Search

Sustainability has gained paramount importance in contemporary scientific inquiry, particularly in relation to its profound societal implications. Within this context, the energy sector emerges as a pivotal focus area. Nuclear energy, notably, presents itself as a promising avenue within the spectrum of clean and green energy sources, but this claim is not widely accepted. A comprehensive exploration of discourses surrounding the sustainability of nuclear energy remains absent in scientific production. This paper aims to address this gap by identifying and categorizing main themes within discourses on the sustainability of nuclear energy through the scientific production which are peer review articles (papers) published in journals indexed in WOS and Scopus database. A semi-systematic literature review approach was employed, analysing 59 peer-reviewed journal articles in accordance with the PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) checklist. Through thematic analysis five major themes and thirteen sub-themes were identified. These themes included nuclear perception (assessment, implication, and expectation), nuclear energy policy (national, international, regional), nuclear energy acceptance (drivers and barriers), controversial issues (usefulness and feasibility), and sustainability assessment (benefits, opportunities, and safety). The findings underscore the critical importance for future policy and research endeavours to integrate considerations of nuclear energy's sustainability. Moreover, this study provides a comprehensive overview of the discourses surrounding nuclear energy sustainability, offering valuable insights for regulators, policymakers, academics, and practitioners alike. Ultimately, this study contributes to a more informed dialogue surrounding nuclear energy's role in the pursuit of sustainable energy solutions. [ABSTRACT FROM AUTHOR]

The purpose of this article is to explore how public discussions on giftedness and gifted students are framed in two of Sweden's leading newspapers over a 25-year period (1995-2019). We explored discourse within 72 articles, using a time-sensitive analysis combined with a 'What's the problem represented to be?' approach. The results show that the concept of giftedness became established during the period, although there were also counter-discourses questioning what 'giftedness' means and how schools should be organised. There is a lack of more in-depth discussions about how social class, ethnicity, or gender can affect how students are regarded in school, or how teaching can affect intellectual development. Instead, there is a strong stance in favour of individualised teaching. [ABSTRACT FROM AUTHOR]

Rural landscapes are facing a loss of biodiversity. To deal with this challenge, landscape governance is seen as an alternative and addition to sectoral policies and a potential way of realizing transformative change for biodiversity. To study transformative change in the Bulb Region, the Netherlands, this study uses a discursive-institutional perspective. A mixed methods approach was used including 50 interviews, participant observation and document analysis. The structuration and institutionalization of three competing landscape discourses were analyzed: a hegemonic discourse rejecting any changes in bulb farming; an emerging discourse aiming to enhance sustainability through innovation; and an unstructured discourse questioning the sustainability of bulb farming. The paper shows that the emerging sustainability discourse strengthens the hegemonic discourse by providing an action repertoire for farmers to deal with changing societal demands, while not questioning the hegemonic view on the landscape. Moreover, an institutionalized landscape discourse can be very stable if discursive (relation between naturalized landscape perspectives, identity and the articulated economic interests) and non-discursive factors (natural-spatial conditions, structure of agricultural sector, embeddedness in international trade) are strongly intertwined, leaving little room for alternative discourses. The sustainability discourse was induced by changes outside the Bulb Region (e.g., legislation), thus raising the question whether landscapes are the appropriate level to expect the initiation of transformative change. For rural transformations to come about, solely relying on policies on the landscape level is not sensible. A mix of policies at both the landscape and higher levels offers more perspective for transformative change. [ABSTRACT FROM AUTHOR]

This article reports on a critical policy analysis of discourses related to school exclusions. The management of problematic student behaviour is one of the intractable problems facing education systems today. Despite being ineffective, school suspensions and exclusions are commonly used in many countries as a discipline strategy to manage student behaviour. We adopted a critical policy analysis approach in a case in Australia to examine what is missing from policy discourses about school discipline. We identified nine silences in the policy discourses. The aim is to better understand the ways in which common-sense policy discourses construct the problem of disaffected students and in the process make invisible the deep-rooted causes of student exclusions and their effects. These key silences open up new foci for policy discourses, which would enhance a deeper understanding of what is involved in addressing complex social problems like school suspensions and exclusions. [ABSTRACT FROM AUTHOR]

As population-related climate change research increases, so does the need to nuance approaches to this complex phenomenon, including issues related to cultural and linguistic translations. To explore how climate change is understood in understudied societies, a case-study approach is taken to address social representations of climate change by inhabitants of a Maore village in the French island of Mayotte. The study explores how local fishers understand the issue when considering observed environmental changes. Based on analyses of 30 interviews, the study found that social representations and related climate change discourses are not well established, except for individuals in close contact with French institutions. Issues regarding local culture and language reveal the importance of understanding the different components of climate change. Climate change communication and awareness-raising on the island are explored, as well as considerations of culturally and linguistically complex settings with a Global North/Global South interface. [ABSTRACT FROM AUTHOR]

