The so-called refugee crisis presents a field of discursive struggle over meanings in politics. In Austria, mediatized politics in 2015 and 2016 was dominated by metadiscursive negotiation of terminology related to building a border fence and setting a maximum limit on refugees. Both issues raised serious ideological and legal concerns and were thus largely euphemized; as responses to ever-increasing pressure from the political right, however, they were also intended as signals to voters. This article presents a discourse-historical study of the normalization of restrictive policies in the theoretical framework of border and body politics, otherness, and mediatization.

In this paper, Rheindorf and Wodak provide a discourse-historical analysis of extreme-right cultural politics in Austria, ranging from the blatant racism in the speeches of Vienna’s former Deputy Mayor Johann Gudenus (now MP in the Austrian parliament) to the construction of an idealized national body in the election campaigns of the Freiheitliche Partei Österreichs (FPÖ), its programmatic agenda in handbooks and pamphlets, and the performances of far-right pop singer Andreas Gabalier. Rheindorf and Wodak argue that such cultural politics use a wide spectrum of discursive strategies both inside and outside established party politics and that the accompanying production of an ideal extreme-right subject is informed by nativist ideology. The cross-sectional analysis demonstrates that the cultural politics of the Austrian extreme right ranges from appropriated national symbols to coded National Socialist iconography. These politics pervasively construct a gendered and racialized national body, policed by a ‘strict father’ and nurtured by a ‘self-sacrificing mother’, vis-à-vis an apocalyptic threat scenario identified with migration, intellectual and political elites, cosmopolitanism and progressive gender politics.

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Die Deutsche Nationalbibliothek verzeichnet diese Publikation in der Deutschen Nationalbibliografie; detaillierte bibliografische Daten sind im Internet über http://dnb.d-nb.de abrufbar.© Springer Fachmedien Wiesbaden GmbH, ein Teil von Springer Nature 2020 Das Werk einschließlich aller seiner Teile ist urheberrechtlich geschützt. Jede Verwertung, die nicht ausdrücklich vom Urheberrechtsgesetz zugelassen ist, bedarf der vorherigen Zustimmung des Verlags. Das gilt insbesondere für Vervielfältigungen, Bearbeitungen, Übersetzungen, Mikroverfilmungen und die Einspeicherung und Verarbeitung in elektronischen Systemen. Die Wiedergabe von allgemein beschreibenden Bezeichnungen, Marken, Unternehmensnamen etc. in diesem Werk bedeutet nicht, dass diese frei durch jedermann benutzt werden dürfen. Die Berechtigung zur Benutzung unterliegt, auch ohne gesonderten Hinweis hierzu, den Regeln des Markenrechts. Die Rechte des jeweiligen Zeicheninhabers sind zu beachten. Der Verlag, die Autoren und die Herausgeber gehen davon aus, dass die Angaben und Informationen in diesem Werk zum Zeitpunkt der Veröffentlichung vollständig und korrekt sind. Weder der Verlag, noch die Autoren oder die Herausgeber übernehmen, ausdrücklich oder implizit, Gewähr für den Inhalt des Werkes, etwaige Fehler oder Äußerungen. Der Verlag bleibt im Hinblick auf geografische Zuordnungen und Gebietsbezeichnungen in veröffentlichten Karten und Institutionsadressen neutral.

EUROPEAN research universities are facing a constant process of decline in the English writing and publishing skills of students against an ever-increasing pressure for research publications. This article presents the development and assessment of efficiency of an English academic writing (AW) programme implemented at Babeş-Bolyai University, a Romanian research-focused university, by offering insights into the following: (a) an intervention programme for English AW integrating formal writing across and in the disciplines (AID) modules with informal writing skills, and writing and publishing career development modules; (b) perceived and assessed efficiency of the programme; and (c) opportunities and challenges encountered at the institutional level. The intervention targeted doctoral students from different disciplines, and doctoral schools and with/without previous writing experience. This article not only suggests viable strategies to address the learning needs, challenges and opportunities of doctoral students at the institutional level, but also discusses the way in which the intervention is perceived in terms of efficiency and methodological approach. Designing the intervention: description of the moduleAcademic writing programmes in English are dedicated to improve professional performance at the MD or Ph D level, where research results should be rapidly put into practice 1-3 . Meanwhile, institutions are interested in developing such programmes to increase the publishing rate and assure international visibility of the research results 4 . The targeted academic writing skills required structured training programmes as they cannot be otherwise osmotically acquired 5,6 . As a result, several strategies have been developed, such as programmes based on the learners and their learning needs [7][8][9] or those that can be delivered to a non-selected group based on discipline, as writing in the disciplines requires specific conventions, is epistemological, and aims to acquire social practices 10,11 and combined approaches 12 . The AW programme structure relies on the shared purpose of writing and community discourse conventions as well as on the existing teaching traditions at the institutional level 9,10,13 . Before designing the programme structure, the learning needs of the doctoral students were analysed with the help of a questionnaire and focus group. A 16-item questionnaire was developed based on the tools that have been used in the field of academic writing 14 , but are adapted to the specificity of the doctoral students in the target group whose second language is English. The rationale for the programme design was partially based on direct observations and conclusions drawn from hands-on experience for Ph D candidates at Babeş-Bolyai University. As part of its own development strategy, the university applied for structural and cohesion funds available at that time through the SOPHRD 2007-2013. Hundreds of doctoral candidates in three consecutive cohorts (i.e. 2008, 2009 and 2010 enrolment) in natural ...

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