Search

While public consultation is a signature process of democratic policy formulation, many governments manoeuvre to refract citizen's opinions or conduct it perfunctorily. Using the case of a medium of instruction policy in Hong Kong, this article unveils the strategies that the state and citizens employ to put their opinion through to the final policy text, during a public consultation process. Recent literature has identified the mechanisms through which individual actors or organisations contribute to broad policy agenda-setting or policy programme development. However, yet to be investigated is how they – sometimes with conflicting interests – collectively negotiate a policy with the state via public consultations. This paper investigates this very phenomenon, building on previous work conducted in the public policy field, analysing 51 government-generated documents through both thematic content analysis and critical discourse analysis. The paper uncovers four strategies adopted by administrations (non-commitment, case closure, disengagement for irrelevance, and placation) to evade citizens' equity-oriented demands and stakeholders' three counter strategies (mobilising other stakeholders into a coalition, reopening the case pointing out a new problem, and appealing by affirming relevance). The state's discrete refusals and stakeholders' conjoint reengagement tactics draw our attention to the complexity and subtlety involved in negotiation via public consultations. [ABSTRACT FROM AUTHOR]

This paper probes into the Iranian society through the 'discourse access' that Persian stand-up comedy provides. It is posited that Persian humorous discourse can be an effective and relatively safe communication toolkit to speak truth to power and address cultural deficits. Hence, it may be an insightful 'point of entry' into the below-the-surface construct of various social wrongs (e.g. social class inequality, cultural illiteracy). In particular, Persian stand-up comedy, as a young and burgeoning genre of Persian comedy, seems to be reliably reflecting such concerns in Iran. Within the general framework of critical discourse analysis (CDA), this article inspected into a corpus of stand-up comedy performances by the Iranian participants of the first and largest televised stand-up comedy contest in Iran. The corpus included 11 stand-up comedians and 14 performances from the three seasons of the contest (2016–2022). The reflexive thematic analysis of the stand-up routines unmasked a wealth of social criticism which is discussed under four major themes of 'economic stress', 'social class inequality', 'more equal decision-makers' and, 'agents of change'. The paper elaborates on Persian stand-up comedy as a potent driving force within the society to effect individual and social changes. It contends that Persian comedy can greatly contribute to discourses of awareness and transformation within the Iranian society. [ABSTRACT FROM AUTHOR]

The meaning and grammatical status of 'a notional' in the schema for critical discourse analysis (CDA) from Bhaskar's posthumously published Enlightened Common Sense (2016) is somewhat ambiguous. An ambiguity that has persisted through a subsequent development of the schema. Following the publication of Bhaskar's original manuscript, it can now be seen that erroneous grammatical changes were made to the manuscript during the publication process. The original version provides a more coherent schema for CDA. This paper discusses the implications of the original version coming to light. This shows that Bhaskar created a more coherent schema for CDA than the published version indicated. Clarifying the meaning and grammatical status of 'a notional' in Bhaskar's schema for CDA and a schema that was subsequently derived from it is an important corrective for future critical realist critical discourse analysts. [ABSTRACT FROM AUTHOR]

This paper critically analyzes the linguistic landscape (LL) of the three campuses of Northeastern Illinois University (NEIU), a federally-designated Hispanic-Serving Institution (HSI) located in Chicago, to examine the role that languages other than English (LOTE), Spanish specifically, play in signage on the campuses vis-à-vis English. This paper argues that despite NEIU's HSI status, Spanish plays no dominant role in public signage on the three campuses, even on the campus called "El Centro." [ABSTRACT FROM AUTHOR]

This paper provides a Critical Discourse Analysis and a Cultural Discourse Studies analysis of a series of English as a foreign language textbooks produced and used in Lithuanian schools during the Soviet era and into the post-Soviet era. The analysis shows that these books use the English language not to pay homage to linguistic imperialism and concomitantly promote anglophone countries (the Inner Circle), but rather to demote these countries and advance a communist ideology. This paper concludes that the English language per se is not an agent capable of (re)producing inequalities; rather, it is an instrument for other agents – in this case the creators of English language textbooks – to use to mediate any ideology, not just those for whom English is a first language. [ABSTRACT FROM AUTHOR]