The formation of political identity of contemporary Russian youth is a dynamic socialization process involving constant communication with various actors and reassessment of norms and beliefs in political and cultural media discourse. Using the methods of actor-network theory, we can better understand how individual groups, accounts construct political identity through cultural narratives and practices by means of their affordances. Such properties of actors build trust in them in the case of discursive coincidences and common frames of self-identity within the network. By examining the practices of actors and the effects of their affordances in political socialization, we can understand how these processes shape the collective beliefs and the practices of young people that follow.The purpose of the article is to identify the sources of political socialization of student youth as actors by examining the trust mechanisms that contribute to successive processes of socialization formation.Methods of survey, focus groups, text analysis, actor-network theory methods, and Python, Gephi, and Google Excel programs were applied to map and represent the results.The study analyzed essays, surveys, and interviews (300 students in total) in order to qualitatively identify actors that influence the political socialization of young people. These actors include official cultural policies, family, school, media and social networks, church, society, political leaders and bloggers. The research allowed us to identify the most stable cognitive, affective and practical components of these actors’ discourses, emphasizing the special significance of cultural and historical facts in the formation of political identity.The process of political socialization begins in childhood and continues in the following stages of personal development, always intertwined with one or another social reflection, forming a coherent picture of the world. Young people trust information supported by facts and consistent with their worldview; young people are influenced by parents, official sources and bloggers. In the political sphere, young people are interested in political leaders, elections, the work of government bodies, and the influence of politics on areas of life such as culture and ecology.The analysis conducted in the optics of ANT has revealed the mechanisms of how student youth are influenced by various actors and how this influence shapes their political beliefs and behavior. The study emphasizes the importance of constant communication for the formation of youth political identity through the influence of various actors in media discourse.

This review is devoted to the monograph «Lexical metonymy in linguistic and cognitive comprehension» by N.A. Ilyukhina, who examines the problems of using metonymic nomination of objects, processes and persons in various denotative and discursive spheres. The relevance of the issues raised in the monograph is determined by the important role of associative thinking in the process of understanding the reality and complexity of mental connections between referents, which become the objects of metonymic nomination. The review describes the issues that have become the focus of the researcher’s attention, in particular, the typologization of lexical metonymy, substantive and verbal metonymy, metonymic transfer of definitions, metonymy in various denotative and discursive spheres. The problem of the research lies in the complexity of the linguistic representation of the cognitive mechanisms of metonymic transfer, in understanding the mental connections between the part and the whole, due to which their names can replace each other in language and speech. During the research N.A. Ilyukhina used an up-to-date method of linguocognitive analysis. As a result of the conducted fundamental research, N.A. Ilyukhina comes to a number of important conclusions. The most significant and interesting conclusions are about the unified cognitive foundations of the main transfers in the system of language and speech; about the connection of the transfer vector with the structural type of a multi-faceted concept, which contains knowledge about the corresponding referent, nominated or defined by the word; about the most significant role of the cognitive metonymic mechanism in speech activity; about the «ubiquity», universality, versatility and expansion of linguistic metonymy due to its cognitive foundations; about the possibility of using metonymy as a basis for other tropes. The monograph is of considerable interest to researchers dealing with the problems of metonymy, cognitive linguistics, semasiology, and semantics of discourse.

Abstract Existing research on inclusive STEM-focused high schools (ISHSs) has focused on the design and implementation of ISHSs at the school-level, along with the positive effects of ISHSs on STEM course taking, college majoring, and STEM career orientations. Missing from the literature are studies that foreground the perspectives and voices of students of color and their perceptions of science and scientists from asset-based, critical perspectives. Thus, the purpose of this qualitative case study is to document the perceptions of science and scientists among racially, ethnically, and linguistically minoritized ninth graders at an urban, inclusive STEM-focused high school in a mid-sized, northeastern city in the United States, along with the contexts, sources, and associated experiences informing these perceptions. Iterative cycles of inductive and deductive coding and domain analysis, informed by theoretical perspectives on ecological systems and Discourses, revealed paradoxical perceptions. Students viewed science as a body of knowledge, testing and experimenting, a life-enhancing discovery, building on background information, and connected with other disciplines and everywhere. Students’ perceptions of scientists were both stereotypical and expansive, including that scientists are smart and serious; use science equipment and gear in traditional lab contexts; and are creative, curious, and open-minded. While students primarily identified deceased White males as scientists, three girls of color mentioned counter-stereotypical women and people of color when they thought of science. Students noted that science field trips and after school programs, as well as science in the media and school, informed their perceptions. These findings suggest that despite reform efforts such as Science for All, very little has changed regarding conceptions of science and scientists. What is more, these findings are troubling when minoritized students at an ISHS continue to replicate status quo perceptions of science and scientists. This study has implications for practice, research, and policy related to building on and extending these views in more critically conscious and equity-oriented ways.

