Mary Jane Collier brings together essays that address issues such as how culture and discourse are related. It examines how people with varied cultural identities draw their boundaries and create distinctiveness through their communication with one another, and presents timely and relevant research on cultural difference as a contemporary social problem. The contributors to this volume represent a variety of cultural groups, and their discussions reflect a diverse array of perspectives on discourse analysis, ranging from localized, situated interpretations of group members' in-group dialogues to informed analyses of public images and texts. The content of this work demonstrates that research on discourse and culture is relevant to the dynamic global and sociocultural environment.

Discourse Analysis as Theory and Method is a systematic introduction to discourse analysis as a body of theories and methods for social research. It brings together three central approaches, Laclau and Mouffe′s discourse theory, critical discourse analysis and discursive psychology, in order to establish a dialogue between different forms of discourse analysis often kept apart by disciplinary boundaries. The book introduces the three approaches in a clear and easily comprehensible manner, explaining the distinctive philosophical premises and theoretical perspectives of each approach as well as the methodological guidelines and tools they provide for empirical discourse analysis. The authors also demonstrate the possibilities for combining different discourse analytical and non-discourse analytical approaches in empirical study. Finally, they contextualize discourse analysis within the social constructionist debate about critical social research, rejecting the view that a critical stance is incompatible with social constructionist premises and arguing that critique must be an inherent part of social research.

Includes the text of Levine's monologue Edition of Eight, which formed the centerpiece of Bystanders, Levine's 2015 gallery exhibition at Toronto's Gallery TPW.

Establishing Scientific Classroom Discourse Communities: Multiple Voices of Teaching and Learning Research is designed to encourage discussion of issues surrounding the reform of classroom science discourse among teachers, teacher educators, and researchers. The contributors--some of the top educational researchers, linguists, and science educators in the world--represent a variety of perspectives pertaining to teaching, assessment, research, learning, and reform. As a whole the book explores the variety, complexity, and interconnectivity of issues associated with changing classroom learning communities and transforming science classroom discourse to be more representative of the discourse of scientific communities. The intent is to expand debate among educators regarding what constitutes exemplary scientific speaking, thinking, and acting. This book is unparalleled in discussing current reform issues from sociolinguistic and sociocultural perspectives. The need for a revised perspective on enduring science teaching and learning issues is established and a theoretical framework and methodology for interpreting the critique of classroom and science discourses is presented. To model and scaffold this ongoing debate, each chapter is followed by a "metalogue" in which the chapter authors and volume editors critique the issues traversed in the chapter by opening up the neatly argued issues. These "metalogues" challenge, extend, and deepen the arguments made. Central questions addressed include: *Why is a sociolinguistic interpretation essential in examining science education reform? *What are key similarities and differences between classroom and scientific communities? *How can the utility of common knowledge and existing classroom discourse be balanced toward alternative outcomes? *What curricular issues are associated with transforming classroom talk? *What other perspectives can assist in creating multiple access to science through redefining classroom discourse? Whether this volume improves readers' science teaching, assists their research, or helps them to better prepare tomorrow's science teachers, the goal is to engage them in considering the challenges faced by educators as they navigate the seas of reform and strive to improve science education for all.

A systematic introduction to discourse analysis as a body of theories and methods for social research. Introduces three approaches and explains the distinctive philosophical premises and theoretical perspectives of each approach.