This paper analyzes all the articles and corresponding comments of Al-Jazeera Arabic's coverage of the Syrian war from 2011 to 2017. I propose a multilayered Critical Discourse Analysis Guided Topic Modeling method that includes context of social structures and processes in the analysis of topics. This article shows that the employment of topic modeling without Critical Discourse Analysis does not unravel the power relations embedded within the platform. Two different applications of this method are used to demonstrate how a guided topic modeling method can lead to more nuanced results that can unravel important social dynamics which would have remained unperceived if applying traditional computational methods. [ABSTRACT FROM AUTHOR]

This paper seeks to investigate constraints and opportunities underlying the development of a new initial teacher education (ITE) programme with the goal of reconceptualising what inclusive education might mean in the Aotearoa New Zealand (NZ) education system. The opportunity to develop this new ITE programme emerged from a request of the Ministry of Education [MoE. 2013. Request for Application for Provision of Exemplary Post Graduate Initial Teacher Education (ITE) Programmes. Welington: Author] to ITE providers to develop a Masters' level programme directed at intervening in the persistent disparity in educational outcomes for students identified as 'priority learners'. How teaching practitioners are 'working the space' in the creation and implementation of a new ITE programme committed to improving the learning outcomes of all students in Aotearoa NZ is of interest to this paper. We draw on critical discourse analysis (CDA) to investigate the ways inclusion is constructed and practised in past and current educational approaches in Aotearoa NZ. We argue that a broader analysis of the shifting nature and complex social, cultural, historical, political and institutional contexts in which students are situated is required in reforms and initiatives that aim to raise the learning outcomes of all students in the education system. [ABSTRACT FROM AUTHOR]

The aim of this paper is to demonstrate how critical discourse analysis (CDA), an under-utilised methodological approach, can be used to critically question the dominant, hegemonic discourses surrounding sustainable development and sustainable tourism development. The Waterberg Biosphere Reserve in South Africa provides the study context. The United Nations Sustainable Development Goals (SDGs) provide the framework for review, sustainable development is an integral part of this framework. This research study examines three SDGs in particular: discourses surrounding SDG 4 (quality education), SDG 8 (decent work and economic growth) and SDG 15 (life on land). Interviews (n = 35) were conducted, in South Africa, with multiple stakeholder groups. CDA techniques were applied to data analysis to examine the sustainable development/sustainable tourism discourses attached to the SDGs under review. Neoliberal discourses linked to the economy, the environment, and a sustaining of the tourism industry through top-down planning and unequal power distributions emerged. Conclusions reflect both upon the opportunities utilising a tool such as CDA presents, along with the limitations to take account of when applying it. CDA applications which explore SDGs by listening to the voices of the poor are suggested as one avenue for further research. [ABSTRACT FROM AUTHOR]

Using critical discourse analysis (CDA), this paper exposes the neoliberal ideology of the knowledge-based economy embedded within university policies, specifically those that regulate faculty hiring, promotion, and remuneration in two national contexts: Turkey and Mexico. The paper follows four stages of CDA: (1) focus upon a social wrong in its language aspect; (2) identify obstacles to addressing the social wrong; (3) consider whether the social order in a sense 'needs' the social wrong; and (4) identify possible ways past the obstacles. The analysis demonstrates that the global, marketized climate of higher education has impacted Turkish and Mexican universities to such a degree that they have become increasingly corporate in their practices of management. The resulting effect is the creation of a performance culture that robs faculty of their professionalism. This paper uncovers this disadvantaged positioning of faculty and posits modest proposals for change. [ABSTRACT FROM AUTHOR]

This paper is a critical examination of the ideological underpinnings of cartoons in Nigeria's socio-political milieu. The study seeks to unveil cartoonists' strategic moves to (mis)represent Nigerian women. The data comprise 10 political cartoons which were selected using a purposive-sampling method in line with the thematic concern of the study. They were analysed using Kress and Van Leeuwen's social semiotic approach to the analysis of multimodal texts along with insights from critical discourse analysis (CDA). Findings reveal that semiotic resources, such as pronominal choices, speech acts, labelling, visual metaphorisation, information value, salience/emphasis, and framing, play significant roles in cartoonists' commentaries on gender-related issues in Nigeria's socio-political domain. Viewed against the United Nations' global goal of gender equality by 2030, the study concludes that Nigerian newspaper political cartoonists' representation of women ideologically both (re)produces or resists (un)equal gender relations among Nigerian citizens. [ABSTRACT FROM AUTHOR]