This article examines how Tibetans in the cultural region of Amdo experienced urbanization as a social process when it began intensifying in the region in the early 2000s. By using five pieces of Tibetan fiction as ethnographic data, this article looks at the process of urbanization from the angle of class, analyzing the formation of the urban Tibetan class in relation to social spaces in cities, and its structural position in society. This article further explores the subjectivity of urban Tibetans through the discourse and quoted speech of characters in fiction. In doing so, the article demonstrates that urbanization is occurring as a social process, and Lishaypa, or government workers, react to urbanization intensively as a class. This results in a new social demarcation being established among Tibetans, one based on urban residence and in which urban residents place themselves above rural villagers. [ABSTRACT FROM AUTHOR]

Existing research on inclusive STEM-focused high schools (ISHSs) has focused on the design and implementation of ISHSs at the school-level, along with the positive effects of ISHSs on STEM course taking, college majoring, and STEM career orientations. Missing from the literature are studies that foreground the perspectives and voices of students of color and their perceptions of science and scientists from asset-based, critical perspectives. Thus, the purpose of this qualitative case study is to document the perceptions of science and scientists among racially, ethnically, and linguistically minoritized ninth graders at an urban, inclusive STEM-focused high school in a mid-sized, northeastern city in the United States, along with the contexts, sources, and associated experiences informing these perceptions. Iterative cycles of inductive and deductive coding and domain analysis, informed by theoretical perspectives on ecological systems and Discourses, revealed paradoxical perceptions. Students viewed science as a body of knowledge, testing and experimenting, a life-enhancing discovery, building on background information, and connected with other disciplines and everywhere. Students' perceptions of scientists were both stereotypical and expansive, including that scientists are smart and serious; use science equipment and gear in traditional lab contexts; and are creative, curious, and open-minded. While students primarily identified deceased White males as scientists, three girls of color mentioned counter-stereotypical women and people of color when they thought of science. Students noted that science field trips and after school programs, as well as science in the media and school, informed their perceptions. These findings suggest that despite reform efforts such as Science for All, very little has changed regarding conceptions of science and scientists. What is more, these findings are troubling when minoritized students at an ISHS continue to replicate status quo perceptions of science and scientists. This study has implications for practice, research, and policy related to building on and extending these views in more critically conscious and equity-oriented ways. [ABSTRACT FROM AUTHOR]

The emergence of African diasporic communities in the Americas, especially in the United States, is one of the legacies of the trans-Atlantic slave trade, which brought millions of enslaved Africans from their ancestral homeland in Africa to the so-called New World. For many scholars, the African diaspora is not only one of the largest diaspora communities in human history, but there have also been shared efforts, on the part of Africans in Africa and those in the diaspora, to reconnect through Pan-African ideas and movements for several decades. To better understand the ongoing desire to strengthen the connection between Africa and its diasporic communities in the Americas, especially on the changing trends of the discourse on global African political thought and movements, this article draws on African-centered conceptual ideas with emphasis on African ethos and cultural commonalities for the discussion. The article underscores the central argument that the nature and trends of global African thought and movements appear to be consistent with the common or shared African cultural commonalities idea in Africa and the African diaspora. [ABSTRACT FROM AUTHOR]

Federal systems create complex institutional settings that foster and encourage cooperation while also enabling self-serving and even opportunistic political behavior. Focusing on parliamentary discourses, we argue that political parties can navigate these conflicting incentives skillfully, employing a set of five distinct discursive strategies that integrate both the need for cooperation and the possibility of self-interest. Leveraging a qualitative content analysis of 212 German parliamentary debates and 4,524 manually coded statements, we demonstrate that the use of these discursive strategies is shaped by parties' level of integration into federal institutions. The data reveal that parties which are more strongly involved in intergovernmental bodies uphold a more cooperative discourse, while refraining from confrontational strategies toward federal institutions and actors. We also find that the linkage between the vertically integrated party system, which incentivizes co-partisans to stick together across levels and constituent units, and multiparty coalition governments, counteracts federal blame games. [ABSTRACT FROM AUTHOR]

