Multidisciplinary Cda: A Plea for Diversity

Dijk, Teun A. van

doi:10.4135/9780857028020.n5

Cited by 335 publications

(356 citation statements)

References 0 publications

Supporting

Mentioning

333

Contrasting

Unclassified

Order By: Relevance

“…A stereotype's (positive or negative) connotations should also be taken into consideration. For example, according to van Ypersele and Klein (2006), gay stereotyping in Lithuania, which has always been negative in nature, is characteristic of hasty and extremely reductionist collective evaluations that are reproduced across generations. As Cuddy et al (2009) put it, homosexuality belongs to the category of contemptuous stereotypes.…”

Section: Stereotyping Vulnerable Groups Uladzislau Ivanoumentioning

confidence: 99%

Online Hate Speech in the European Union

Assimakopoulos

Baider

Millar

2017

SpringerBriefs in Linguistics

View full text Add to dashboard Cite

Section: Stereotyping Vulnerable Groups Uladzislau Ivanoumentioning

confidence: 99%

Online Hate Speech in the European Union

Assimakopoulos

Baider

Millar

2017

SpringerBriefs in Linguistics

View full text Add to dashboard Cite

“…All the participants confirmed that they were comfortable to be interviewed in English and to be voice recorded so that accurate transcriptions could be made. The use of critical discourse analysis made it possible to give attention to the role of discourse in the production and reproduction of power, abuse, and domination, thus taking seriously the experiences and opinions of individuals and giving voice to their encounters with (in)equity (Fairclough, 2001;van Dijk, 2001). …”

Section: Methodsmentioning

confidence: 99%

Teachers as curriculum leaders: towards promoting gender equity as a democratic ideal

Simmonds

2017

Educ. res. soc. change.

View full text Add to dashboard Cite

Curriculum is a site of political, racial, gendered, and theological dispute. Teachers who acknowledge this and see the implications for democratic living embrace their teaching practice as curriculum leaders and participate in complicated conversations. With the focus on gender equity as a democratic ideal, this article explores the lived experiences of some South African female teachers. From the findings, it became evident that some teachers still experience their school contexts as pervaded with patriarchy and sexism, and often fear confronting these traditional discourses. Engaging with subject matter that is likely to cause conflict or confrontation is avoided by some teachers because they do not feel comfortable in such contexts. However, some teachers do emerge as activists for gender justice and create awareness of injustice. These teachers are curriculum leaders who advocate for social change. This article concludes by putting forward some suggestions for how teachers can promote social change through their teaching practices.

show abstract

“…This results in the enhanced role of discourse in the exercise of power. Furthermore, whereas some of the conditions of mind control result from the situation and are largely contextual, some are discursive: certain forms of discourse, certain structures and meanings of a language are more influential on recipients' minds than others (van Dijk, 2001).…”

Section: Critical Discourse Analysismentioning

confidence: 99%

Full Issue

Cifuentes¹

2016

REMIE

View full text Add to dashboard Cite

Multidisciplinary Cda: A Plea for Diversity

Cited by 335 publications

References 0 publications

Online Hate Speech in the European Union

Online Hate Speech in the European Union

Teachers as curriculum leaders: towards promoting gender equity as a democratic ideal

Full Issue

Contact Info

Product

Resources

About