Nicolina Montesano Montessori
I I do research at the research centre of Business and Media (HU). I completed my PhD research in 2008 (Lancaster University, UK). I now supervise PhD theses (co-promotor) and I am a frequent external examiner for PhD examinations in the Netherlands and abroad. Research include discursive analysis of complexity in education, social movements, discursive and qualitative research methodology, social entrepreneurship, social justice in the classroom, 15M/Indignados and Podemos in Spain. Recently I am working on the UN discourse on sustainable development goals. I co-edited Critical Policy Discourse Analysis (Edward Elgar) (2019). Recently we organized a section under the same title at the European Consortium of Policy Research (ECPRconference held at Prague, hosting 10 panels on a range of different topics. We also presented workshops for PhD students at London School of Economics.
I am a frequent reviewer for various journals, conferences and EU research grants (Horizon 2020).
Most recent publications:
Montesano MOntessori, N. & Lautensach, A. (2024). A blueprint for what? From a critical policy discursive analysis of UN’s sustainable development goals to a constructive rearticulation for their application, Critical Discourse Studies.
Montesano Montessori, N. (2023): Critical Policy Discourse Analysis. In: M. Handford & J.P. Gee (eds). The Routledge Handbook of Discourse Analysis. Pp. 610-624. Routledge
Montesano Montessori, Nicolina. (sept. 2023). “Critical Participatory Action Research, Critical Discourse Analysis and Praxis.” In: Oxford Research Encyclopedia of Education. New York: Oxford University Press. doi:10.1093/acrefore/9780190264093.013.1703
I am a frequent reviewer for various journals, conferences and EU research grants (Horizon 2020).
Most recent publications:
Montesano MOntessori, N. & Lautensach, A. (2024). A blueprint for what? From a critical policy discursive analysis of UN’s sustainable development goals to a constructive rearticulation for their application, Critical Discourse Studies.
Montesano Montessori, N. (2023): Critical Policy Discourse Analysis. In: M. Handford & J.P. Gee (eds). The Routledge Handbook of Discourse Analysis. Pp. 610-624. Routledge
Montesano Montessori, Nicolina. (sept. 2023). “Critical Participatory Action Research, Critical Discourse Analysis and Praxis.” In: Oxford Research Encyclopedia of Education. New York: Oxford University Press. doi:10.1093/acrefore/9780190264093.013.1703
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See
https://www.e-elgar.com/shop/critical-policy-discourse-analysis
for further details and recommendations
The Zapatista rebellion which broke out on January 1, 1994, on the very day that the North Atlantic Free Trade Agreement (NAFTA) was implemented, can be considered a local response to the global policy shift of the Mexican government under President Salinas de Gortari (1988-1994). This thesis includes a detailed discursive analysis of the annual speeches of the president, and the annual declarations of the EZLN (Ejército Zapatista de Liberación Nacional). One of the basic assumptions of the thesis is that these political narratives played a strategic role in a struggle to gain hegemonic acceptance amongst the Mexican populace for the respective national projects which each side envisioned.
The initial chapters present a description of the socio-historical context in Mexico and of the EZLN as a social movement. Chapters III and IV describe the theoretical-methodological framework of the thesis, which integrates a Gramscian approach to hegemony with discourse theory and two main directions in critical discourse analysis (CDA): discourse and social change and the discourse-historical approach. Categories of discourse theory have been connected to categories in CDA, thus creating a framework which allows for the analysis of data in the light of a hegemonic struggle. The analysis helps to clarify concepts in discourse theory, especially ‘empty signifiers’, ‘nodal points’, ‘myth’ and ‘imaginary’. The integration of discourse theory and CDA makes possible an analysis of the discourse of the Mexican government and the EZLN in terms of processes of rearticulation. Thus, Salinas de Gortari rearticulates the national future of Mexico in terms of civic nationalism and liberal democracy; and the EZLN in terms of ethnic nationalism and a radical democracy. The final chapters discuss the stakes in this conflict and consider it in terms of the struggle, on the part of the EZLN, for the right to be different. In abstract terms, this involves an increased tension between the universal and particular – both relevant issues in a contemporary world which is characterized by multiple groups struggling to affirm their identity.