The current study aims to provide an understanding of how the relationships between standard and non-standard varieties of the Turkish language are perceived by young people of Turkish Cypriot descent within the context of Turkish complementary schools in London. These schools are set up by diasporic communities to fight/reverse language shift and loss. They are also political spaces where cultural and linguistic practices are legitimised and delegitimized to help create an imagined community. Hence they provide rich contexts to investigate young people's perceptions of standard and non-standard varieties of languages. This study specifically draws on interview data of eight UK-born Turkish Cypriot young people, collected through a 13-month ethnographic study in a London-based Turkish complementary school. The results of the thematic analysis of the participants' discourses showed that the participants thought that the role of the Turkish school was to teach the 'proper' variety, i.e. standard Turkish. Through the lens of Bourdieu's capitals, the results indicated that the participants believed that acquiring this variety would make them become more 'educated.' However, some participants problematised the seemingly straightforward association between standard varieties and positive perceptions of their speakers, which raises important questions about rethinking the position of non-standard varieties in education. [ABSTRACT FROM AUTHOR]

The OECD has become a notable predictor of the future needs of society and education. In youth education, the OECD spearheads global strategies, initiatives and recommendations about the curriculum and goals for education. By evoking the sense of 'crisis' in 'traditional education' the OECD functions as a central node of precision education governance, in which so-called best practices of precise, flexible and highly individualised and personalised youth education are disseminated throughout its member states. In the most recent OECD youth strategies and education policy initiatives, we show how the present youth education is governed through evoking various future(s) of youth education. By analysing these predictions and visions discursively, we argue that the future of youth education is approached from both utopian and dystopian predictions by the OECD, and this works as a premise for arranging present and future youth education in a highly targeted and individualised manner. We argue, that the future visions drawn up by the OECD are an example of precision education governance, where the future education is hyper-individualised, arranged by co-operation of public and private sector, and where the goals and contents of education follow global recommendations and 'best practices'. [ABSTRACT FROM AUTHOR]

Copyright of Dados - Revista de Ciências Sociais is the property of DADOS 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.)

This article contributes to debates on visuality in international politics by focusing on how images come to matter in the context of migration and border politics. It examines how political actors mobilized photographic images during Germany's so-called "refugee crisis" 2015 and how the mobilization of images influenced bordering practices. The article suggests understanding visual (border) politics as situated processes of meaning-making. Whether images can be mobilized to legitimate policies depends on a number of contextual factors, such as previous policies, the wider public and policy discourse, collective visual memories, and viewing habits. Developing a multimodal analytical framework and applying it to the case of Germany, I argue that visual memories of the Holocaust centrally affected how images of the "refugee crisis" were discussed in policy discourses and became politically performative. As the analysis illustrates, the iconic image of "Alan Kurdi" was not the key visual motif in Germany, but political actors primarily referred to images of welcome culture, train stations, and the "Balkan Route" when legitimating appropriate policy responses. The article concludes by arguing that this humanitarian framing and focus on German "welcome culture" contributed to create conditions of possibility for restrictive policies in the aftermath of the "refugee crisis." [ABSTRACT FROM AUTHOR]

Sport is a breeding ground for exclusionary gendered discourses and this trend is evident within the coaching cultures of numerous national sports organisations in New Zealand. Drawing on an organisational case study of a New Zealand national sports organisation (NSO) data were collected through thirteen semi-structured interviews and observations with coaches and staff in the NSO. Engaging in a critical feminist approach, this paper explores the various ways in which women’s exclusion from high-performance coaching roles was maintained, reflecting critically on the extent to which hegemonic masculinity was reproduced within the organisation’s coaching history and culture. Specifically, we illustrate the ‘felt’ dimensions of gender exclusion, highlighting how women’s absence from coaching is not through choice but is reflective of the gendered power dynamics of coaching. Together, the analysis demonstrates the institutionalisation of hegemonic masculinity and the mechanisms through which this is maintained, solidified and undermined. This study, while focusing on a particular NSO, offers insights that extend to male-dominated sporting systems across New Zealand, bringing to light the challenges encountered by women coaches within high-performance sport. [ABSTRACT FROM AUTHOR]

