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Copyright of Wittgenstein Studien. Neue Folge is the property of De Gruyter and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Kriminologisches Journal is the property of Julius Beltz GmbH & Co. KG Beltz Juventa and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Many people use memes in their daily lives, they consume them, share them, and create them themselves. They are used, among other things, to comment (humorously) on current topics, to take a stand, to draw attention to a topic. And precisely because internet memes themselves are often integrated into a discursive practice they are also suitable in foreign language teaching to promote discourse competence. This article provides an outline of the development of memes and internet memes and uses political internet memes as an example to show that they go beyond mere entertainment. Hereafter it will show the potential of memes as authentic material for teaching German as a Foreign Language and how they can be used to promote learners' discourse competence. [ABSTRACT FROM AUTHOR]

Copyright of Linguistische Treffen in Wrocław is the property of Oficyna Wydawnicza ATUT and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The paper outlines a cultural-analytical approach to the phenomenon of the shortage of teachers in industrial and technical vocational schools. It outlines firstly the theoretical perspective on occupational choices as a process of subjectification in the context of professional cultures that are seen as constitutively interwoven with social differences. The paper then uses empirical data from online group discussions (where students talk about the possibility of studying vocational teacher education) to demonstrate exemplarily how the outlined analytical focus leads to insides into discursive practices of differentiations that (re)produce non-/ fitting relations between the self and the anticipated profession. It further investigates how these discursive practices of differentiations are embedded in historical cultures of the professions interconnected with gender orders and other orders of social difference, that (re)emerge, repeat and shift, but still act as cultural barriers in the access to the profession. [ABSTRACT FROM AUTHOR]

Copyright of Forum Modernes Theater is the property of Narr Francke Attempto Verlag GmbH & Co.KG and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of GENDER: Zeitschrift für Geschlecht, Kultur und Gesellschaft is the property of Verlag Barbara Budrich GmbH and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of GENDER: Zeitschrift für Geschlecht, Kultur und Gesellschaft is the property of Verlag Barbara Budrich GmbH and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Kant-Studien is the property of De Gruyter and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The article uses empirical data to show how a discursive engagement with the literary-aesthetic medium of comics can stimulate learning processes. By approaching the narration as well as the design of the comic through communication and interaction, the students’ personal view of the interdependence of word and image is sensitised. This article discusses how such an interactional approach can be successfully supported by teachers. [ABSTRACT FROM AUTHOR]

Copyright of Fachsprache: Journal of Professional & Scientific Communication is the property of Facultas AG and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Femina Politica is the property of Verlag Barbara Budrich GmbH and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Conflict & Communication is the property of Verlag Irena Regener and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Hessische Blätter für Volksbildung is the property of wbv Media GmbH & Co. KG and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Based on the multi-volume case digest of faculty opinions, edited by Josef Maschka from Charles University in Prague during the second half of the nineteenth century, this paper examines both the intention and efficacy of this exceptional medico-legal source. Faculty opinions were the result of a collective discourse, aimed at presenting an irrevocable medical expertise to support court decisions in controversial cases. Our analysis addresses two separate levels of meaning: first, we reconstruct the actual circumstances of examination, answering questions as to why the faculty was involved and which schemes were followed. How did their expert view refer to previous medical opinions and which discursive strategies were used to strengthen the faculty's hegemonic interpretation? Our second focus lies on the digest's educational value, asking whom it was aimed at and how it was received by the audience. Finally, did faculty opinions really present exemplary expertise? [ABSTRACT FROM AUTHOR]

On the basis of an empirical example, we offer in this article a methodological discussion of the challenges and pitfalls gender studies scholars face when analyzing how gender norms are attributed to epistemic cultures in science and engineering. Faced with actors who claim neutrality and objectivity for themselves and their work, the challenge is to analyze gender norms that are mostly implicit without reifying gender differences. Committed to the goal of opening this black box, we propose an analytical strategy for qualitative empirical research to unveil these subtle, highly normalized, discursive practices of attributing gender norms to the epistemic subjects, objects and activities in science and engineering, and exemplify it with reference to our own empirical study. By comparing the patterns of distinction with respect to epistemic boundaries and to gender differentiations, it is possible to trace connections between the symbolic gender order and epistemic cultures within the data. The allegedly neutral scientist as well as the engineering scholar is then shown to be the androcentric construction of a masculine coded epistemic subject. URN: http://nbn-resolving.de/urn:nbn:de:0114-fqs1603138