Drawing on a wide variety of scholars including Hannah Arendt, Gert Biesta, Harry Kunneman, Donald Schön and Chris Argyris, and engaging with professionalism, ethics, virtue and morality, this book builds the argument that learning to deal with complexity supports not only education but the personal development of teachers and the improvement of society and democracy as well. This volume presents research on a broad range of topics such as worldview education, co-teaching, moral authorship, traditional-reform perspectives on education, the discourse on citizenship, teacher education, and the question how to link religion and education. The research chapters explain the theoretical lenses and methodological approaches which have been employed to get a grip on complexity. The results have been interpreted in light of the concepts of horror complexitatis, amor complexitatis and dolor complexitatis. Guided by detailed research accounts of worldview descriptions provided by students and teachers, this framework has been enriched with the notion of a passio complexitatis. In the concluding chapters, the book advocates for an improved balance between the normative and instrumental professionalization of teachers, in order to create space for the improvement of pedagogical relations and processes and to reintroduce the moral dimensions of education. The claim throughout this book is that allowing for complexity in education – even going so far as to embrace it – is vital for the improvement of education, and a prerequisite for more authentic relationships (on the micro level) and the maintenance of a well-functioning democracy and a balanced society (on the macro level). This book is of interest to researchers and educators who are interested in normative professionalization, to qualitative and practice oriented researchers, to teachers and managers in primary, secondary and professional education, and to the wider public which is concerned with the significance of education for the development of a stable and sustainable society.
uitdagingen in de zorg en het onderwijs, rondom duurzaamheid en veiligheid, in
de stedelijke omgeving en op het platteland zijn enorm en ingewikkeld geworden. De
maatschappij verandert dusdanig dat traditionele modellen en werkwijzen niet meer
afdoende blijken te werken. Het hoger beroepsonderwijs speelt een belangrijke rol in het
aangaan van deze uitdagingen; door het opleiden van hbo-professionals die in staat zijn
om te handelen in moeilijke situaties en door het uitvoeren van praktijkgericht onderzoek
dat daadwerkelijk een bijdrage levert aan het oplossen van maatschappelijke problemen.
De maatschappelijke ontwikkelingen vereisen ander onderwijs, ander onderzoek en bijgevolg
ook een andere manier van organiseren binnen Hogeschool Utrecht. Een centraal
begrip dat sturend is in dit ‘anders’ is ‘complexiteit’. Het thema ‘complexiteit in beroepsuitoefening’
leeft op de hogeschool en is maatschappelijk van groot belang vanwege de
snelle veranderingen en het toenemende besef dat we in een systeem leven en werken
dat verknoopt is met andere systemen die in hun werking onvoorspelbaar zijn. De afgelopen
twee jaar is gebleken dat veel docenten, onderzoekers en managers bezig zijn met
vragen als: Hoe passen beroepsopleidingen zich hierop aan? Wat kan onderzoek bijdragen
aan de omgang met complexiteit? Wat betekent complexiteit voor ons eigen functioneren,
onze omgang met anderen en onze dagelijkse routines?
Antwoorden en reflecties op deze en andere vragen leest u in dit boek. Een boek over
complexiteit in beroepsuitoefening ván medewerkers van de HU vóór collega’s op de HU,
voor collega’s van andere hogescholen en voor collega’s uit het beroepenveld. Bijdragen
zijn afkomstig van een breed scala aan lectoraten en opleidingen, namelijk: Methodologie
van Praktijkgericht Onderzoek, Normatieve Professionalisering, Co-Design, Innovatieve
Maatschappelijke Dienstverlening, de lerarenopleiding Instituut Archimedes, StudentsInc,
het Instituut voor Ecologische Pedagogiek, Instituut voor Communicatie, Institute for
Engineering & Design met de opleiding Technische Bedrijfskunde, Instituut voor
Gebouwde Omgeving met de opleiding Built Environment. Iedere bijdrage verhaalt op
eigen wijze een doorleefde ervaring met vormen van complexiteit en beschrijft op welke
wijze complexiteitstheorieën hebben geïnspireerd, hoe nieuwe werkwijzen zijn ontwikkeld,
nieuwe mechanismen zijn ingezet en andere houdingen zijn aangenomen om met complexe
situaties om te gaan of anderen daarbij te ondersteunen. We beschrijven in deze
inleiding hoe deze bundel tot stand is gekomen en we schetsen een beeld van de aard en
de opbouw van de bundel.
