Critical Discourse Analysis and Composition Studies: A Study of Presidential Discourse and Campus Discord

Powell, Pegeen Reichert

doi:10.2307/4140695

Cited by 10 publications

(9 citation statements)

References 5 publications

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“…However different actors hold different levels of symbolic and structural power. Powell (2004) examined campus communications, primarily from a university's president, following campus protests in response to vandalization of the institution's Center for Black Culture and Learning. Presidential discourse neglected the issues of unequal access raised by students in favor of an emphasis on serving white middle class students by justifying diversity experiences (e.g., learning, employment).…”

Section: Intersection Of Discourse and Campus Racial Climatementioning

confidence: 99%

Transforming campus racial climates: Examining discourses around student experiences of racial violence and institutional (in)action.

Arellano

Vue

2019

Journal of Diversity in Higher Education

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Recent student protests highlight the institutional neglect of students of color and helped to shape a national discourse on racism in higher education. This study uses critical discourse analysis to examine discourses of campus racial climate that surround a student-led speak-out at a university in the Pacific Northwest. Based on analyses of 38 public texts, the findings illustrate how discourses of campus racial climate move along a continuum of racist, nonracist, and antiracist discourse. It further discusses this movement along three dimensions involving the degree to which the voices of students of color are centered, the way racism is understood, and the emphasis on institutional agency and responsibility. We argue that antiracist discourse, which employs a progressive racism-conscious ideology, is necessary for guiding institutional action.

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Section: Intersection Of Discourse and Campus Racial Climatementioning

confidence: 99%

Transforming campus racial climates: Examining discourses around student experiences of racial violence and institutional (in)action.

Arellano

Vue

2019

Journal of Diversity in Higher Education

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“…Seeking to understand the relationships between everyday language and literacy practices (e.g., purchasing of books, pejorative comments about immigrants) and institutional and societal discourses (e.g., of social class, about English learners), CDA helps literacy researchers investigate how the discourses of/in literacy education shape and are shaped by social forces. Examples of these studies include Comber and Cormack (), Dworin and Bomer (), Hammond (), Powell (), Souto‐Manning (), and Wohlwend ().…”

Section: Resultsmentioning

confidence: 99%

“…Powell () illustrates how the discourses of diversity, standards, and access are constructed on a university's campus. She sought to understand how CDA can be used to understand the relationships between language practices and the social and political worlds in which university educators work and teach.…”

Section: Resultsmentioning

confidence: 99%

“…The key findings in the set of LED studies that drew on written texts ( N = 40) tended to coalesce around seven major themes, with a few of the studies generating findings with overlapping themes. These key themes included issues of social justice or equity relating to education in general or to teaching and learning among youths and adult learners, with the following categories of findings: Learning across social differences (Fernsten, ; Gebhard et al., ; Hammond, ; Hashimoto, ; Johnson, , ; Marshall & Toohey, ; Powell, ; Schieble, ) Transformations in learner identity (Chen, ; Fernsten, , ; Goulah, ; Menard‐Warwick & Palmer, ; R. Rogers, ; Schmidt & Whitmore, ) Curricular materials and discourses (Dennis, ; Glenn, ; Hashimoto, ; Marshall & Toohey, ; R. Rogers & Christian, ; Schieble, ; Schmidt, ; Taylor, ; P.A. Young, ) Transformations in teacher identity (Cahnmann, Rymes, & Souto‐Manning, ; Davison, ; Moin et al., ; van Rensburg, ) Power and agency variability within specific contexts and/or discourses (Anderson, ; Gibb, ; Marshall & Toohey, ; R. Rogers, ) Movement or lack of movement across social class or socioeconomic identities (Anderson, ; Dutro, ; Dworin & Bomer, ) Processes of assessment (Prins & Toso, ; Tuten, ) …”

Section: Resultsmentioning

confidence: 99%

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Critical Discourse Analysis in Literacy Education: A Review of the Literature

