What are discourses? Are discourses ‘real’, and what is real outside language? In this book, originally published in 1992, Ian Parker provides one of the clearest and most systematic introductions to discourse research and the essential theoretical debates in the area. At the time it was one of the few texts to defend a realist position, discuss accounts of postmodernity and set out criteria for the identification of discourses. Discourse Dynamics is essential reading to anyone interested in project research and an understanding of the theoretical issues involved in discourse analysis. The book will also be of use to students other than those studying psychology. It addresses the concerns of all those looking at qualitative textual research in the human sciences and is still very much relevant today.
What are discourses? Are discourses ‘real’, and what is real outside language? In this book, originally published in 1992, Ian Parker provides one of the clearest and most systematic introductions to discourse research and the essential theoretical debates in the area. At the time it was one of the few texts to defend a realist position, discuss accounts of postmodernity and set out criteria for the identification of discourses. Discourse Dynamics is essential reading to anyone interested in project research and an understanding of the theoretical issues involved in discourse analysis. The book will also be of use to students other than those studying psychology. It addresses the concerns of all those looking at qualitative textual research in the human sciences and is still very much relevant today.
What are discourses? Are discourses ¿real¿, and what is real outside language? Originally published in 1992, Ian Parker provides one of the clearest and most systematic introductions to discourse research and the essential theoretical debates in the area. At the time it was one of the few texts to defend a realist position, discuss accounts of postmodernity and set out criteria for the identification of discourses. Discourse Dynamics is essential reading to anyone interested in project research and an understanding of the theoretical issues involved in discourse analysis. The book will also be of use to students other than those studying psychology. It addresses the concerns of all those looking at qualitative textual research in the human sciences and is still very much relevant today.
This ground-breaking and innovative textbook offers a uniquely global approach to the study of social psychology. Inclusive and outward-looking, the authors consciously re-orientate the discipline of social psychology, promoting a collectivist approach. Each chapter begins with an illustrative scenario based on everyday events, from visiting a local health centre to shopping in a supermarket, which challenges readers to confront the issues that arise in today's diverse, multicultural society. This textbook also gives a voice to many indigenous psychologies that have been excluded from the mainstream discipline and provides crucial coverage of the colonization experience. By integrating core social psychology theories and concepts with critical perspectives, Social Psychology and Everyday Life provides a thought-provoking introduction suitable for both undergraduate and postgraduate students of social psychology and community psychology. It can also be used by students in related subjects such as sociology, criminology and other social sciences. Accompanying online resources for this title can be found at bloomsburyonlineresources.com/social-psychology. These resources are designed to support teaching and learning when using this textbook and are available at no extra cost.
The problem of corruption, however described, dates back thousands of years. Professionals working in areas such as development studies, economics and political studies, were the first to most actively analyse and publish on the topic of corruption and its negative impacts on economies, societies and politics. There was, at that time, minimal literature available on corruption and the law. The literature and discussion on bribery and corruption, as well as on the negative impact of each and what is required to address them, particularly in the legal context, are now considerable. Corruption and anti-corruption are multifaceted and multi-disciplinary. The focus now on the law and compliance, and perhaps commercial incentives, is relatively easy. However, corruption, anti-corruption and the motivations for them are complex. If we continue to discuss, debate, engage, address corruption and anti-corruption in our own disciplinary silos, we are unlikely to significantly progress the fight against corruption. What do terms such as 'culture of integrity', 'demand accountability', ‘transparency and accountability’ and ‘ethical corporate culture’ dominating the anti-corruption discourse mean, if anything, in other disciplines? If they are meaningless, what approach would practitioners in those other disciplines suggest be adopted to address corruption. What has their experience been in the field? How can the work of each discipline contribute to the work of whole and, as such, improve our work in and understanding of anti-corruption? This book seeks to answer these questions and to understand the phenomenon more comprehensively. It will be of value to researchers, academics, lawyers, legislators and students in the fields of law, anthropology, sociology, international affairs, and business.
This is an essential read for anyone interested in the way language is used in the world of politics. Based on Aristotle's premise that we are all political animals, able to use language to pursue our own ends, the book uses the theoretical framework of linguistics to explore the ways in which we think and behave politically. Contemporary and high profile case studies of politicians and other speakers are used, including an examination of the dangerous influence of a politician's words on the defendants in the Stephen Lawrence murder trial. International in its perspective, Analysing Political Discourse also considers the changing landscape of political language post-September 11, including the increasing use of religious imagery in the political discourse of, amongst others, George Bush. Written in a lively and engaging style, this book provides an essential introduction to political discourse analysis.