The book consists of three parts. Part I introduces CDA as a discipline. Chapter 1 discusses the three main concepts: discourse, analysis and the critical orientation. Chapter 2 discusses the functions of texts and narratives. Chapter 3 explains the ontological, epistemological and methodological characteristics of CDA, while Chapter 4 presents the main original directions in CDA: the socio-cognitive, the discourse-historical and the dialectical-relational approach. Part II contains two chapters. Chapter 5 discusses the concepts of ideology, identity and power in relation to discourse and CDA. Chapter 6 presents various views on hegemony. This part concludes with the potential of a CDA approach to research for practice oriented researchers. Part III includes 5 chapters dealing with the research cycle of CDA. It uses a discursive analysis of political discourse in Mexico as an example. The study consists of a comparative analysis of the discourse of the Zapatista Movement and former President Salinas de Gortari of Mexico in the period 1988-1998. Chapter 7 explains the formation of a scientific object which will form the basis for research and which has to be constructed for any research in a CDA tradition. A scientific object contains a selection of theory, methodology, definition of concepts and the data to be analysed, as well as a justification of the choices made and criteria for successful research. Chapter 8 presents the theoretical framework for the research on political discourse in Mexico. It consists of the theories of Gramsci (1971) and Laclau & Mouffe (1985) on hegemony. Chapter 9 discusses the methodological framework and presents the first analytical stage: the content analysis. Chapter 10 focuses on the second analytical stage, which implies the analysis of discursive and argumentative strategies. Chapter 11 presents an analysis of the linguistic features of both discourses of the Zapatista movement and Salinas de Gortari. It demonstrates how both discourses functioned at different levels of abstraction. Chapter 12 presents an evaluation of the research in agreement with the criteria formulated in Chapter 7."
Universities of Applied Sciences in the Netherlands. Previously, participating in and
carrying out research was confined to the traditional universities, whereas Universities
of Applied Sciences focused on teaching and training of highly skilled professionals.
During the last decade the situation changed. Professions were becoming more complex
and professionals engaged with new and challenging practices in complex settings. They
needed to prepare for developing new relationships with students and clients and to
continuously improve their professional performance. Since 2001 the Dutch government
stimulated the development of research centres within the Universities of Applied
Sciences. The aim was to integrate the academic curricula with practice-orientated
research and the continuing professional development of teachers and other practitioners
working in the field. A research centre at a University of Applied Sciences typically
involves lecturers, students, practitioners and professional researchers. The kind of research
performed in these research centres tends to be practice-orientated, based on
professional practice and the dilemmas practitioners encounter in their field of work.
This book focuses on practice-orientated research. It emphasises that research is both
a systematic and a creative activity. For this reason, the book does not contain a blueprint
as to how to perform practice-orientated research. Rather, it helps the reader to
understand what the main characteristics of this specific kind of research is, how a research
design can be developed, how the researcher can define his research position
and, based on that position, can take necessary and relevant decisions which will lead to
a rigorous research design and actually carrying out a relevant research project. Chapter
1 describes three main paradigms: the positivist, the interpretative and the critical
emancipatory paradigm, each with its cons and pros. Chapter 2 relates practice orientated
research to these paradigms and introduces McClelland’s metaphor of the iceberg
(Spencer & Spencer, 1993) which helps to take into account the underlying realm of
values, beliefs and attitudes in research projects. Chapter 3 describes the three stages
of practice-orientated research and the skills required by the researcher in each of these
stages. It presents an example of an emergent research design. Chapter 4 explains how
to perform a literature study during the different stages of the research and the specific
functions of the literature study which varies throughout the research process. Chapter
5 presents a series of research strategies such as action research, comparative research,
case studies, documentary research design science research and surveys. Chapter 6 discusses
methods of data collection, including interviews, questionnaires, narrative interviews
and observations. Chapter 7 focuses on qualitative data analysis, while Chapter 8
presents an introduction to quantitative data analysis.
Goals (2015–2030), the achievement of most of the proposed targets
have been lagging behind, as has been confirmed in recent UN
and UNESCO reports. While these reports mostly provide external
features which cause the delay, this paper analyses and addresses
possible features within the UN 2030 Agenda which might explain
that shortfall. These include an unflagging belief in economic
growth and a lack of an analysis of causes, as well as problems to
do with costs and benefits of particular SDGs. Hence, the application
of some SDGs might be counterproductive for the environment
– and thus for sustainability. This article highlights outcomes
of analyses of the Agenda, zooms in on SDG4 on education and
presents alternative, more promising avenues concerning the SDGs.