In this paper, the authors combine Pierre Bourdieu's concept of hysteresis (the ‘fish out of water’ experience) with the discourse historical approach to critical discourse analysis (CDA) as a theoretical and analytical framework through which they examine specific moments in the schooling experiences of one refugee student and one international student, both enrolled in post-compulsory education in Australian mainstream secondary schools. We examine specific moments – as narrated by these students during interviews – in which these students can be described as ‘fish out of water’. As such, this paper takes up the concerns of researchers who call for an examination of the lived geographies and the everyday lives of individual students in mainstream schools. We find that our students' habitus, conditioned by their previous schooling experiences in their home countries, did not match their new Australian schools, resulting in frustration with, and alienation from, their mainstream schools. However, we also note that schools, too, need to adapt and adjust their habitus to the new multicultural world, in which there are international and refugee students among their usual cohort of mainstream students. [ABSTRACT FROM PUBLISHER]

In the last ten years or so, we have witnessed a shift towards so-called non-representational theories in heritage studies. In non-representational theories, one is interested in cognition, affect, and emotion, as well as textual or visual representations of heritage. This turn can be viewed as a prolongation of the popular approach of analysing heritage as discourse, in which heritage is viewed as a cultural process from which the objects of heritage evolve. However, this paper will demonstrate that some proponents of non-representational theories seem to have overlooked an already established linguistic tradition of analysing affect and emotion 'in' texts. Since human affect and emotion are linked with semiotic meaning-making, I argue that it is futile to attempt to separate discourse analysis and non-representational theories. I forward an argument that Critical Discourse Analysis (CDA) and Critical Realism (CR) as a philosophy of science may serve as platforms where non-representational and representational approaches can meet to more fully grasp how we represent and respond to heritage. [ABSTRACT FROM AUTHOR]

China has had an ambivalent policy for the learning and teaching of English as a foreign language (EFL) over much of its history. The explicit and implicit implementation of language policy has had a significant impact on the content of EFL textbooks and the ideologies underlying them. However, studies exploring such ideologies remain sensitive areas in which little work has been done to date. By applying a combination of critical discourse analysis and a corpus linguistics approach, this paper critically investigates the ideological underpinnings embedded in 10 current English language textbook series that are officially approved and widely used in Chinese universities. Results show that the significantly overused semantic domains are ‘Education in general’, Science and technology, and ‘Language, speech and grammar’, and the most underused concepts are ‘Politics’, ‘Warfare’, and ‘Government’. Unlike the English language textbooks in earlier historical periods, no explicit political philosophy is captured in current textbook series, reflecting China’s more recent focus on some concepts of education and the development of science and technology. This study may contribute to our understanding of the ideological underpinnings in English language textbooks worldwide, with the hope of offering insights into language teaching materials development. [ABSTRACT FROM AUTHOR]

The process through which people and society begin to see and frame something as risky is complex. As risk communication practitioners play a critical role in fostering real-world risk governance, this study emphasizes the performative role of language in mobilizing symbolic resources to build and control risks from a communication standpoint. Critical discourse analysis (CDA) was used to reveal patterns of how two events – the COVID-19 pandemic and the Russia-Ukraine dispute – were covered by the Chinese media, and speculate about the relationship between risk communication practice and its wider geopolitical context. Results revealed different frames were used for the two events, and that 'threat' was most frequently used when addressing the Russia-Ukraine dispute, whereas 'risk' was adopted for most COVID-19-related articles. Two themes were generated when interpreting the discourse through a critical geopolitical approach: 'From the COVID-19 Approach to the Political Systems' and 'China as a global Player through its peaceful Rise'. While China prefers to maintain peace in its interaction with other global actors, the Chinese government does not simply accept adversity, particularly when it comes to geopolitical conflicts derived from arbitrary ideological disagreements. The study adds to the current literature on the relationship between the practice and context of risk communication, as well as to the underrepresented regional online news coverage of risks and conflicts that focus on China. [ABSTRACT FROM AUTHOR]

