Communicating citizenship and social positioning

Bora, Alfons; Hausendorf, Heiko

doi:10.1075/dapsac.19.04bor

Cited by 14 publications

(8 citation statements)

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“…These modes, described with the help of positioning theory (Bora and Hausendorf 2006), are essential for the argument toward the articulation of messages and roles suggested or assigned to the learner by the curricula.…”

Section: Methodsmentioning

confidence: 99%

“…• someone who protects the environment and upholds interna- These modes of self-perceptions or self-positionings (Bora and Hausendorf 2006) address the power of the individual learner to improve world conditions. Although legislation and legal rights are mentioned, implying a legal and political framework for individual actions, the focus is more on what I would call ethical rather than l political participation, and hence the curricula analyzed cannot be l seen of those providing global citizenship education as political edul cation.…”

Section: A Challenging Combination Of Global Identity and National Atmentioning

confidence: 98%

“…Within these thematic blocks different modes of self-perceptions ("positionings" as termed by Bora and Hausendorf 2006) In these positionings the learner is called upon to understand, at least on this level, her activities in a global context as a Russian citizen. Her reference is given as the nation-state (not a locality); she is made aware of the (military) conflicts, economic disparities, and environmental problems in the world.…”

Section: A Challenging Combination Of Global Identity and National Atmentioning

confidence: 99%

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Educating “Supermen” and “Superwomen”: Global Citizenship Education

Zimenkova¹

2016

Childhood and Nation

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Section: Methodsmentioning

confidence: 99%

Section: A Challenging Combination Of Global Identity and National Atmentioning

confidence: 98%

Section: A Challenging Combination Of Global Identity and National Atmentioning

confidence: 99%

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Educating “Supermen” and “Superwomen”: Global Citizenship Education

Zimenkova¹

2016

Childhood and Nation

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“…A fruitful comparison would require another group of excluded learners who were raised with the diversity agenda and apply it. The reports are very complex and the authors' self-understanding as learners is only one of the relevant positionings (Bora and Hausendorf 2006) within them. For my analysis, I have chosen only reports that explicitly address learning processes and settings, teachers and the concept of diversity, 25 out of 70 reports.…”

Section: Is There Anything Wrong With Diversity? Diversity Heterogenmentioning

confidence: 98%

Minority learners – Excluded from the narrative of ‘celebrating diversity’?

Zimenkova

2014

Citizenship Teaching &Amp; Learning

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European societies increasingly implement diversity education as part of citizenship education (CE) curricula in order to provide young people with skills for dealing with diversity. This article analyses the policies and practices of diversity education at both the level of the European Union and the Council of Europe, and on the level of nation states, focusing on Germany and Russia as examples. In Europe, diversity education at schools simultaneously pursues two separate goals: on the one hand, teaching materials and education policies generate a grand narrative of celebrating European diversity. On the other, those same materials and policies stipulate that issues of inequality are to be dealt with separately. Thus, within European citizenship, diversity education and inequalities are often decoupled. Conceptualizing diversity in terms of heterogeneities and inequalities, this article reveals the ways in which diversity and inequalities are decoupled in citizenship and civic education and asks what happens when diversity is treated only as a matter of celebration.Examining blog posts from LGBTQ youth who are minority learners who experience exclusion, the article demonstrates the way in which the narrative of celebration of diversity disempowers them and how it contributes towards more uncertainty and more (self-)exclusion of those learners who do not find themselves within celebration of diversity narratives. The article argues for a reintroduction of the term 'heterogeneities' into CE and concludes by suggesting that diversity education as part of CE should begin with the question of whether there are any heterogeneities that do not require action or critical reflection.

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“…In public hearings a citizen's account is not simply a neutral representation of events; obviously there are interests at stake (Potter 1996) that lead to certain rhetorical practices. Rhetoric can be seen at work in the positionings that persons take up, their positioning of others, and their discursive construction of events (Bora & Hausendorf 2006). Discursive constructionism highlights how speech activities such as quotes, evaluations, arguments, and category selection result in persons' sense of the reality of the issue.…”

Section: Analytic Perspectivementioning

confidence: 99%

Drawing on the words of others at public hearings: Zoning, Wal-Mart, and the threat to the aquifer

Buttny¹,

Cohen²

2007

Lang. Soc.

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This study examines two public hearings on a zoning proposal that would allow the construction of a Super Wal-Mart Center on a field over the town's aquifer. Many citizens speak out against the zoning change because of the risk to drinking water, as well as other issues. Citizens face the speaker's problem of how to make their presentations convincing, given the technical matters involved and the fact that Town Board members have likely already heard about these issues. Some speakers draw on the words of others in their presentations. Using another's words allows the speaker to cite an authoritative source or to respond to what another has said, to evaluate it, and often to challenge it. Speakers use other devices in addition to quotes, such as formulations, repetition, and membership categorizations to develop their evaluative stances in the reporting context. The study's focus is the discursive construction and rhetoric of using others' words for the speaker's own purposes. (Public hearings, risk, reported speech, quotes, Wal-Mart, discursive analysis, rhetoric)* I N T R O D U C T I O N This study examines participation at two public hearings before a Town Board in upstate New York. The hearings were called to solicit public input on a proposed zoning change. Zoning issues are not typically the stuff that excites the passions of the citizenry to turn out to public hearings, but this proposal would allow for the construction of a Wal-Mart Super Center on an environmentally sensitive site. The proposal calls for a Wal-Mart to be built on a vacant lot, extending the town's commercial development along a fast-growing traffic corridor. While Wal

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Communicating citizenship and social positioning

Cited by 14 publications

References 0 publications

Educating “Supermen” and “Superwomen”: Global Citizenship Education

Educating “Supermen” and “Superwomen”: Global Citizenship Education

Minority learners – Excluded from the narrative of ‘celebrating diversity’?

Drawing on the words of others at public hearings: Zoning, Wal-Mart, and the threat to the aquifer

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