Third generation coaching proposes a form of dialogue where coach and coachee are focused on creating space for reflection through collaborative practices and less concerned with fabricating quick solutions. Aspiring to achieve moments of symmetry between coach and coachee, where their dialogue is driven by a strong emphasis on meaning-making, values, aspirations and identity issues. Coach and coachee meet as fellow-humans in a genuine dialogue. Marking a new trend in coaching, based on the acknowledgement of changes in society, learning and knowledge production, as well as leadership, while distinguishing itself from the existing models (pop coaching, GROW model, etc.). Third generation coaching is based on a fresh analysis of our society – a society that is characterized by diversification, identity challenges, abolition of the monopoly of knowledge, lifelong learning, and the necessity for self-reflection. Providing quality material to guide ambitious practitioners and high level coaching education programs, in an accessible format. A Guide to Third Generation Coaching advocates a revisited and innovative approach to coaching and coaching psychology, advantageous for learners and practitioners alike, by supporting the reader as a reflective practitioner. ”In this insightful book Reinhard Stelter takes coaching to a new level. With its new perspective, it will make an outstanding contribution to the field.” Prof Stephen Palmer, Centre for Coaching, London, UK, President of the International Society for Coaching Psychology (ISCP) “This book is a wonderful contribution to further theoretical understanding and evidence-based practice within Coaching and Coaching Psychology. Reinhard provides us with a look at the foundations contributing to this field, the benefit of his experience and learning, and the evolution of thinking to our current state. Whether you are a coach, coaching psychologist, leader, manager or student, you will find this an excellent resource to expand your thinking, reflection, exploration, and learning on your journey.” Diane Brennan, MBA, MCC, Past-President International Coach Federation (ICF) in 2008 “A thoughtful and wide ranging journey through the philosophy of coaching. Professor Stelter brings positive psychology, dialogue, and narrative approaches together into a model of coaching designed to meet the needs of clients in today’s world.” Dr. Michael Cavanagh, MClinPsy, PhD, Deputy Director, Coaching Psychology Unit, School of Psychology, The University of Sydney
This volume investigates ideological and hegemonic practices in globally and locally written English as a Foreign Language (EFL) textbooks, and explores whether these textbooks reflect the values, beliefs and norms of the native-speaker society by examining their ideological components and the hegemonic practices by means of which the source society or state seeks to influence learners of the language. It also attempts to clarify EFL teachers’ and students’ views on the underlying ideology and hegemonic practices in globally and locally written EFL textbooks. Studies on the relationship between ideology, hegemony and textbooks in applied linguistics have become more prevalent in recent decades, as the emergence of critical theory, critical pedagogy, and critical thinking skills from the 1920s onwards has led scholars to adopt a more critical perspective towards EFL textbooks, especially with regard to elements of ideology and hegemony. These two terms encompass a plethora of components, ranging from nationalism to religion. At the same time, the importance of metanarratives originating from the tenets of modernism has declined from the 1960s onwards, the assumption being that the world has entered a new age called postmodernism and post-structuralism that emphasizes the role of individuals and rejects efforts to reinforce post-colonialism, the effects of which can be seen in EFL textbooks. Accordingly, taking the elements of ideology and hegemony into account remains a vital aspect in the analysis of EFL textbooks.
Across the social sciences, scholars are increasingly showing how people 'work' to construct organizational life, including the rules and routines that shape and enable organizational activity, the identities of people who occupy organizations, and the societal norms and assumptions that provide the context for organizational action. The idea of work emphasizes the ways in which people and groups engage in purposeful, reflexive efforts rooted in an awareness of organizational life as constructed in human interaction and changeable through human effort. Studies of these efforts have identified new forms of work including emotion work, identity work, boundary work, strategy work, institutional work, and a host of others. Missing in these conversations, however, is a recognition that these forms of work are all part of a broader phenomenon driven by historical shifts that began with modernity and dramatically accelerated through the twentieth century. This book introduces the social-symbolic work perspective, which addresses this broader phenomenon. The social-symbolic work perspective integrates diverse streams of research to examine how people purposefully and reflexively work to construct organizational life, including the identities, technologies, boundaries, and strategies that constitute their organizations. In this book, the authors define social-symbolic work and introduce three forms - self work, organization work, and institutional work. Social-symbolic work highlights people's efforts to construct the social world, and focuses attention on the motivations, practices, resources, and effects of those efforts. This book explores eight distinct streams of social-symbolic work research, drawing on a broad range of examples from the worlds of business, politics, sports, social movements, and many others. It provides researchers, students, and practitioners with an integrative theoretical framework useful in understanding social-symbolic work, a survey of the main forms of social-symbolic work, a rich set of theoretical opportunities to inspire new studies, and practical methodological guidance for empirical research on social-symbolic work.
'Why are you making this about race?' This question is repeated daily in public and in the media. Calling someone racist in these times of mounting white supremacy seems to be a worse insult than racism itself. In our supposedly post-racial society, surely it’s time to stop talking about race? This powerful refutation is a call to notice not just when and how race still matters but when, how and why it is said not to matter. Race critical scholar Alana Lentin argues that society is in urgent need of developing the skills of racial literacy, by jettisoning the idea that race is something and unveiling what race does as a key technology of modern rule, hidden in plain sight. Weaving together international examples, she eviscerates misconceptions such as reverse racism and the newfound acceptability of 'race realism', bursts the 'I’m not racist, but' justification, complicates the common criticisms of identity politics and warns against using concerns about antisemitism as a proxy for antiracism. Dominant voices in society suggest we are talking too much about race. Lentin shows why we actually need to talk about it more and how in doing so we can act to make it matter less.
