‘Just an ordinary Australian’: Self‐categorization and the discursive construction of facticity in ‘new racist’ political rhetoric

Rapley, Mark

doi:10.1111/j.2044-8309.1998.tb01175.x

Cited by 103 publications

(112 citation statements)

References 8 publications

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“…However, studies on ' new racism' have shown that the idea of fundamental and inherent cultural differences is also used to exclude and abnormalize ethnic minority groups (e.g. Barker, 1981;Hopkins et al, 1997;Rapley, 1998;Taguieff, 1988;Wieviorka, 1995). Hence, the effect of cultural essentialism is not self-evident but seems to depend on how it is used and the context where it appears.…”

mentioning

confidence: 99%

Discourses about ethnic group (de‐)essentialism: Oppressive and progressive aspects

Verkuyten

2003

British J Social Psychol

188

230

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Social psychologists studying intergroup perceptions have shown an increasing interest in essentialist thinking. Essentialist beliefs about social groups are examined as cognitive processes and these beliefs would serve to rationalize and justify the existing social system. Discourse analyses on racism have emphasized that problems of racism are to a large extent problems of essentialism. Anti-essentialism has emerged as an emancipatory discourse in the challenge of hegemonic representations and oppressive relations. The present study examines how, in group discussions, ethnic Dutch and ethnic minority people de ne and use essentialist notions about social groups. Both Dutch and ethnic minority participants engaged in an essentialist discourse in which an intrinsic link between culture and ethnicity was made. However, there were also examples where this discourse was criticized and rejected. This variable use of (de-)essentialism is examined in terms of the conversation's context and issues at hand, such as questions of assimilation, group provisions, cultural rights, and agency. The main conclusion of this paper is that essentialism is not by de nition oppressive and that de-essentialism is not by de nition progressive. The discursive power of (de-)essentialist group beliefs depends on the way they are used and the context in which they appear.

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confidence: 99%

Discourses about ethnic group (de‐)essentialism: Oppressive and progressive aspects

Verkuyten

2003

British J Social Psychol

188

230

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“…Here she uses active voicing (an emblematic quotation, Potter, 1996;Wooffitt, 1992) typical of her past experiences with men in football. Positioning it in past experiences increases the factualness of the claim (Rapley, 1997) and Belinda's credibility as a witness (a special category for building "truthfulness", Potter, 1996). The plural active voicing -deploying the general category of "men" and how "they view it" -also makes it easy to hear the account as "a general experience of a range of people" (Potter, 1996, p.161, emphasis in original).…”

Section: Managing Resistance To the Privileging Of Masculinist Discoumentioning

confidence: 99%

Women Training to Coach a Men’s Sport

Fielding‐Lloyd

Meân

2016

Communication & Sport

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Despite increasing female participation in English football (aka soccer), the sport remains rooted in the values and discursive practices of orthodox masculinity. This is exemplified by the English Football Association (FA), which has been criticized for its ineffective responses to addressing the inclusion and progression of women as players and workers within the organization. Female membership in male-dominated organizations is not readily achieved, given the dominance of masculinist discourses and the risks of overtly challenging these. In this study, we explored the discursive management of gendered and/or footballing identities from interviews with participants in an English regional FA’s women-only football coach education program. All of the participants described the peripheral positioning of women in English football. Analysis identified evidence of both collaboration with and resistance to the dominant masculinist discourses in the accounts of their experiences in football, while also reproducing the most valued footballing identities and knowledge as male. We connect this to the complexities of negotiating and managing gendered identities for women in male-dominated organizations. All of the participants described the value and benefits of women-only coach education and the majority noted they would prefer women-only coach education in future.

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“…Rapley (1998) examined facticity in relation to the racism and dogmatism of an Australian politician's speech and the discursive devices she used in establishing such facticity. The way in which the contents of the speech are constructed as indisputable fact are analysed along with the way in which offensive and defensive rhetoric are employed.…”

Section: Review Of European Studiesmentioning

confidence: 99%

Social Learning, Critical Reflection and the Perception of Facticity in Deliberation on Water Reuse

Hampton¹

2012

RES

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Critical reflection involves the uncovering and understanding of the assumptions, which are made in the development of knowledge and the establishment and perception of facts. A capacity to understand the development of facts is proposed as an important outcome of social learning. The public perception of the facticity of expert scientific and technological knowledge is analysed in four sets of workshops conducted with publics who utilised recycled water, were within close proximity to water recycling schemes or lived in an area where planned water recycling schemes were to be implemented. The purpose of these workshops was to develop a social learning method, which could be utilised within public engagement about water reuse management. Jonathan Potter's concepts of offensive and defensive rhetoric and reifying and ironising discourse were used to describe how a public perceived expert knowledge as factual or resisted the facticity of expert pronouncements about water reuse, which were utilised in the workshops. Examples of this type of rhetoric and discourse were identified in the deliberative workshops developed in this study of social learning about water reuse and its implementation in public engagement. of European Studies; Vol. 4, No. 5; 2012 ISSN 1918-7173 E-ISSN 1918-7181 Published by Canadian Center of Science and Education AbstractCritical reflection involves the uncovering and understanding of the assumptions, which are made in the development of knowledge and the establishment and perception of facts. A capacity to understand the development of facts is proposed as an important outcome of social learning. The public perception of the facticity of expert scientific and technological knowledge is analysed in four sets of workshops conducted with publics who utilised recycled water, were within close proximity to water recycling schemes or lived in an area where planned water recycling schemes were to be implemented. The purpose of these workshops was to develop a social learning method, which could be utilised within public engagement about water reuse management. Jonathan Potter's concepts of offensive and defensive rhetoric and reifying and ironising discourse were used to describe how a public perceived expert knowledge as factual or resisted the facticity of expert pronouncements about water reuse, which were utilised in the workshops. Examples of this type of rhetoric and discourse were identified in the deliberative workshops developed in this study of social learning about water reuse and its implementation in public engagement.

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‘Just an ordinary Australian’: Self‐categorization and the discursive construction of facticity in ‘new racist’ political rhetoric

Cited by 103 publications

References 8 publications

Discourses about ethnic group (de‐)essentialism: Oppressive and progressive aspects

Discourses about ethnic group (de‐)essentialism: Oppressive and progressive aspects

Women Training to Coach a Men’s Sport

Social Learning, Critical Reflection and the Perception of Facticity in Deliberation on Water Reuse

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