Since the late 1980s, Critical Discourse Analysis (CDA) has become a well-established field in the social sciences. However, in contrast with some branches of linguistics, CDA is not a discrete academic discipline in the traditional sense, with a fixed set of research methods. The manifold roots of CDA lie in a myriad of disciplines including rhetoric, anthropology, philosophy and cognitive science, to name a few. This four-volume set brings together seminal articles on the subject from varied sources, creating an invaluable roadmap for scholars seeking to consolidate their knowledge of CDA, and of its continued development. Sculpted and edited by a leading voice in the field, this work covers the interdisciplinary roots, the most important approaches and methodologies of CDA, as well as applications in other disciplines in an updated and comprehensive way. Structured thematically, the four volumes cover a wide range of aspects and considerations: Volume One: Histories, Concepts and Interdisciplinarity Volume Two: Theoretical Approaches and Methodologies Volume Three: 'Doing CDA' - Case Studies Volume Four: Applications and Perspectives - New Trends in CDA

https://ndl.ethernet.edu.et/bitstream/123456789/18225/1/94pdf.pdf

Critical Discourse Analysis

The concept of territoriality has been studied surprisingly little by students of international politics. Yet, territoriality most distinctively defines modernity in international politics, and changes in few other factors can so powerfully transform the modern world polity. This article seeks to frame the study of the possible transformation of modern territoriality by examining how that system of relations was instituted in the first place. The historical analysis suggests that “unbundled” territoriality is a useful terrain for exploring the condition of postmodernity in international politics and suggests some ways in which that exploration might proceed. The emergence of multiperspectival institutional forms is identified as a key dimension of the condition of postmodernity in international politics.

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Territoriality and beyond: problematizing modernity in international relations

What is narrative? How does it work and how does it shape our lives? H. Porter Abbott emphasizes that narrative is found not just in literature, film, and theatre, but everywhere in the ordinary course of people's lives. This widely used introduction, now revised and expanded in its third edition, is informed throughout by recent developments in the field and includes one new chapter. The glossary and bibliography have been expanded, and new sections explore unnatural narrative, retrograde narrative, reader-resistant narratives, intermedial narrative, narrativity, and multiple interpretation. With its lucid exposition of concepts, and suggestions for further reading, this book is not only an excellent introduction for courses focused on narrative but also an invaluable resource for students and scholars across a wide range of fields, including literature and drama, film and media, society and politics, journalism, autobiography, history, and still others throughout the arts, humanities, and social sciences.

The Cambridge Introduction to Narrative

In this article, Henry Giroux addresses the corrosive effects of corporate culture on the academy and recent attempts by faculty and students to resist the corporatization of higher education. Giroux argues that neoliberalism is the most dangerous ideology of the current historical moment. He shows that civic discourse has given way to the language of commercialization, privatization, and deregulation and that, within the language and images of corporate culture, citizenship is portrayed as an utterly privatized affair that produces self-interested individuals. He maintains that corporate culture functions largely to either ignore or cancel out social injustices in the existing social order by overriding the democratic impulses and practices of civil society through an emphasis on the unbridled workings of market relations. Giroux suggests that these trends mark a hazardous turn in U.S. society, one that threatens our understanding of democracy and affects the ways we address the meaning and purpose of hi...

Neoliberalism, Corporate Culture, and the Promise of Higher Education: The University as a Democratic Public Sphere

In literary theory, the philosophy of law, and the sociology of knowledge, no issue has been more central to current debate than the status of our interpretations. Do they rest on a ground of rationality or are they subjective impositions of a merely personal point of view? In \"Doing What Comes Naturally,\" Stanley Fish refuses the dilemma posed by this question and argues that while we can never separate our judgments from the contexts in which they are made, those judgments are nevertheless authoritative and even, in the only way that matters, objective. He thus rejects both the demand for an ahistorical foundation, and the conclusion that in the absence of such a foundation we reside in an indeterminate world. In a succession of provocative and wide-ranging chapters, Fish explores the implications of his position for our understanding of legal, literary, and psychoanalytic interpretation, the nature of professional and institutional culture, and the place of reason in a world that is rhetorical through and through.