Introduction: While research has explored racialized and gendered discourses in mathematics, there is a gap in understanding the experiences of Queer students and the discourses related to sexual identity in mathematics. This study aims to identify the discourses about mathematics that Queer STEM students describe in relation to their Queer identity and how they navigate these discourses. Methods: Using phenomenology, individual interviews were conducted with 17 Queer STEM students at four universities in the United States. The interviews explored their life histories, experiences in mathematics, and responses to vignettes depicting mathematical scenarios. Grounded theory was leveraged to analyze the interviews to build a framework for Queer discourses and navigational strategies. Results: Seven Queer discourses in mathematics were identified with underlying notions of exclusion and irrelevancy. The most prevalent discourses cast Queer identity as being irrelevant (erasure), unseen (heteronormative), or discriminated against (marginalized) in mathematics. At the same time there were some beliefs that Queer identity acceptance was unknown (ambiguous) was treated equally (normalized) or was accepted and even valued in math. Key findings from the study help theory build an exclusion-irrelevancy space to network together mathematical discourses and highlight how Queer marginalization is acted upon based on notions of rightful presence and not mathematical success. Discussion: This study highlights the need to recognize and address the marginalization of Queer students in mathematics. By understanding the discourses and navigational strategies employed by these students, educators can create more inclusive and equitable STEM environments. It is critical to recognize and build upon the unique strengths of Queer students in mathematics, rather than focusing only on the challenges they face. [ABSTRACT FROM AUTHOR]

In this scholarship, I present insights from a sensory ethnographic study on novice educators' embodied experiences of learning to teach sex education. I query how educators sense-make their role as knowledgeable sex educators in relation to the official and erotic discourses of sex education, and examine the experiential divisions between these discourses. Employing an arts-based approach to data generation and interpretation, my central argument proposes that increasing the permeability of the boundaries between official and erotic discourses in sex education can expand the ways learners' bodies are understood in erotic, relational, and intimate contexts within pedagogy. By presenting these arguments, I aim to contribute to addressing the enduring challenges of the discourse of erotics 'being' in K-12 sex education and suggests ways to support educators in delivering effective pedagogical practices. [ABSTRACT FROM AUTHOR]

This article contributes to the history of both climate policies and industrial and energy sectors (IESs) dynamics in France, through the analysis of discourses and practices around a climate technology: CCUS (carbon capture, utilisation, and storage). We show that while CCUS has been continuously promoted as a decarbonisation technology in speeches, the main goal of its promoters in practice has instead been research and R&D cooperation, plus funding. With rare exceptions, CCUS has remained politically disconnected from the issues of energy independence and deindustrialisation. This brings into question the French technocratic and political elites' commitment to undertaking these two missions. Of course, some public players stress that they do not want to confuse the debate over CCUS, or make it more controversial, since reindustrialisation tends to generate new domestic CO2 emissions. Nonetheless, other factors can explain the very marginal space made for energy independence and deindustrialisation in the CCUS discourses. Firstly, many members of the political, expertise, and industrial elites demonstrate a certain self-satisfaction over the level of decarbonisation and energy independence, mainly related to France's unique development of nuclear power. Secondly, the issue of reindustrialisation has always been rather low on the French governmental agenda. Besides this, the practices of CCUS promoters raise a democratic problem. Firstly, most public planners still think of the question of decarbonisation in a way that is rather disconnected from other issues of public action. Secondly, decisions about IESs and climate are still often made in a classic State-centred technocratic problem-management style, and/or are kept in a confined technical sphere. By studying the case of CCUS, this article both contributes to the complex history of French IESs in the time of climate politics, and opens up the present debates over decarbonisation and IESs to greater complexity. [ABSTRACT FROM AUTHOR]

Pregnancy capacity, and gestational desire are shared by people of different genders and sexes. Yet, gestational embodiment and subjectivity are feminized in the normative cisheteropatriarchal pregnancy imaginary where cisgender non-intersex women are constructed as essentialized pregnant subjects. An important part of this normative pregnancy imaginary is the preclusion of men's desires to be pregnant, and the medico-socio-cultural construction and enforcement of men as non-gestational and non-uterine subjects. This construction of masculinity and manhood is reflected in much pregnancy-related research conducted among cisgender men, but is subverted by research on trans men's and masculine people's pregnancy and birth experiences, and by some depictions of cis men's pregnancies in some novels, fanfiction and films. Set against this backdrop, in this article we report on the results of a qualitative study conducted in South Africa in which six cisgender men with diverse identities and geo-locations were asked about their desires to be pregnant. Using a narrative-discursive approach, we analyse micro-narratives constructed by participants in which they speak about their desires to be pregnant and/or gestational parents. We argue that their micro-narratives both challenge and reproduce normative discourses on masculinities and sex/gender more broadly, pregnancy, reproduction and parenthood, and their presumed entanglement. [ABSTRACT FROM AUTHOR]