This study applies CDA and story grammar analysis to investigate how Chinese language textbooks for primary schools foster Chinese national identity through their depiction of Chinese people struggling against foreign invaders. The analysis was conducted on 12 textbooks and the findings were based on stories featuring a range of ages, from children to soldiers and artists, who all displayed patriotic spirit and were willing to risk their lives for China. The textbooks also highlight China's past humiliation, such as the Nanjing Massacre and the loss of territories such as Hong Kong, Macao, and Taiwan. The authors of those textbooks seek to encourage the students' national identity by promoting a sense of patriotism, sacrifice, vigilance against foreign threats, affirmation for the leadership of the Chinese Communist Party (CCP), and putting the interests of the People's Republic of China (PRC) ahead of personal interests. Additionally, students are expected to have a strong sense of territorial sovereignty, recognizing Hong Kong, Macao, and Taiwan as parts of China. However, the results also show that the portrayal of Chinese national identity is Han-centric, excluding ethnic minorities. [ABSTRACT FROM AUTHOR]

While populism is commonly considered antagonistic to democratic liberalism, recent research demonstrates how populist rhetoric may highjack traditional liberal discourses and opportunistically refashion them against the plight of minorities. Drawing on the concept of media populism, this research investigates how notions of 'democracy' and 'equality' were contested in debates on racism in New Zealand regional newspaper, The Taranaki Daily News, and further deployed to promote a populist agenda, against the representation of the Indigenous minority, Māori, in the local government. The analysis of letters to the Editor shows the prevalence of anti-Māori sentiment, articulated through such populist rhetoric as 'majority', 'whole community' and 'togetherness'; while the appeal for Māori representation was framed as 'special treatment', 'positive discrimination', 'separatism' and 'reverse racism'. Hence, by endorsing the populist discourse, media provide their audiences with the moral affinity to support racist and anti-minority policies; ultimately producing the political phenomenon of media populism. [ABSTRACT FROM AUTHOR]

Indigenous populations have historically been marginalized in the language curriculum in Taiwan. As education reform in the 1990s ensued, textbooks became democratized and aimed to include more local diverse cultures. However, the portrayal of Indigenous cultures in the new current language textbooks has not been adequately studied in past research and hence warrants examination. Informed by settler colonialism theory and critical discourse analysis (CDA), this study analyzed Taiwan's secondary school language textbook narratives about Indigenous groups. Analysis results reveal that Indigenous elements are still underrepresented in the textbooks. The dominant textbook discourse also discriminates against Indigenous groups by removing Indigenous voices and misrepresenting Indigenous culture as primitive and backwards. This study is significant in incorporating settler colonial theory and language textbooks for analysis, which are less utilized in previous studies in Taiwan. A critical framework is offered for future curriculum analysis to ensure equity in representing marginalized Indigenous communities. [ABSTRACT FROM AUTHOR]

This study is situated within corpus-assisted discourse analysis (e.g. Baker, P., & McEnery, T. (2015). Corpora and discourse studies: Integrating discourse and corpora. London: Palgrave Macmillan.) and provides a critical discussion of key topics and stances in the marriage equality debate in Germany. The ways in which the German print media covered the debate are explored through two corpora (created using Nexis) which include relevant texts from three German newspapers (TAZ, Welt, Welt am Sonntag) and two magazines (Der Spiegel, Bunte) from two key periods (July 2000–August 2001 and May 2016–July 2017, respectively); in 2001, Germany introduced 'civil unions' ('eingetragene Lebenspartnerschaften') but it was only in 2017 that marriage was opened to same-sex couples. Qualitative and quantitative analyses using AntConc and ProtAnt suggest that while there are parallels to marriage equality debates in other countries, there are also language-/culture-specific features. For example, there is a stronger focus on children's welfare in the contemporary data, since marriage equality meant joint adoption rights for same-sex couples. Through an exploration of keywords/collocations and close reading of prototypical texts, it is shown how linguistic choices contribute to framing the arguments for/against marriage equality and how these stances are connected to culture-specific and cross-cultural norms. [ABSTRACT FROM AUTHOR]

Applying selected psychoanalytic constructs from Freud and Klein to recent pervasive rhetoric around anti-immigration in the United States, we conducted a critical discourse analysis of media and policy representations of immigrants in recent news coverage in the United States regarding the Trump Administration's response to (1) asylum claims related to domestic violence and gang violence and (2) undocumented immigrants. We illustrate how feared bad object/immigrants are constructed alongside the imagined good object/nationalism, as exemplified by Trump's motto – "Make America Great Again" (MAGA). We argue how this paranoid-schizoid position reifies racism veiled under nationalism and discuss how social workers could work together toward the depressive position re-imagining America-as-the-whole. [ABSTRACT FROM AUTHOR]