Copyright of Coaching - Theorie & Praxis is the property of Springer Nature and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Coaching - Theorie & Praxis is the property of Springer Nature and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Coaching - Theorie & Praxis is the property of Springer Nature and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Over the last decade, interdisciplinary discourse research in the tradition of Michel FOUCAULT has been evolving constantly in the German-speaking world. It also takes linguistic methodologies as a point of orientation and establishes itself in the framework of qualitative social research. At the international interdisciplinary conference "Language—Power—Knowledge" in Augsburg from 10 – 12 October 2007, participants explored and discussed the current state of discourse theory and analysis. With the present conference essay, we intend to provide insight into the discussions that took place there. We first outline the questions and goals of the conference, and then present a brief summary of the lectures. A number of focal points emerged at the conference that were taken up repeatedly and discussed in a variety of contexts: the relation between discourse analysis and critique, the relation between the subject (subjectivity) and discourses, the relation between power, discourse and dispositive, and the relation between discourse analyses and visuality. In systematizing these four points, we undertake a critical consideration of the "results" of the conference. In conclusion, we highlight two current network initiatives on interdisciplinary discourse research that were introduced at the conference. URN: urn:nbn:de:0114-fqs0802181

Taking as its starting point Jean Paul's notoriously compressed way of writing, this article addresses the question to what extent Jean Paul's excerpt notebooks, which he kept for decades, can help in understanding his literary texts. While thematic correspondences are obvious, the complex organization of the excerpts, including the bits and pieces of knowledge they contain, resists any further genetic derivation. It also displays a textual dynamic of its own. The specific features of each form of representation appear in precisely those places where literature makes direct reference to knowledge from the excerpts and where there are no simple transfers but different formations of objects: the epistemology of the literary aims at the context of narration, subject, and the creation of (non-)forms, and it brings the mediality of each and every configuration of knowledge into view. The knowledge of the excerpts is organized in the form of constellations that (differently in each instance) delimit discursive materials and the subject positions that correspond to them. These constellations thus make the constitutive fragmentariness of our knowledge of the human being visible. In engaging Jean Paul's literary combinatorics, this article develops the figure of the constellation as a procedure of reading and representation that is critical of knowledge and refers knowledge back to the principles of its production and, thereby, to other forms of knowledge. [ABSTRACT FROM AUTHOR]

Copyright of Österreichische Zeitschrift für Soziologie is the property of Springer Nature and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Soziale Welt is the property of Nomos Verlagsgesellschaft mbH & Co. KG and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Discourses are embedded in the social context of their evolutionary history and they are spatially embedded. Therefore a discourse analysis needs an historical and a spatial perspective. Working with these two perspectives implicates epistemological and methodological problems. To make conclusions about the spatial anchoring of discourses and about the relation of these discourses, have to transfer the terms „space", „place" and „locality" into the conception of discourse research. And there have to be developed a methodology which can measure the reflexive processes of construction and constitution of spaces and systems of signification. This contribution discusses methods, empirical practice and special problems with interpreting the empirical outcome of space sensitive discourse analysis with a case study. An empirical program to interpret spatial metaphors of a discoursive order will be introduced for the topic of the sustainability debate in Hamburg. The material productivity of sustainability discourses has been worked out by the example of an urban development project at the Hamburg waterfront, called HafenCity. [ABSTRACT FROM AUTHOR]

This article gives an introduction into the conceptual and practical field of dispositif analysis--a field that is of great importance but that is as yet underdeveloped. In order to render this introduction, we first explain the terms discourse and dispositif. Then we examine the conceptual instruments and methodological procedures of dispositif analysis. In this way, we define the relations between discourse and (a) non discoursive practices (b) subjectification, (c) everyday orders of knowledge and (d) institutional practices like societal changes as central issues of dispositif analysis. Furthermore, we point out the methodological possibilities and limitations of dispositif analysis. We demonstrate these possibilities and limitations with some practical examples. In general, this article aims to provide an extension of the perspectives of discourse theory and research by stressing the relations between normative orders of knowledge, their effects on interactions and individual self-reflections connected with them. [ABSTRACT FROM AUTHOR]

Copyright of Journal for Sociology of Education & Socialization / Zeitschrift für Soziologie der Erziehung & Sozialisation is the property of Julius Beltz GmbH & Co. KG Beltz Juventa and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Journal for Sociology of Education & Socialization / Zeitschrift für Soziologie der Erziehung & Sozialisation is the property of Julius Beltz GmbH & Co. KG Beltz Juventa and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Zeitschrift für Soziologie is the property of De Gruyter and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)