Circulating public discourses about mathematics and mathematics learning shape how families and students make sense of their experiences with schooling. In the United States, these discourses can play a large role in how public education policy is developed due to the commitment of public school boards to hearing community voices as well as a recent (but not new) increase in the organization of well-funded conservative parent groups working to maintain–and exacerbate–the inequitable educational opportunities that persist in this country. In this paper we analyze public discourse around mathematics learning in one New York City local school board meeting. Using tools from interaction analysis, we examined the discourse surrounding a proposal to reinstate test-based screening for middle school admissions. We delineated two key features of “common-sense” assumptions around mathematics learning that circulated in this meeting–math learners stay on a one-dimensional learning trajectory, and with varying rates of advancement–and investigated how these assumptions played out in the construction of a figured world of “schooled mathematics.” We argue that the consequences that necessarily follow from these common-sense assumptions construct mathematics as hierarchical and fixed, placing learners on a one-dimensional learning trajectory. Finally, we locate this set of emergent assumptions in the neoliberal racial project and consider the ways in which they shape a particular imagination of schooling and mathematics under neoliberalism.

Motherhood under 15 years is constructed as having crossed the line of societal morals and this construction shapes the provision of sexual and reproductive health services (SRH) for mothers under 15 years in Uganda. Using collaborative ethnography and through the lens of discourses and governmentality, I established that adolescent pregnancy is constructed within normative discourses enshrouded in religious and cultural values. What is constructed as non‐normative is regulated through restrictive SRH policies and penalizing discourses which inhibit access to SRH services and care. A paradigm shift in adolescent SRH policies that are rooted in human rights and equity is one alternative required. [ABSTRACT FROM AUTHOR]

This article analyzes the statements, expressed through their documents, on teacher professionalization of three international organizations: the Organization of Ibero-American States for Education, Science and Culture; the Organization of Ibero-American States for Education, Science and Culture-Unesco and the Inter American Development Bank. The purpose was to identify their explicit and implicit stances on this issue, in the understanding that their discourses, policies and practices of teacher professionalization are part of the processes of production of the social in general and particularly of the educational field. A content analysis of the selected documents was carried out from a critical point of view to the discourse. The results show that a hybrid position on professionalization prevails, although mostly characterized by a teacher-school managerial approach. The conclusions invite us to consider hybridism as a predominant feature of policy-oriented documents addressed to multiple audiences and contexts. [ABSTRACT FROM AUTHOR]

Landscapes are conceptually fuzzy and rich, and subject to plural framings. They are places of inquiry and intervention for scientists and practitioners, but also concepts bound to peoples' dynamic identities, knowledge systems, inspiration, and well-being. These varying interpretations change the way landscapes function and evolve. Developed in the 1930s, Q-methodology is increasingly recognized for being useful in documenting and interrogating environmental discourses. Yet its application in the context of how integrated landscape approaches better navigate land-use dilemmas is still in its infancy. Based on our experience and emerging literature, such as the papers in this special collection, this article discusses the value of Q-methodology in addressing landscape sustainability issues. Q-methodology helps unravel and communicate common and contradicting landscape imaginaries and narratives in translational and boundary-spanning ways, thus bridging actors' different understandings of problems and solutions and revealing common or differentiated entry points for negotiating trade-offs between competing land uses. The methodology can be empowering for marginalized people by uncovering their views and aspirational values to decision-makers and policymakers. We argue that this potential can be further strengthened by using Q to identify counter-hegemonic discourses and alliances that combat injustices regarding whose knowledge and visions count. In this way, applying Q-methodology in integrated landscape approaches can become a key tool for transitioning toward just, inclusive, and sustainable landscapes. [ABSTRACT FROM AUTHOR]

