ABSTRACTThis paper proposes to use ‘multi-discursive ethnography’ to move critical discourse analysis/studies beyond an analytical enterprise so that it may transcend the ‘critical/positive’ dichotomy and the language dilemma researchers confront. As an alternative form of critical discourse study, multi-discursive ethnography seeks to explore different discourses of a subject matter and weave them together for dialogue and diversity. As such, it not only challenges dominant discursive construction of the subject matter at stake, but also endorses corresponding local, cultural ways of speaking (...) and thinking. Using the Wenchang Palace in a transdisciplinary project at a historical neighborhood in Quzhou, China, as the case, the paper illustrates how a multi-discursive ethnography of this no longer materially existing heritage site is written to facilitate critiquing of the ‘authorized heritage discourse’ from the West and simultaneously promote pertinent local voices and deep-rooted cultural language for multi-discursive dialogue. (shrink)

This article contributes to ongoing discussions in the social sciences about how to interpret the incorporation of gender equality into integration policies – is it a form of state feminism or femonationalism? Drawing upon intersectionality, we analyse how gender equality is presented, discussed and negotiated in relation to ethnicity and nationality in Sweden. Methodologically, we employ a bifocal lens that combines (1) a quantitative investigation of representations of civic orientation programmes in Swedish policy documents and mainstream media, and (2) a (...) qualitative analysis of ethnographic data collected in six civic orientation courses – three in English and three in Arabic – in three large municipalities. Such a two-pronged approach, which connects policy and media discourses with interactions in civic orientation classes, offers a granular picture of the complex and often ambivalent intersections of ethnicity and gender in relation to migration in Sweden. Ultimately, the co-optation of feminist values brings with it the risk of warping feminism into a trait of national/ethnic distinctiveness. Crucially, femonationalism is not the prerogative of far-right parties but is already becoming institutionalised, informing both mainstream media and educational practices in a feminist state like Sweden. (shrink)

ABSTRACTHow self-evident is a colonial rationality today? This paper begins by tracing a ‘text trajectory’ about nineteenth century imperialism and colonialism through several educational spaces: curricular guidelines, textbook, teachers’ reflections on history education, material discursive classroom interactions and pupils’ communication about the topic. In a first step, we observe how entrenched and common sensical a great-power discourse about imperialism and colonialism is in current educational practices. We suggest that pupils ‘hyperstate’ a discursive position on colonialism which appears shocking when stated (...) explicitly, but which is already subtly entextualised in curricular and media discourse. However, in a second step, the analysis orients to the molecular lines and foldings, the unexpected intra-connections and unplanned ‘lines of flight’. In this way, the apparent stability of the colonial rationality begins to wobble. The memory practices enacted by pupils, curricula, teachers, authors and the material affordances of textbooks repeat entrenched colonial hierarchies and racisms, ‘and also’ exceed any overly simple understanding of how colonial rationality plays out in contemporary discourse. (shrink)

Nurses have their own ways of talking about their experiences of injustice in healthcare organizations. The aim of this article is to describe how nurses talk about their work‐life experiences and discuss the discursive effects that arise from nurses' use of language regarding their political agency. To this end, we present the findings garnered from a study focused on exploring how nurses deploy their political agency to project their idea of social and political justice in public healthcare organizations and how (...) they face the challenges and uncertainties of (re)thinking their institutional order when it does not resonate with their professional ethos. We then discuss the implications that nurses' use of language has in relation to their ability to deploy their political agency to oppose the forms of injustice they face in their daily practice. We conclude by stating that careful attention should be placed on understanding the discursive implications of nurses' use of language on their individual and collective emancipation in healthcare organizations. (shrink)

Crime scene investigation reports, like other kids of official bureaucratic documents, serve an important purpose in the functioning of modern states. This article examines crime scene investigation reports from a city in southeastern Mexico pseudonymously called La Ciudad. The article combines textual discourse analysis of police suicide investigation reports with ethnographic analysis of police investigative practices to ask, how do law enforcement documents showcase the interactions between law enforcement agents and citizens? In what way can ethnographic analysis highlight and supplement (...) the strengths and limitations of law enforcement documents as prisms of social reality? The complex and contested relationship between representatives of a Mexican law enforcement agency and the citizenry it claims to protect is visible in the documents it produces. The ethnographic material further deepens the reader's understanding of the ways in which law enforcement agents and common citizens form relationships based on negotiation and distrust. (shrink)

Waldorf education, an alternative pedagogy imported to the USA from Germany in 1921, is rarely researched yet popularly conceptualized as a space of unusual educational freedom and creativity. However, viewed systematically through the lens of critical ethnography and discourse analysis, the Waldorf approach is quite the opposite, governed by rigid routines and adult control of children's bodies, activities, and language. Drawing upon the critical sociology of childhood and combining observational and interview data from a nine-month ethnography, I argue that Waldorf (...) education's central tenet of ‘protecting childhood’ is fundamentally about adult control and a deficit notion of young children. Specifically, I use critical discourse analysis to illuminate how pronominal use in the teacher's discourse serves to justify her authority and deficit constructions of child development. The article concludes by considering the ways Waldorf education might be made more egalitarian by incorporating multiple conceptions of child development in its pedagogical practice. (shrink)