conclusion.     

Discourse Analysis Teaching and Learning for College Students

This paper intends to illustrate how to teach college English especially on discourse analysis. Teachers can use discourse analysis as a research method for investigating their own teaching practices. And learners can benefit from using discourse analysis to explore what language is and how it is used to achieve communicative goals in different contexts.     

Affective politics and reading/writing poetry from the Northeast of India

ABSTRACT

Theorization of cultural and political issues of Northeast of India often creates a disengagement from the actual cultural performances produced in the region. This unique geo-cultural place is sometimes homogenized. In actuality, it is the home of diverse socio-cultural practices and performances. In the context of globalization, deforestation, Christianization, other internal clashes and external influences, material bodies, here, are continuously being rewritten in socio-cultural sphere. Non-representational theory considers poetry as an effective mode of exhibiting the virtual multiplicity of the nonrepresentational world. This paper will focus on exploring the corpus of Northeast Indian English poetry that focuses on social practices and bodily experiences to interpret the entire cultural flow of everyday life. As Non-representational Theory positions ‘affect’ as a central issue to individual and collective disposition in constituting the affective political discourse, this paper will also indicate some political imperatives by advancing a politics of hope in the realm of socio-political sphere.     

Topic models meet discourse analysis: a quantitative tool for a qualitative approach

Quantitative text analysis tools have become increasingly popular methods for the operationalization of various types of discourse analysis. However, their application usually remains fairly simple and superficial, and fails to exploit the resources which the digital era holds for discourse analysis to their full extent. This paper discusses the discourse-analytic potential of a more complex and advanced text analysis tool, which is already frequently employed in other approaches to textual analysis, notably topic modelling. We argue that topic modelling promises advances in areas where discourse analysis has traditionally struggled, such as scaling, repetition, and systematization, which go beyond the contributions of simpler frequency and collocation counts. At the same time, it does not violate the epistemological premises and methodological ethos of even the more radical theories of discourse, we will demonstrate. Finally, we present two small case studies to show how topic modelling – when used with appropriate parameters – can straightforwardly enhance our ability to systematically investigate and interpret discourses in large collections of text. Abbreviations: CDA: Critical Discourse Analysis; LDA: Latent Dirichlet Allocation     

Language,culture and access to mathematics: a case of one remote Aboriginal community

For many students, coming to learn mathematics is as much about the pedagogical relay through which concepts are conveyed as it is about the mathematics per se. This relay comprises social, cultural and linguistic norms as well as the mathematical discourse. In this study, I outline the practices of one remote school and how the teaching practices scaffold Indigenous learners whose home language is different from the language of instruction (Standard Australian English) as they come to learn mathematics. Through various strategies, teachers have created positive learning environments that celebrate the home languages of the students while supporting the transition into Standard Australian English and the discourse of mathematics.     

Lacan's theory of the four discourses and the sixth sense

This paper explores the usefulness of Jacques Lacan's Theory of the Four Discourses to the analysis of film and to an understanding of gendered authorship. The first part of the paper explains Lacan's theory, illustrating it with reference to the film The Sixth Sense (M. Night Shyalaman 1999) and demonstrating how each discourse is represented in the film. The paper shows how the interaction of the characters creates a commutation from one discourse to another and thus how particular speech acts change the discourse being transmitted. Using the example of film adaptations analyzed by the author, the article argues that hysteria, emerging as a discourse produced through gendered authorship, intervenes in the relay of filmic and other fictional texts, emerging as a production of the relationship of writer and adapter, and writer/director and spectator. Since the Discourse of the Hysteric is performed differently in men and women, it is possible to see how Lacan's Discourse Theory adds to an understanding of gendered authorship. Furthermore, it may be possible to characterize genre, form and institution through the play of the Four Discourses and show the thriller as a form of the Discourse of the Hysteric and the happy ending as a particular play of the Discourse of the Hysteric, the Discourse of the Analyst and the Discourse of the Master. By considering the author‐as‐discourse as part of this analysis, I argue that it is possible to consider the gendered body of the author as not completely separate or independent from the text.     

Won't somebody please think of the children? Or,South Park fanfic and the political realm

Comedy Central’s South Park has proved a bone of contention for traditional guardians of youth culture. From the denunciations of pressure groups on one hand, to academics attempting to claim South Park for various political positions on the other, it is ironic that a show addressing the failure of official pedagogy has had so little attention paid to its young fans. Academics argue over the ‘message’ of South Park, in a socio-political sense, or denounce it for irresponsibly embracing post-political cynicism. Yet as Mendes et al. have argued, to draw a false division between youth entertainment and some pre-conceived notion of the political realm is a fallacy: young people’s engagement with and meaning-making practices derived from popular culture are political in themselves. This paper uses a politically informed conception of discourse analysis developed from Laclau and Mouffe to code the top-rated South Park fanfics from Fanfiction.net, a site whose primary demographic is teenagers, in pursuit of the messages young people perceive and make of the show. This project prefers concrete data over impressionistic views of ‘young people’, and attends to what teenage fans make of and do with the text, rather than imagining them as passive consumers absorbing inherent messages.