Multistakeholder platforms (MSPs) are increasingly applied in environmental governance as institutions to collectively negotiate challenges, opportunities, and policy options in contested landscapes. However, their contributions and effectiveness depend on how stakeholders perceive and frame the role of MSPs in addressing social and environmental challenges. Despite this dependence, stakeholder perceptions of MSPs are currently under-researched. Hence this empirical study carried out in Zambia's Kalomo District asks: how do stakeholder groups perceive the role of MSPs in addressing landscape challenges, given the context of the dual land tenure system, and what does this imply for the implementation of integrated landscape approaches? This study uses Q-methodology to analyze the perceptions of purposefully selected stakeholders from state institutions, civil society organizations, land users, and others familiar with existing MSPs at the district and village levels. The findings reveal three narratives. The first one presents MSPs as institutions that foster dialogue. The second narrative foregrounds the role of the government and private sector, despite acknowledging the diversity of stakeholders in MSPs. In this narrative, MSPs should focus on supporting market-driven solutions to resolve landscape challenges. The third narrative recognizes power imbalances and considers MSPs as institutions to identify policy gaps and needs. The first two narratives are positioned in Dryzek's discourse classification as environmental problem-solving, while the third inclines toward green radicalism. Despite this divergence, there was consensus that MSPs have the potential to harmonize policies in a dual governance system and encourage dialogue between stakeholders to reconcile landscape challenges. [ABSTRACT FROM AUTHOR]

In the context of Russia's war in Ukraine, the status of neutrality or military non-alignment is facing deeper challenges since its expected demise in the post–Cold War period. This article explores the gendered and emotional politics of neutrality and its relationship to peace and security. Neutrality has consistently been conceived as an irrational security option for weak states that refuse to bandwagon. 'Hegemonic' or 'disciplining' discourses of neutrality have conditioned current debates about alliances and security threats, and are imbued with gendered binaries and logics. Such discourses – textual, visual and other – are important because they reveal how neutrality has been positioned in relation to war, peace, morality and agency, and how such positioning constrained the possibilities for thinking about the 'peace potential' of neutrality. However, the gendered and emotive history of neutrality also contains a complexity that can be overlooked if simply understood in terms of binary discourses of weakness and irrationality. Inverted gender and emotional codings are also at work in discourses about neutrality. Seeing this complexity in terms of gender and emotions is critically important for conceptualising peace and security beyond narrow confines. [ABSTRACT FROM AUTHOR]

This study addresses the lack of research into social processes of competition in organizations and explores women leaders self-positioning in relation to the discourses of gendered competition and neoliberal competition. The discourses carry contradictory obligations for women. While the gendered competition discourse socially punishes competitive women, the neoliberal competition discourse expects competition. Through a feminist approach and critical discourse analysis of narratives from 52 women leaders we make two central contributions. First, we outline how the two discourses jostle together, fighting for attention and contradicting each other, provoking social ambiguity. We demonstrate how the women leaders adopt paradoxical self-positioning as 'competitive–not competitive' using four interconnected strategies of 'denying', 'masking and reframing', 'moving on' from and 'diverting' competition. Second, we extend studies of liminality and theorize how the discourses create liminality for women leaders. We elucidate how the women take up and disrupt the discourses by continually oscillating between paradoxical positions of being competitive, perceived as competitive, not competitive, no longer competitive, and competitive for organizations. Competition is identified as a toxic, gendered process, which is both harmful and aspirational, and both a liminal challenge and an opportunity for women leaders. We extend understandings of those who experience liminality in organizations, to women leaders and demonstrate how their paradoxical self-positioning affords them opportunities to discursively present as competitive. [ABSTRACT FROM AUTHOR]

This paper analyses the parallels Netflix's show Bridgerton has with Jane Austen's novel Pride and Prejudice. The implication of Austen's novels and style in the Netflix adaptation targeting regency romances has been widely discussed as well as the shallowness of both contributions (News par. 5, Morrison par. 1, Flanagan 30). I argue that a more literary-focused perspective may be taken to establish the parallelisms between both works in terms of settings, argumentative topics, narrative choices, male characters and speech styles. To do so, the analysis will gradually turn to the general common similarities and the contribution made by both male characters and their discourses. Drawing on Terry Eagleton and Rober Macfarlane, this paper examines Bridgerton's manoeuvres in its Romantic production and its profound connection to Austen's novel. [ABSTRACT FROM AUTHOR]

Copyright of Letras (Lima) is the property of Letras, Facultad de Letras y Ciencias Humanas. Universidad Nacional Mayor De San Marcos 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.)