The 2030 Agenda and the alternative approaches are interpreted in
terms of a shallow ecological (mechanistic) and a deep ecological
(organic) worldview. We then propose ways forward for critical
policy discourse analysis that may enhance the capacity of the UN
2030 Agenda in the direction of what they are meant to do: global
cooperation toward a sustainable rearrangement of human life on
earth.
While fully endorsing this statement, we argue that it does not licence discourse theorists to consider discursive formations divorced from their material context, but obliges us to account for the constraints and affordances of the material conditions on the structuring of the discursive field itself. Drawing on previous work, we argue that material conditions may render discourse systems incommensurate, such that they cannot be articulated through chains of equivalence within a radically restructured field. We suggest as a way forward the concept of the nomadic politician continually traversing between equivalential systems in order to reconfigure and renegotiate key signifiers within the materially-constrained discursive fields of each.
Keywords: Social model of disability, the voice of the learner, self-determination and choice, inter-professional collaboration, people first language.
Key words: multimodal narratives, cognitive frame, discourses of social change, social movements’ discourses, Critical Discourse Analysis, emotions, socio-cognitive approaches, constructionism
Keywords: hegemony, narrative, orders of discourse, myth, imaginary, nodal points, empty signifiers.
KEYWORDS: globalization, political discourse, subject position, preferred versus unpreferred readings of a text, recontextualisation.
See
https://www.e-elgar.com/shop/critical-policy-discourse-analysis
for further details and recommendations
The Zapatista rebellion which broke out on January 1, 1994, on the very day that the North Atlantic Free Trade Agreement (NAFTA) was implemented, can be considered a local response to the global policy shift of the Mexican government under President Salinas de Gortari (1988-1994). This thesis includes a detailed discursive analysis of the annual speeches of the president, and the annual declarations of the EZLN (Ejército Zapatista de Liberación Nacional). One of the basic assumptions of the thesis is that these political narratives played a strategic role in a struggle to gain hegemonic acceptance amongst the Mexican populace for the respective national projects which each side envisioned.
The initial chapters present a description of the socio-historical context in Mexico and of the EZLN as a social movement. Chapters III and IV describe the theoretical-methodological framework of the thesis, which integrates a Gramscian approach to hegemony with discourse theory and two main directions in critical discourse analysis (CDA): discourse and social change and the discourse-historical approach. Categories of discourse theory have been connected to categories in CDA, thus creating a framework which allows for the analysis of data in the light of a hegemonic struggle. The analysis helps to clarify concepts in discourse theory, especially ‘empty signifiers’, ‘nodal points’, ‘myth’ and ‘imaginary’. The integration of discourse theory and CDA makes possible an analysis of the discourse of the Mexican government and the EZLN in terms of processes of rearticulation. Thus, Salinas de Gortari rearticulates the national future of Mexico in terms of civic nationalism and liberal democracy; and the EZLN in terms of ethnic nationalism and a radical democracy. The final chapters discuss the stakes in this conflict and consider it in terms of the struggle, on the part of the EZLN, for the right to be different. In abstract terms, this involves an increased tension between the universal and particular – both relevant issues in a contemporary world which is characterized by multiple groups struggling to affirm their identity.
Drawing on a wide variety of scholars including Hannah Arendt, Gert Biesta, Harry Kunneman, Donald Schön and Chris Argyris, and engaging with professionalism, ethics, virtue and morality, this book builds the argument that learning to deal with complexity supports not only education but the personal development of teachers and the improvement of society and democracy as well. This volume presents research on a broad range of topics such as worldview education, co-teaching, moral authorship, traditional-reform perspectives on education, the discourse on citizenship, teacher education, and the question how to link religion and education. The research chapters explain the theoretical lenses and methodological approaches which have been employed to get a grip on complexity. The results have been interpreted in light of the concepts of horror complexitatis, amor complexitatis and dolor complexitatis. Guided by detailed research accounts of worldview descriptions provided by students and teachers, this framework has been enriched with the notion of a passio complexitatis. In the concluding chapters, the book advocates for an improved balance between the normative and instrumental professionalization of teachers, in order to create space for the improvement of pedagogical relations and processes and to reintroduce the moral dimensions of education. The claim throughout this book is that allowing for complexity in education – even going so far as to embrace it – is vital for the improvement of education, and a prerequisite for more authentic relationships (on the micro level) and the maintenance of a well-functioning democracy and a balanced society (on the macro level). This book is of interest to researchers and educators who are interested in normative professionalization, to qualitative and practice oriented researchers, to teachers and managers in primary, secondary and professional education, and to the wider public which is concerned with the significance of education for the development of a stable and sustainable society.