Doing What Comes Naturally: Change, Rhetoric, and the Practice of Theory in Literary and Legal Studies

Signs of the Times: Deconstruction and the Fall of Paul de Man

1. The Shameful Secret of Higher EducationI am a statistic. I am one of 100,000,000 on the rolls of student debt. Every month I write out a check for $660 to Sallie Mae. I simply abbreviate the entry in my checkbook as S-M. It hurts.At 46 and fifteen years out of grad school, I still owe around $9,000 from my graduate school GSLs (I could not afford to pay them at first, so took the maximum four years of forbearance and started to pay them in 1994). Now I also owe PLUS loans for my daughter's undergraduate education, making a combined total of $34,000, for a payment of $660 a month for the next ten years. Besides that, my daughter, who graduated in 2002, herself owes about $25,000.Confession, memoir, and autobiography have been common in literary criticism over the past decade, but, despite all the various kinds of self-exposure people make, from sleeping with one's professors to secretly devouring romances, debt is not the kind of thing that people usually talk about. Contrary to reputation, it is not sex that is the great forbidden; people talk about sex all the time, in jokes, in flirtatious ripostes, in bragging or bemoaning, in comparing notes. Rather, the forbidden is to talk about money. By and large, in the quintessentially middle class precincts of academe, people don't descend to talk about bread basket issues, like salary and debt. It's crass, like clipping coupons. And it is shameful, reflecting your failing-you must have done something wrong, you're a spendthrift or you're not good enough to make more.But I think we need to talk about student debt more, especially now. We need to talk about it because it affects so many of those in the classroom seats in front of us and because it has increased so precipitously. It is in fact the new paradigm of college funding. Consequently it is also, or will soon be, the new paradigm of early to middle adult life. Gone are the days when the state university was as cheap as a lap top, considered a right like secondary education. Now it is, like most social services, a largely privatized venture, and loans are the way that individuals frequently pay for it.Debt is not just a check every month but colors the day-to-day experience of my life, whether I live in a smaller or larger apartment, whether I can buy a house (not yet), whether I can travel to Europe (not since grad school), whether I can eat out (too often considering the debt). It has only been in the past few years, over a decade out of graduate school and a full professor, that I can end each month without going farther into debt. My debt to the company store has almost ended, but it is just beginning for most of my students, and they owe far more than I did.Debt surely tones the experience of my daughter's life. She has a job in film in New York, but it only pays about 20k a year. I'm proud to subject my friends to the video where you can see her name in the credits, but, as anyone who is familiar with New York real estate knows, the take-home from 20k barely pays half the rent for a small apartment. The owners of the film company cajole her that she is paid partly in credits (she's what's called a Director of Development, which is a like an acquisitions editor in publishing), and I console her that it's better than grad school (she doesn't have to teach comp, and she already has an actual, full-time job). But it determines the texture of her life, whether she can have a slice of pizza, a pack of Ramen's, or a proper meal for dinner, and how long she can wait to go to the doctor when the sore throat feels like strep.To be sure, my particular circumstances are somewhat anomalous; most of my colleagues have children at a later age. Still, I was relatively lucky in the great academic job lottery, and as a full professor, I make a decent salary, $25,000 above the mean for American households. Hailing from the working classes, I've made it, attaining the gold of a secure, professional perch. …