This study investigated inclusive and special education policy in Nepal. This paper employs social constructionism and discourse analysis as theoretical perspectives. This study is informed by the findings of the author’s doctoral research. Data were collected from a selected key policy document between 1970 and 2020. Discourses of disability was used as a methodology to examine how these policies construct the meaning of disability and inclusive education. The findings of this study demonstrated that Nepalese inclusive and special education policies have been influenced by the medical or deficit and social or human rights model discourse of disability. This article identified that the educational policies of Nepal were consistent and in variation between these two discourses of disability. This study found that inclusive education policies had rhetoric, contradictions and tensions within the policy documents. Limitations and recommendations of this research were also discussed. [ABSTRACT FROM AUTHOR]

The author investigates the imaginative play of children online as they seek a common, shared space with others, in which to play. She looks at components of children's online play experiences, including mediated actions, discourses, literacies, sense of belonging, and online restrictions as they moved between digital and nondigital realities. She discusses the future implications of such play--the possibilities of online play groups within other social contexts such as home-schooling communities, hospitals, public schools, and libraries. Finally, she explores group dynamics such as gender and multiculturalism within online play groups. [ABSTRACT FROM AUTHOR]

Problematic alcohol use (PAU) has been a marginalised subject within the systemic field. The present article brings PAU into focus and discusses the conceptualisation of PAU. Reflected in the dominance of individually orientated treatment approaches, PAU is widely seen as an individual condition with aetiology and maintenance attributed to individual pathology and behaviour. Pathologising and stigmatising dominant discourses surrounding PAU also appear to perpetuate this individual conceptualisation, the implications of which are discussed in this article. The present article maintains PAU is a relational illness, with relational aetiology and maintenance, thus with relational implications for treatment. Implications for the systemic field, including clinical practice, are highlighted. [ABSTRACT FROM AUTHOR]

Copyright of Revista Estudos Feministas is the property of Revista Estudos Feministas 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 purpose of the paper is to examine how market actors participate in the socio-cultural construction of the food waste issue through social media. The paper draws from practice theory and adopts a research approach combining netnography and discourse analysis. The data consist of postings within a vivid social media discussion during a social marketing campaign. The findings shed light on how different market actors construct the food waste issue through discourses of explanation, exhibition and appeal. These discourses differ in their focus, tone and, most importantly, their potential for practice change in the context of food waste. The study emphasises the importance of understanding the discourses of complex sustainability issues and acknowledges the role of social marketing in maintaining and/or transforming these discourses. [ABSTRACT FROM AUTHOR]

The objective of this study is to comprehensively examine the diverse discourses among unvaccinated young individuals against COVID-19 in the region of Madrid. Our aim is to gain insights into the motivations and underlying rationales they articulate to justify their decision to remain unvaccinated. To achieve this, we employ a methodological triangulation approach, encompassing in-depth interviews, urban space ethnography, and a social network analysis with a specific focus on Telegram groups. The qualitative data collected is subsequently analyzed using a combination of Grounded Theory procedures and critical discourse analysis. Ultimately, our findings reveal three fundamental discursive dimensions. These encompass the assertion of the right to individual autonomy, perceptions of social and political manipulation, and skepticism towards vaccines rooted in scientific skepticism. [ABSTRACT FROM AUTHOR]

This study approached the issue of youths’ digital agency by analyzing the ways in which youths talk about their use of Internet technologies for recreational purposes outside of school. Using interview data from young people (n = 28) born in 2005 and 2006, this paper approaches youths’ speech as culturally embedded discourses that express their strategies for making their digital practices understandable and acceptable to adults. By doing so, the paper addresses the need for ongoing research that explores youths’ digital engagement with Internet technologies within a wider social context that positions them as ‘digital natives’. The study results were organized into 11 discourses under four themes: benefits, harms and risks, person-based networking, and Internet skills. The identified discourses reflect the ways in which young people articulate and negotiate their digital agency with social norms, assumptions and expectations of them as tech-savvy youths. By focusing on youths’ speech and discourses, this study advances current research on digital inequalities among young people. It also highlights the need for young people to be supported and empowered in developing skills that enable critical and safe engagements with Internet technologies. [ABSTRACT FROM AUTHOR]

The queer (in)visibility regime in Azerbaijan has been historically structured through centralizing powers and the coloniality of knowledge(s) in their Russian/Soviet and contemporary Western manifestations. Using Foucauldian discourse analysis, this study shows how local queer activism arises through the appropriation of Western LGBTQ+ discourse and the use of the internet, with its novel spaces and digitally mediated discursive practices. In addition to its humanizing and normalizing effects, these organizations generate a new space for the realization of homosexual desire against the old Soviet subjectivity while preserving their didactic enlightener position towards Western/European pedagogy. Finally, this study argues that homosexuality has become a means of boundary-making practices both inside and outside the country, positioning on the borderline between symbolic Europe and national characteristics. [ABSTRACT FROM AUTHOR]

Copyright of Journal of Contemporary Educational Studies / Sodobna Pedagogika is the property of Association of Slovenian Educationalists 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 Profesorado: Revista de Currículum y Formación del Profesorado is the property of Profesorado: Revista de Curriculum y Formacion del Profesorado 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.)