This article explores how multiple contexts - professional knowledge (e.g. case management), institutional practices (e.g. New Public Management), and mental health policies and legislations (e.g. Mental Health Act) - under neoliberal governance (re)produce ways social workers interact with their clients in moment-to-moment interactions. It is part of a larger process and outcome research project on cross-cultural social work practice in outpatient community mental health settings in an urban Canadian city. Using transcripts of audio-taped sessions between social workers and clients with severe mental illness, and inspired by critical theories of language, knowledge and power, we illustrate how neoliberal themes (re)position clients and social workers in negotiating session tasks in everyday interactions, and how these interactions shape the clients and social workers as desirable and undesirable neoliberal subjects. These detailed studies in micro-interactions can be used as practice examples in considering how social workers can be critically reflective of our own micro practice and resist the governing neoliberal ideology in the macro level. [ABSTRACT FROM AUTHOR]

Background: Recent educational legislation has redefined and extended teachers' space for exercising professional autonomy. For instance, Norwegian English teachers enjoy substantial freedom in choosing texts for classroom use, provided they meet the competence aims of the national subject curriculum. Teachers are expected to use their professional judgement when choosing the means and modes of teaching to meet local needs. At the same time, current educational legislation requires that teachers exercise their autonomy as participants in 'professional communities' to ensure common standards for teaching and to assume shared responsibility for the pupils' learning. Purpose and method: The research question is whether the redefined space for professional autonomy corresponds to teachers' understanding of such autonomy. In this article, I address this question through an analysis of lower secondary teachers' discourses underlying the selection of texts for their learners of English as a Foreign Language. A total of 18 teachers were interviewed and a critical discourse analysis approach was used for data analysis. Findings: Findings suggest that the teachers' reasoning about text choice and teacher autonomy are negotiated between two potentially competing discourse positions. The first promotes individual freedom of choice, and the second is the view that the textbook represents an authoritative interpretation of syllabi aims, as well as a premise for the teachers' common planning. Although the teachers speak in favour of choosing texts freely, few say they exploit this freedom beyond choosing between texts in the textbook. In addition, decisions to deviate from the textbook appear to be viewed as hinging primarily on the individual teacher's discretion. Conclusion: Thus, possibilities for change rely mainly on individual teachers and are placed outside the sphere of collective planning. I argue that the teachers' discursive practices may limit rather than extend their space for exercising professional autonomy regarding this area and that the textbook plays an important role in this. [ABSTRACT FROM AUTHOR]

Although the involvement of women in terrorist activities is not new, it is still considered to be an exceptional phenomenon. The figure of a woman militant contradicts the main gender constructions and thus produces a certain shock and disconcertment  in societies. In the case of "Jihadism", women who willingly join a terrorist organisation also challenge the Western Neo-Orientalist perspective on Muslim women in the West. Starting from these theoretical standpoints, this article focuses on a group of terrorists who have recently received a great deal of attention: ISIS women jihadis. Based on a critical discourse analysis of three main UK broadsheets, this article presents, deconstructs and problematises the main depictions that were used to describe these subjects. Furthermore, it discusses how the frames described reconcile these women's actions with the gender and Neo-Orientalist constructions that circulate in Western societies, safeguarding the deriving hegemonic narratives. In other words, the article focuses on how women terrorists are made into "Jihadi Brides". [ABSTRACT FROM AUTHOR]

Focus groups convened in New Zealand in 2014 confirmed a major finding of previous research: that while most people are concerned about existing levels of economic inequality, there is considerable uncertainty over whether and how a more equal distribution might be achieved. In asking why participants acquiesced to views that they did not like, the article suggests that they lacked a language in which to imagine or articulate their preferred alternative, partly because structural critiques of the status quo have become increasingly marginal within the wider public sphere. This observation sets the scene for an analysis of the discursive practice of Jacinda Ardern and the Labour Party during the 2017 election campaign and in the November 2017 Speech from the Throne. The article asks whether this practice represents a departure from - and a challenge to - the discursive dominance of ‘capitalist realism’. It finds signs of significant change relative to previous governments, particularly in the explicit articulation of values. At the same time, significant moments of ambivalence remain, especially on the question of how the new Government’s social and environmental objectives might be achieved. [ABSTRACT FROM AUTHOR]

