3. Electronic Theses and Dissertations (ETDs) - All submissions
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Item A critical discourse analysis of rhetorical strategies used by South Africa's President, Cyril Ramaphosa: the case of the state of the nation addresses 2018 - 2019(2020) Sekhonyane, PhumlaThis study provides an academic enquiry into presidential rhetoric and how it is employed in presidential speeches to reinforce and maintain power relations. It seeks to analyse how the President Cyril Ramaphosa constructs the reality he seeks to present to the people using rhetorical strategies during the State of the Nation Address (SONA). The study addresses a much-neglected aspect in the field of language, presidential speeches and the State of the Nation Address, particularly in South Africa — this involves how politicians draw from existing discourses to create text in order to shape social realities for the public. This is done through Critical Discourse Analysis (CDA), as a method of analysis, in order to ascertain how language is deployed in order to shape social realities, to reinforce ideologies and maintain power. This study also illuminates how democracy is negotiated and projected through use of rhetorical language.Item Constructions of intimate partner violence in gay male relationships.(2014-06-12) Moodley, YolandranAlthough prevalence rates of gay intimate partner violence (IPV) appear to equal heterosexual IPV rates, gay male IPV does not feature strongly in public anti-‐violence messaging. This relative silence appears to hold even within the LGBTI (lesbian, gay, bisexual, transgender and intersex) community. This study addresses this silence. In-‐depth qualitative interviews were conducted and a critical discourse analysis informed by Ian Parker’s (1992) perspectives, was used to analyse the results. A review of mainstream and critical discourses of violence show that IPV is usually constructed as an exclusively heterosexual phenomenon and these influenced participants’ constructions. Findings indicated that a range of discourses intersect to produce constructions of gay IPV as ‘not violence’, normative, un-‐ harmful, unintimidating, ‘anti-‐gay’, erotic, cathartic and intimate. All of these formations can result in gay IPV being silenced and it was shown that gay mens’ constructions of IPV were inextricably bound in gendered, power asymmetry. The study demonstrates how particular configurations of discourse are necessary for violence to become intelligible at all. The implications of these findings are discussed and possibilities for important community intervention suggested.Item Legal professional identity formation and the representation of legal professionals in classroom talk.(2012-09-20) Humby, Tracy-LynnThe focus of this study is the formation of legal professional identity and the manner and extent to which representations of legal professionals in classroom talk could feature in and be studied as part of this process. Eclipsed for many years by the need to teach students to ‘think like lawyers’, professional identify formation is increasingly acknowledged as a legitimate concern of legal educationalists. This entails expanding the sphere of legal education beyond the cognitive aspects of the discipline of law to encompass inculcation of the purposes and values of the profession but also, more broadly, an appreciation of the forms of power legal professionals exercise, the forms of work they undertake, the relationships they establish and maintain, and the social profile of the profession they advocate for or accept. The study assumes an understanding of legal professional identity formation as a pervasive and implicit process of socialization that occurs irrespective of whether professional identity has been posited as a particular pedagogical object or not. It puts forward the thesis that representations of legal professionals in classroom talk constitute part of the socialization process. It presents a theoretical model for understanding the significance of such representations in processes of identity formation, linking them to an understanding of ‘identity regulation’ that revolves around the concepts ‘role’ and ‘discourse’. It further invokes the resources of critical discourse analysis and, in particular, the work of Van Leeuwen, to develop a set of appropriate analytical codes modeled on key elements of social practice for analyzing representational meanings relating to legal professionals in classroom talk. The development of the codes is undertaken through an iterative process that engages with a complete, verbatim transcription of classroom talk in an introductory six-‐month course on law at a tertiary institution. The study concludes that a discursive, analytical approach to studying representational meanings relating to legal professionals in classroom talk and, in particular, a micro-‐discursive point of entry modeled on key elements of social practice, is useful and appropriate for apprehending the richness of the representational meanings. Such an approach allows for a grounded identification of themes that can then be compared to claims made in the literature on legal professionalism and the teaching of legal ethics. It also concludes that because the representation of legal professionals in classroom talk overlaps with the power relations of the classroom, they should be regarded as a significant source of identity regulation and thus used in a manner that is both reflective and constructive.Item Discourse and power in the self-perceptions of incarcerated South African female sexual offenders.