uitdagingen in de zorg en het onderwijs, rondom duurzaamheid en veiligheid, in
de stedelijke omgeving en op het platteland zijn enorm en ingewikkeld geworden. De
maatschappij verandert dusdanig dat traditionele modellen en werkwijzen niet meer
afdoende blijken te werken. Het hoger beroepsonderwijs speelt een belangrijke rol in het
aangaan van deze uitdagingen; door het opleiden van hbo-professionals die in staat zijn
om te handelen in moeilijke situaties en door het uitvoeren van praktijkgericht onderzoek
dat daadwerkelijk een bijdrage levert aan het oplossen van maatschappelijke problemen.
De maatschappelijke ontwikkelingen vereisen ander onderwijs, ander onderzoek en bijgevolg
ook een andere manier van organiseren binnen Hogeschool Utrecht. Een centraal
begrip dat sturend is in dit ‘anders’ is ‘complexiteit’. Het thema ‘complexiteit in beroepsuitoefening’
leeft op de hogeschool en is maatschappelijk van groot belang vanwege de
snelle veranderingen en het toenemende besef dat we in een systeem leven en werken
dat verknoopt is met andere systemen die in hun werking onvoorspelbaar zijn. De afgelopen
twee jaar is gebleken dat veel docenten, onderzoekers en managers bezig zijn met
vragen als: Hoe passen beroepsopleidingen zich hierop aan? Wat kan onderzoek bijdragen
aan de omgang met complexiteit? Wat betekent complexiteit voor ons eigen functioneren,
onze omgang met anderen en onze dagelijkse routines?
Antwoorden en reflecties op deze en andere vragen leest u in dit boek. Een boek over
complexiteit in beroepsuitoefening ván medewerkers van de HU vóór collega’s op de HU,
voor collega’s van andere hogescholen en voor collega’s uit het beroepenveld. Bijdragen
zijn afkomstig van een breed scala aan lectoraten en opleidingen, namelijk: Methodologie
van Praktijkgericht Onderzoek, Normatieve Professionalisering, Co-Design, Innovatieve
Maatschappelijke Dienstverlening, de lerarenopleiding Instituut Archimedes, StudentsInc,
het Instituut voor Ecologische Pedagogiek, Instituut voor Communicatie, Institute for
Engineering & Design met de opleiding Technische Bedrijfskunde, Instituut voor
Gebouwde Omgeving met de opleiding Built Environment. Iedere bijdrage verhaalt op
eigen wijze een doorleefde ervaring met vormen van complexiteit en beschrijft op welke
wijze complexiteitstheorieën hebben geïnspireerd, hoe nieuwe werkwijzen zijn ontwikkeld,
nieuwe mechanismen zijn ingezet en andere houdingen zijn aangenomen om met complexe
situaties om te gaan of anderen daarbij te ondersteunen. We beschrijven in deze
inleiding hoe deze bundel tot stand is gekomen en we schetsen een beeld van de aard en
de opbouw van de bundel.
The book consists of three parts. Part I introduces CDA as a discipline. Chapter 1 discusses the three main concepts: discourse, analysis and the critical orientation. Chapter 2 discusses the functions of texts and narratives. Chapter 3 explains the ontological, epistemological and methodological characteristics of CDA, while Chapter 4 presents the main original directions in CDA: the socio-cognitive, the discourse-historical and the dialectical-relational approach. Part II contains two chapters. Chapter 5 discusses the concepts of ideology, identity and power in relation to discourse and CDA. Chapter 6 presents various views on hegemony. This part concludes with the potential of a CDA approach to research for practice oriented researchers. Part III includes 5 chapters dealing with the research cycle of CDA. It uses a discursive analysis of political discourse in Mexico as an example. The study consists of a comparative analysis of the discourse of the Zapatista Movement and former President Salinas de Gortari of Mexico in the period 1988-1998. Chapter 7 explains the formation of a scientific object which will form the basis for research and which has to be constructed for any research in a CDA tradition. A scientific object contains a selection of theory, methodology, definition of concepts and the data to be analysed, as well as a justification of the choices made and criteria for successful research. Chapter 8 presents the theoretical framework for the research on political discourse in Mexico. It consists of the theories of Gramsci (1971) and Laclau & Mouffe (1985) on hegemony. Chapter 9 discusses the methodological framework and presents the first analytical stage: the content analysis. Chapter 10 focuses on the second analytical stage, which implies the analysis of discursive and argumentative strategies. Chapter 11 presents an analysis of the linguistic features of both discourses of the Zapatista movement and Salinas de Gortari. It demonstrates how both discourses functioned at different levels of abstraction. Chapter 12 presents an evaluation of the research in agreement with the criteria formulated in Chapter 7."