Rogers

Schaenen

2013

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A B S T R A C TThis article is a critical, integrative literature review of scholarship in literacy studies from 2004 to 2012 that draws on critical discourse analysis ( CDA ). We discuss key issues, trends, and criticisms in the field. Our methodology was carried out in three stages. First, we searched educational databases to locate literacy-focused CDA scholarship. Second, we completed an analytic review template for each article and encoded this data into a digital spreadsheet to assess macrotrends in the field. Third, we developed schemata to interpret the complexity of issues related to research design. Our examination of 76 literacy-focused empirical studies and theoretical papers in scholarly journals reveals trends in the questions that researchers find interesting enough to pursue, the theories they find useful, and the kinds of interactions that capture their attention. Our findings demonstrate that CDA scholarship has been conducted in many areas of literacy studies, including policy, academic writing, the preparation of literacy teachers, professional development, textbook content, curricular design, assessment, and bilingual education. We explore four foundational areas in the field that are especially ripe for debate and critique: context, reflexivity, social action, and deconstructive-reconstructive stance toward inquiry. In the discussion, we compare the findings of this literature review with an earlier review published in 2005, reflecting on three decades of CDA in literacy studies. We identify directions for future scholarship.

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“…271-272). At the same time, the field implicitly circulates a particular narrative, as Christiane Donahue (2009) puts it, of an American "unique knowledge, expertise, and ownership of writing instruction and writing research" with "universal courses, sovereign philosophies and pedagogies, and agreed-on language requirements" (p. 213). Even within writing studies, privileged groups are not required to specify or discuss their locations and viewpoints, which are naturalized as universal, as Jacqueline Joyce Royster and Jean C. Williams (1999) pointed out.…”

Section: ~~Tmentioning

confidence: 99%

WAC and Writing Centers: Finding Space to Work on Institutional Diversity, Equity, and Inclusion

Macauley

Childers²,

Jones³

2023

Adapting the Past to Reimagine Possible Futures: Celebrating and Critiquing WAC at 50

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The Fifteenth International Writing Across the Curriculum Conference, which was postponed until August 2021 due to the COVID-19 pandemic, provided an opportunity to celebrate 50 years of WAC. As noted in this collection's call for submissions, "The Fifteenth International Writing Across the Curriculum Conference offers a space for us to come together as a community to consider the complex and complicated histories of WAC and the potential evolutions of the field." The conference was a time to collectively reflect on the past so that we could envision WAC's future. It did bring us together, on Whova rather than in Fort Collins, Colorado, but what visions of the future did this conference imagine? How much change-as people, an organization, a discipline, a world community-have we enacted or innovated since Barbara Walvoord hosted the first WAC seminar at Central College during the 1969-1970 academic year? This is a crucial question especially as WAC seeks to sustain itself in meaningful ways that impact not only our college campuses but our communities, and higher education at large.As we (the editors) attended conference sessions-gathering in a virtual community, but never once meeting in person-and as we read through subsequent submissions to this edited collection, we began to recognize that the impact of the last few years has brought these lofty goals of the conference into question. At least, the pandemic has demonstrated how truly complex and complicated WAC work is. Al Harahap noted as much during the final plenary on envisioning the future of WAC, during which he offered this disclaimer: "What we are charged 4 4Kelly, Falconer, González, and Dahlman to talk about, the future of WAC, is a huge cross to bear" (Harahap, Navarro, & Russell, 2021). His words deserve our thoughtful attention as higher education continues to experience challenges related to student enrollment, institutional closures, budget cuts sparked by a global pandemic, and major shifts to the ways in which writing is taught across the curriculum globally. These realities create an increased exigency to amplify the field by forwarding tropes toward a better future for WAC and leading a movement that exemplifies greater access, equity, inclusion, and justice.COVID-19 initiated a massive and consequential pause and shift that reverberated around the world-not just in our individual homes and daily practices, but in our collective organizations and academic institutions. We also note that due to the pandemic's global impact, the international WAC community experienced a pause and shift in many different ways and in various educational situations. Anecdotally, WAC coordinators were called on to help think through the sudden gymnastics faculty were asked to perform: What did we know about using discussion boards to assess disciplinary content? How do we manage the writing in our classes now that we're fully virtual, or HyFlex, or hybrid? How do we accommodate or account for students without access to the internet or who don't have a space to work...

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Critical Discourse Analysis and Composition Studies: A Study of Presidential Discourse and Campus Discord

Cited by 10 publications

References 5 publications

Transforming campus racial climates: Examining discourses around student experiences of racial violence and institutional (in)action.

Transforming campus racial climates: Examining discourses around student experiences of racial violence and institutional (in)action.

Critical Discourse Analysis in Literacy Education: A Review of the Literature

WAC and Writing Centers: Finding Space to Work on Institutional Diversity, Equity, and Inclusion

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