(2010-08-10) Kramer, SherianneFemale sexual offenders have recently become the subject of increased medical, legal and public attention. However, the medical and legal systems insist that female sex crimes are rare regardless of the fact that when sexual victimization experiences are surveyed, the incidence of female perpetrated sex crimes is often higher than expected. Additionally, lay discourses concerning female sexual perpetration remain charged with expressions of disbelief and the vast majority of attention on sexual crimes therefore remains focused on male offenders. As a result, female sexual offenders are understood and treated differently to their male counterparts in the media and medico-legal contexts. In light of the continued denial of female sexual perpetration, this research explored how such beliefs around female sexuality shape the self-knowledge of female sexual offenders. By doing so, this investigation aimed to illuminate how disciplinary power acts to produce self-knowledge that, in turn, leads to the discursive coordinates by which female sexual offenders come to define themselves. This was achieved by interviewing female sexual perpetrators and thereafter drawing on critical discourse analysis in order to interpret the transcriptions of these interviews. The results demonstrated that the participants’ subjective experiences as agents and non-agents in the perpetration of sex crimes relied on social constructions of men, women, motherhood, sexuality and religion. All of the offenders constructed themselves as characteristically female- maternal, passive, vulnerable, victimised and innately virtuous. Their responses drew discernibly on rationalising discourse, gendered discourse, inversions of their femaleness, perceptions of the legal and correctional systems, institutionalised discourse, discourse on rehabilitation and expressions of morality and docility. Most of these discursive patterns, as both instruments and effects of power, simultaneously replicate and reproduce broader social discursive practices that imply that women are harmless, nurturing and incapable of female sexual perpetration. The availability of medical, academic and legal discourse on gender and sexuality allowed the participants to draw on victim discourse, histories of abuse and claims of psychological ailments to justify their crimes. These rationalisations also worked in conjunction with gendered discursive strategies that implied that men are aggressive perpetrators whilst women are harmless victims. As such, the perceived responsibility for the participants’ crimes was most often displaced onto their male accomplices. In this way, the participants upheld their subjective innocence as well as assisted in the maintenance of the construction of the female sexual perpetrator as an unfathomable and impossible construct. This was further emphasised by the fact that not a single participant believed she was guilty of a crime. Such a belief is in line with gendered constructions of criminality as a predominantly male activity. As such, the participants’ reproductions of traditional sexual scripts foreclosed alternative understandings of female sexual perpetration. While dominant patriarchal structures utilise discourse as a means to transmit, produce and reinforce power, this study drew on discourse as a means to resist traditional gendered understandings of sexual offending and to create new configurations of knowledge power by offering counter-knowledge of sex crimes. In doing so, academics, policy makers and the general public have access to a different and novel understanding of female sexuality in light of sexual offending. This has practical implications for the acknowledgement and awareness of female sexual perpetration as well as for future preventative efforts.Item Discourse practices of mathematics teacher educators in initial teacher training colleges in Malawi.(2010-03-01T07:15:32Z) Chitera, NancyThis is a qualitative research that draws on Fairclough’s Critical Discourse Analysis methodology to analyze the discourse practices of the mathematics teacher educators in initial teacher training colleges in Malawi. The study involved four mathematics teacher educators in two teacher training colleges located in two different regions of Malawi. Specifically the study explored the following questions: 1) What are the discourse practices that mathematics teacher educators display in their descriptions of multilingual mathematics classrooms? 2) a) What are the discourse practices that mathematics teacher educators display in a college mathematics classroom? b) How do they make available the discourse practices for the student teachers to draw on? Data was collected through pre-observation interviews, classroom observations, reflective interviews and focus group discussions with the mathematics teacher educators. This study has shown that while there are some disconnections between the discourse practices produced in a school multilingual mathematics classroom and a college mathematics classroom, some of the discourse practices that mathematics teachers produced in a college mathematics classroom reinforces the common discourse practices being produced in multilingual mathematics classroom. There are three common discourse practices that were displayed in a college mathematics classroom. These discourse practices are: Initial-Response-Evaluation (Pimm, 1987), traditional lecturing and group discussions. I observed that the IRE and traditional lecturing discourse practices were accompanied by directive discourses for procedural control, and the procedural discourse was the prevalent discourse in all the discourse practices produced. iv Three major themes have emerged from the data analysis. Firstly, the research findings indicate that the mathematics teacher educators regard multilingualism and the language practices that come with it such as code-switching more as a problem rather than a resource for teaching and learning. Secondly, code-switching in college mathematics classroom is not as spontaneous as is research shows it to be in schools; rather it is very much controlled and restricted. Thirdly, the dilemmas of code-switching as discussed by Adler (1998, 2001) are more acute in teacher training colleges, mainly because of the mismatch in the Language-in-Education Policy (LiEP) in schools and tertiary level.