Universities of Applied Sciences in the Netherlands. Previously, participating in and
carrying out research was confined to the traditional universities, whereas Universities
of Applied Sciences focused on teaching and training of highly skilled professionals.
During the last decade the situation changed. Professions were becoming more complex
and professionals engaged with new and challenging practices in complex settings. They
needed to prepare for developing new relationships with students and clients and to
continuously improve their professional performance. Since 2001 the Dutch government
stimulated the development of research centres within the Universities of Applied
Sciences. The aim was to integrate the academic curricula with practice-orientated
research and the continuing professional development of teachers and other practitioners
working in the field. A research centre at a University of Applied Sciences typically
involves lecturers, students, practitioners and professional researchers. The kind of research
performed in these research centres tends to be practice-orientated, based on
professional practice and the dilemmas practitioners encounter in their field of work.
This book focuses on practice-orientated research. It emphasises that research is both
a systematic and a creative activity. For this reason, the book does not contain a blueprint
as to how to perform practice-orientated research. Rather, it helps the reader to
understand what the main characteristics of this specific kind of research is, how a research
design can be developed, how the researcher can define his research position
and, based on that position, can take necessary and relevant decisions which will lead to
a rigorous research design and actually carrying out a relevant research project. Chapter
1 describes three main paradigms: the positivist, the interpretative and the critical
emancipatory paradigm, each with its cons and pros. Chapter 2 relates practice orientated
research to these paradigms and introduces McClelland’s metaphor of the iceberg
(Spencer & Spencer, 1993) which helps to take into account the underlying realm of
values, beliefs and attitudes in research projects. Chapter 3 describes the three stages
of practice-orientated research and the skills required by the researcher in each of these
stages. It presents an example of an emergent research design. Chapter 4 explains how
to perform a literature study during the different stages of the research and the specific
functions of the literature study which varies throughout the research process. Chapter
5 presents a series of research strategies such as action research, comparative research,
case studies, documentary research design science research and surveys. Chapter 6 discusses
methods of data collection, including interviews, questionnaires, narrative interviews
and observations. Chapter 7 focuses on qualitative data analysis, while Chapter 8
presents an introduction to quantitative data analysis.
Goals (2015–2030), the achievement of most of the proposed targets
have been lagging behind, as has been confirmed in recent UN
and UNESCO reports. While these reports mostly provide external
features which cause the delay, this paper analyses and addresses
possible features within the UN 2030 Agenda which might explain
that shortfall. These include an unflagging belief in economic
growth and a lack of an analysis of causes, as well as problems to
do with costs and benefits of particular SDGs. Hence, the application
of some SDGs might be counterproductive for the environment
– and thus for sustainability. This article highlights outcomes
of analyses of the Agenda, zooms in on SDG4 on education and
presents alternative, more promising avenues concerning the SDGs.
The 2030 Agenda and the alternative approaches are interpreted in
terms of a shallow ecological (mechanistic) and a deep ecological
(organic) worldview. We then propose ways forward for critical
policy discourse analysis that may enhance the capacity of the UN
2030 Agenda in the direction of what they are meant to do: global
cooperation toward a sustainable rearrangement of human life on
earth.
While fully endorsing this statement, we argue that it does not licence discourse theorists to consider discursive formations divorced from their material context, but obliges us to account for the constraints and affordances of the material conditions on the structuring of the discursive field itself. Drawing on previous work, we argue that material conditions may render discourse systems incommensurate, such that they cannot be articulated through chains of equivalence within a radically restructured field. We suggest as a way forward the concept of the nomadic politician continually traversing between equivalential systems in order to reconfigure and renegotiate key signifiers within the materially-constrained discursive fields of each.
Keywords: Social model of disability, the voice of the learner, self-determination and choice, inter-professional collaboration, people first language.