The Pedagogy of Debt

The academic novel is usually thought to be a marginal genre, perhaps with some exceptional moments like Mary McCarthy’s Groves of Academe (1952), Kingsley Amis’s Lucky Jim (1954), and David Lodge’s Small World (1984), but otherwise quaint and eccentric, depicting the peculiar world of academics and appealing to a coterie audience. However, over the past two decades, it has become a mainstream genre in American fiction, with entries by a good number of prominent contemporary American novelists, including Paul Auster, Ann Beattie, T. C. Boyle, Michael Chabon, Percival Everett, James Hynes, Denis Johnson, Jonathan Lethem, John L’Heureux, Sam Lipsyte, Lorrie Moore, Tim O’Brien, Richard Powers, Francine Prose, Richard Russo, Jane Smiley, and Neal Stephenson, as well as older novelists such as Don DeLillo, Joyce Carol Oates, Ishmael Reed, Philip Roth, and Robert Stone. The university is no longer an alien world but a familiar setting, and professors no longer a strange species but like other beleaguered white-collar workers and denizens of the middle class. Novels set in a college or university have been a persistent occurrence over the past century in the US. They’re typically conflated under the rubric of “the college novel,” “the campus novel,” or “the academic novel,” but I think it is useful to distinguish among novels that center on students and those that center on professors. I would call the former “campus novels” because they tend to revolve around campus life and present young adult

The Rise of the Academic Novel

Throughout its history, the American university has been a makeshift institution, incorporating various models at hand and adapting to different social needs. Though one might trace its roots to the cloister of the medieval university, it developed according to the iconoclasm of Protestant sects, dotting the land through the eighteenth and early nineteenth centuries with Congregationalist, Anglican, Presbyterian, Methodist, and Baptist colleges and serving the need of producing literate ministers. Though the American university inherited the classical curriculum of Oxbridge, it adopted the model of central administration from the Scottish university, by which a president ruled, often as the only professor (aided by one or two tutors) in the early college and later ceding his teaching duties to captain the entire enterprise. Though it borrowed from the model of the German research university in the later nineteenth century, the US university expanded to include applied disciplines like agriculture and engineering and professional schools like medicine and law, shifting from the training of ministers to the training of engineers and professionals of the great Industrial Age. And though it has always adverted to high-minded pursuits, it has consistently negotiated with business, particularly from the late nineteenth century on, in the training it has offered its students, in the mission it has promised its constituents, in the practical use of the knowledge it has produced, and in the sources of its funding. Sometimes, in accounts of the university, it seems as if the university has developed from a singular and continuous “idea,” arising full-fledged from Cardinal Newman’s Idea of the University (1852) or Kant’s Conflict of the Faculties (1798). But, in the actual history of the American university, if there is a principle, it is adaptability. One can trace five moments punctuating the plot of the American university, the moments ceding to the next sometimes in a gradual evolution and sometimes in a precipitous shift. The first was the sectarian college, which was small, structured like a boarding school (with one or two instructors and 20 or 30 students), ill-funded, and University, Inc.: The Corporate Corruption of Higher Education By Jennifer Washburn Basic Books, 2005

The Post-Welfare State University

Narrative features such as frames, digressions, or authorial intrusions have traditionally been viewed as distractions from or anomalies in the narrative proper. In Theory and the Novel Jeffrey Williams exposes these elements as more than simple disruptions, analysing them as registers of narrative reflexivity, that is, moments that represent and advertise the functioning of narrative itself. Williams argues that narrative encodes and advertises its own functioning and modal form. He takes a range of novels from the English canon - Tristram Shandy, Joseph Andrews, The Turn of the Screw, Wuthering Heights, Lord Jim and Heart of Darkness are amongst the novels examined - and shows how narrative technique is never beyond or outside plot. He poses a series of theoretical questions such as about reflexitivity, imitation and fictionality, to offer a striking and original contribution to readings of the English novel, as well as to discussions of theory in general.

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Jeffrey J. Williams

Papers

Signs of the Times: Deconstruction and the Fall of Paul de Man

The Pedagogy of Debt

The Rise of the Academic Novel

The Post-Welfare State University

Theory and the Novel: Narrative Reflexivity in the British Tradition