This study applies Critical Discourse Analysis to the media discourses of two Pakistani English newspapers to study identity constructions of Malala Yousafzai during two important phases of her life, namely the "Taliban's victim" and the "Nobel laureate". Applying Norman Fairclough's three-dimensional model, the study analyses the discourses formulated and propagated through relevant editorials and news reports in these newspapers, which they produced to construct Malala's identity and to promote specific ideologies. It also integrates readers' responses to an overall position of Pakistan's English newspapers' audience towards Malala. The study identifies the exploitation of "us" versus "them", in phase one, as crucial features in delineating Malala's identity of a child education activist, who is a victim of the Taliban's violence. This afforded the newspapers a space to construct their identity as institutions progressive and devoted to egalitarian values. Phase two findings point to much divided opinion of the Pakistani English newspapers' audience on Malala, largely, in contrast with the editorials' stances. This aspect, inter alia, casts doubts on the recognised influence of editorial discourses on the readership. The findings also indicate the presence of discursively constructed alternate discourses which wield strong deleterious influence on Pakistani society. [ABSTRACT FROM AUTHOR]

Ruptures, including racial microaggressions, are inevitable in therapy. Because they are subtle and subject to alternative explanations, identifying and illustrating racial microaggressions have been challenging. To critically reflect on such ruptures and ultimately repair the alliance with clients, scholars urge the significance of studying "how" racial microaggressions emerge and become visible in psychotherapy. Drawn from transcripts of actual therapy sessions, we select segments where racially and culturally relevant conversation occurred. Using critical discourse analysis, we explore how clients and therapists reify or resist contested values, norms, and power in therapy by using various discursive tactics in therapy conversation. Our findings illustrate different forms of racial microaggression, how they are managed in moment-to-moment interactions, and how they are associated with dominant values and norms that shape the therapists' treatment selections in cross-racial encounters. These microdetailed illustrations help therapists to critically reflect on their own behaviors, increase their sensitivity to cultural narratives in therapy communications, and suggest how to better hear and validate cumulative injuries of racial microaggressions that many racialized minority clients often face in psychotherapy. [ABSTRACT FROM AUTHOR]

Framed within Critical Discourse Analysis (CDA), this study examines women’s relationship to their cooking practices in cookbooks by three female celebrity chefs: Giada De Laurentiis, Ree Drummond, and Ina Garten. Prevalent in all of the cookbooks is a discourse that continues traditional gender roles of women being predisposed to care, cook, and serve others. At the same time, alternative discourses of achievability, self-fulfillment, and femininity are offered with ‘easy’ and ‘delicious’ recipes, enabling women to be competent in the kitchen, and by extension, in life. Cooking is a way to care for the self and realize happiness. Examining the recipe narrative and supporting text, this article shows how these complex and competing discourses are part of the construction of hegemonic femininity. [ABSTRACT FROM PUBLISHER]

Suburbs across the US are experiencing dramatic demographic shifts, yet there is little research available on how suburban school districts are dealing with these changes. In this article, we examine the discourses surrounding race and demographic change in three suburban school districts that have been undergoing rapid demographic changes and which contain demographically distinct areas within their district boundaries. Utilizing a critical discourse analysis (CDA) approach, we analyze how the policy context (federal and state) frames actors’ discourses and understandings of race, paying particular attention to the political and institutional factors affecting school policy. We illustrate how the discourse, in turn, is related to the actions (or inactions) taken by district and school leaders to respond to demographic change. We conclude the article by discussing policy implications and potential challenges districts may face in the future if efforts to purposively address racial changes continue to be avoided. [ABSTRACT FROM PUBLISHER]

Gibraltar is a community in which political conflicts are common, but has quite frequently been ignored in the academic world, despite its great interest and uniqueness. The present research offers a new perspective into the study of the Gibraltarian identity as it adheres to the theoretical paradigm known as Critical Discourse Analysis (CDA), which analyses language in relation to the social context in which it appears, aiming at providing social criticism based on linguistic evidence. This article focuses on the representation of the Gibraltar issue in a crucial moment for this community - namely the 2002 referendum. The textual corpus consists of editorial articles drawn from Gibraltarian newspapers examining how the Gibraltarian community was perceived and represented. Hence, the present CDA of editorial articles in relation to the referendum held in Gibraltar sheds light on a controversial situation: the Gibraltarian community and its distinctive identity. [ABSTRACT FROM AUTHOR]