Key words: multimodal narratives, cognitive frame, discourses of social change, social movements’ discourses, Critical Discourse Analysis, emotions, socio-cognitive approaches, constructionism
Keywords: hegemony, narrative, orders of discourse, myth, imaginary, nodal points, empty signifiers.
KEYWORDS: globalization, political discourse, subject position, preferred versus unpreferred readings of a text, recontextualisation.
Leyendo el tejido social
260 ■
España (Montesano Montessori & Morales López, 2015; y las causas de
tres emprendedores sociales (Montesano Montessori, 2016b)1.
En cada caso se ha construido una metodología basado en tres de los
principios básicos de la metodología en el análisis crítico del discurso (ACD)
(Wodak & Meyer, 2016) especialmente dentro del enfoque discursivo-histórico
elaborado en Viena (Reisigl & Wodak, 2001). Los principios enfatizados
para este capítulo incluyen: la abducción, la estratificación y la interdisciplinaridad.
La abducción implica establecer un diálogo entre teoría, metodología
y datos concretos dentro del contexto que se estudia. La estratificación
implica la separación entre las capas macro- meso y micro de una situación
social, a nivel teórico y a nivel metodológico. La interdisciplinidad implica
combiner disciplinas y/o la combinación de varios enfoques teóricos. Este
capítulo describe las metodologías elaboradas teniendo en cuenta estos
principios seleccionados.
theoretical terms of difference and antagonism. It explains emerging populismin the EU as a result of increased instrumentalization and universalization
of modern politics. It leads to the insight that Hannah Arendt’s warningsconcerning the importance of maintaining plurality in the public realm are
relevant today.
the General Secretary of the party, Pablo Iglesias and the head of the branch in Catalonia, Xavier Domènech. We then apply the explanatory logics developed within discourse theory (Glynos and Howarth 2007) to interpret the results
of the analysis1 and we critically reflect on some observed ambiguities in the discourse of Podemos.
In dit artikel doe ik verslag van een participatief actieonderzoek naar sociale rechtvaardigheid in de klas. Het werd uitgevoerd in de periode 2008-2010, op vier verschillende basisscholen, door een gecombineerde groep van HU onderzoekers en praktijkonderzoekers, waaronder leerkrachten, stagiaires en leerlingen van de scholen.
Ik heb dit onderzoek gekozen als voorbeeld van complexiteit omdat het onderzoek een daadwerkelijke zoektocht was. Ik leg hierbij de nadruk op het voorlopige onderzoeksontwerp en de emergente momenten die uit deze werkwijze naar voren zijn gekomen. Daarnaast zal ik me, wat betreft de aanpak vooral richten op de ervaring dat deze werkwijze leidde tot meervoudigheid in het onderzoek. Zowel de onderzoeksbijeenkomsten als de tijdens het onderzoek ontworpen onderzoeksinstrumenten en de rol van de onderzoekers hadden allen een meervoudig karakter in functie en ontwerp1.
Mijn visie op complexiteit
Een belangrijk kenmerk van complexiteit is voor mij dat er sprake is van een open, nog onbekend einde. Hoewel er veel andere vormen zullen bestaan van complex onderzoek, is het voor mij het soort onderzoek waarvan noch kerndefinities, noch de beoogde doelen en effecten vaststaan. Dat is dus anders dan van ons gevraagd wordt als wij financiering aanvragen; dan moetende doelen en (beoogde) uitkomsten al bij de aanvraag worden gepresenteerd.
Een complex onderzoek is in mijn ogen dus een daadwerkelijke – systematische – zoektocht, een stap in het onbekende, in dit geval samen met onbekende anderen. Dit ook in combinatie met de wens het onderzoek voldoende diepgang mee te geven, door niet alleen beschrijvend te werken, maar ook verkennend in de zin van dubbel- en drieslag leren, zodat ook met elkaar gekeken werd naar de morele dimensies van het begrip ‘sociale rechtvaardigheid’ en van het onderzoek zelf. Een emergent onderzoeksontwerp dient dan als basis en houvast om op gefundeerde wijze aan zo’n collectieve zoektocht te beginnen.
This review presents a description of its structure and the main content of the various chapters, followed by a general evaluation and a recommendation for the potential readership of this book.
This review presents a description of its structure and the main content of the various chapters, followed by a general evaluation and a recommendation for the potential readership of this book.
