Personality Puissance
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Legitimation in the European Union
This book offers a transdisciplinary perspective on the question of how political legitimacy is constructed in the increasingly contested postnational setting of the European Union. Drawing on the example of the controversy about the EU constitution and the use of ‘EU constitution speak’ in commentaries published by Polish and French broadsheets, it reveals the transformation that constructions of political authority and association undergo when they are being transposed from the discourse field of multilateral negotiation to that of national news media. Through an original combination of the linguistic theory of discourse developed in Critical Discourse Analysis, Bourdieu’s field theory and notion of symbolic power, and political thought on polity-building, it develops a framework for the discourse study of legitimation and Europeanisation, and proposes applications beyond the case studies in the book.To students of European integration, it demonstrates the potential these concepts have for unravelling the implicit practices of postnational polity building. Discourse researchers, on the other hand, will discover how detailed text analyses gain significance in debates related to the macro level of political organisation when guided by sociological and political theory.
EU Foreign Policy through the Lens of Discourse Analysis
Leading scholars in discourse analysis and European foreign policy join forces in this book, marking a real breakthrough in the literature. Not only do they offer original perspectives on European foreign policy, but they bring together various theories on foreign policy discourses that remain too often isolated from each other. This theoretical diversity is clearly reflected in the book’s four-pronged structure: Part I - Post-structuralist Approaches (with contributions from Thomas Diez, Henrik Larsen and Beste Isleyen); Part II - Constructivist Approaches (with contributions from Knud Erik Jørgensen, Jan Orbie, Ferdi de Ville, Esther Barbé, Anna Herranz-Surrallés and Michal Natorski); Part III - Critical Discourse Analytical Approaches (with contributions from Senem Aydin-Düzgit, Amelie Kutter, Ruth Wodak, Salomi Boukala and Caterina Carta); Part IV - Discursive Institutionalist Approaches (with contributions from Ben Rosamond, Antoine Rayroux and Vivien A. Schmidt). The volume is the first full-length study on how to apply different discourse analytical approaches and methodologies to European foreign policy. The paperback edition makes for a unique selling point as a course text.
Empowering Language Learners in a Changing World through Pedagogies of Multiliteracies
This book presents conceptual and empirical studies on how pedagogies of multiliteracies can empower language learners, teachers, and teacher educators in an increasingly globalized yet unequal world, with a focus on social justice in language education. The chapters offer critical and innovative pedagogical insights that contribute to re-envisioning language and literacy education in the 21st century in a number of educational contexts, including post-secondary, community, refugee, science, language, and teacher education. From a raciolinguistic critique of monoglossic education in the United States to drama-based pedagogies for refugee learners in Iceland, this book contextualizes language learner empowerment by identifying and confronting ideologies of race, gender, nationality, and language. Creative multimodal and multisensorial pedagogies are enacted through learner-designed plurilingual portfolios, infographics, picturebooks, identity texts, performance, andmuseum-based learning. This book diversifies and enriches current approaches to language education based on pedagogies of multiliteracies that cultivate learner agency, identity, and critical reflection, and it will be of interest to readers with backgrounds in second/foreign language education, TESOL/ESL, sociology of education, and applied linguistics.