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124 Discourse & Society 27(1)
Ecuadorian national identity between 1852 and 1947. Seeking to answer questions such as ‘How do strong identifications, such as national identities, come into being and sustain themselves? How do these identifications make claims on future change?’ (p. 1), this book focuses on the creation and dissemination of commonplaces or topoi that show both continuity and difference over the century it covers.
The rhetoric-discursive analysis shows that Podemos aims at making a difference in the historical political narrative of Spain based on its claims to directly serve and protect the people and to restore the dignity of Spain. It recodes the concept of the nation from centrality of the state to popular sovereignty.
En Marea and En Comú develop its political agenda in bilingual regions, where the population is divided by nationalism and ethnicity. The analysis of the speeches of these particular groups shows, contrary to Podemos, the dilemma of including the nationalistic approach in their demands, with the danger, particularly in Catalonia, of being abandoned by the left-wing voters who support the actual status quo (being part of Catalonia and at the same time part of Spain and Europe).
From a discourse theoretical point of view, we will revise these findings as a tension between the universal and the particular. We will emphasise the transformative potential of discourse theory and its concepts such as empty and floating signifiers, the split identity and chains of equivalence. In this sense we draw on earlier research on the Zapatista Movement in Mexico (Montesano Montessori, 2011) and, indeed, Podemos in Spain. Both movements have intellectual leaders who were inspired by discourse theory and redesign these findings in transformative mechanisms which can play an important role in a world increasingly torn by conflicts between global universalism and ethnic, political, cultural and historical particularism.
critical communities of knowledge in an era that imposes instrumental, accountable results in teaching. This instrumental approach to teaching, prepares pupils for their role in the econ- omy rather than for becoming democratic, responsible, critical citizens (Nussbaum, 2011).
It also narrows the ideals about 'good education' and removes teachers from the practice
of establishing professional dialogues as to what is good teaching in any particular moment (Biesta, 2010). In addition, one could argue that our era which is marked by radical change, pupils and students (and society at large) should be endowed with a big tool kit of criti-
cal reading and thinking, and the capacity to argue and to publicly discuss how to shape
our society both at the micro level (classrooms) and the macro level (the political system
and the economy). It is for these reasons that we developed in our research group of the 'moral dimensions or teaching' in the Netherlands, approaches for collective learning pro- cesses, where participants take up roles and tasks to elaborate on real life issues, for instance some social problem in the neighborhood. As a group they will study, perform an prob-
lem analysis, elaborate possible solutions and experiment with putting these into practice.
The main arguments of the paper will be that a) these groups should be heterogeneous, but horizontally organised b) various types of knowledge should be welcomed (emotional, intu- itive, cognitive, tacit and practical or experiential knowledge) c) these processes both entail and require a double hermeneutics when it comes to interpretations and a joint process of making sense of the topic that is being learnt about.
those of Critical Discourse Analysis. It will also show how a well designed emergent research
design empowers the participatory research process with a structure that is strong enough to
lead the research process, while it is also flexible enough to absorb and use emerging knowledge for the ongoing organization and focus of the research throughout its various stages. In
this sense, I consider participatory action research as a form of double hermeneutics. I will
show that this model generates both theoretical and process-oriented goals and it simultane-
ously achieves investigating, a collective learning process, innovation and implementation. I
suggest that this process requires a horizontal (rather than vertical, hierarchical) structure,
so that new knowledge can emerge freely in the process and power relations can be investi-
gated and questioned. In other words, the model allows for processes of double and triple
loop learining (Argyris & Schön, 1974). CDA brings in a layered research methodology that
allows to investigate the dynamics between structure and agency, while Action Research
helps to free CDA from the confines of academia, since it allows to carry out its research in
real life situations i.e. in organizations, schools, hospitals, etc. I will illustrate this model
with various examples from research carried out so far. My main claim will be that this
kind of research is highly needed in times of complex and radical change. Perhaps against
the current day emphasis on evidence-based practices, I believe that modern society requires
a new practice of contextualised dialogue between heterogeneous stakeholders in order to
make sense of processes of rapid change and to engage in a joint process of problem analysis
and the construction of new horizons and innovative, inclusive, practices.
The volume builds on the fact that each of the disciplines has a common interest in extracting information from political texts. The focus on political texts thus facilitates interdisciplinary cross-overs. The volume also includes chapters combining methods as examples of cross-disciplinary endeavors. These chapters present an open discussion of the constraints and (dis)advantages of quantitative and qualitative methods and the affordances of combining them.