scholarly journals Dialogic analysis vs. discourse analysis of dialogic pedagogy: Social science research in the era of positivism and post-truth

2019 ◽  
Vol 7 ◽  
Author(s):  
Eugene Matusov ◽  
Ana Marjanovic-Shane ◽  
Tina Kullenberg ◽  
Kelly Curtis
Keyword(s):  
Discourse Analysis ◽  
Meaning Making ◽  
Social Science Research ◽  
Science Research ◽  
Dialogic Pedagogy ◽  
Positivist Science ◽  
Functional Patterns ◽  
Emerging Issues ◽  
Heart And Mind ◽  
The Given

The goal of this article is to compare and contrast dialogic analysis versus discourse analysis of dialogic pedagogy to address Bakhtin’s quest for “human sciences” and avoid modern traps by positivism and by post-truth. We argue that dialogic analysis belongs to dialogic science, which focuses on studying “the surplus of humanness” (Bakhtin, 1991, p. 37). “The surplus of humanness” is “a leftover” from the biologically, socially, culturally, and psychologically given – the typical and general – in the human nature. It is about the human authorship of the ever-unique meaning-making. Dialogic analysis involves the heart and mind of the researchers who try to reveal and deepen the meanings of the studied phenomena by addressing and replying to diverse research participants, other scholars, and anticipated readers (Matusov, Marjanovic-Shane, & Gradovski, 2019, in press). We argue that dialogic science is concerned with meta-inquiries such as, “What does something in question mean to diverse people, including the researchers, and why? How do diverse people address and reply to diverse meanings?” In contrast, traditional, positivistic, science is concerned with meta-inquiries such as, “How things really are? What is evidence for that? How to eliminate any researchers’ subjectivity from the research?” (Matusov, 2019, submitted). Positivist (and monologic) science focuses on revealing patterns of actions, behaviors, and relationships. We argue that in the study of dialogic pedagogy, it is structural and/or functional discourse analysis that focuses on studying the given and objective aspects of dialogic pedagogy. In the paper, we consider, describe, interpret, and dialogically re-analyze a case of dialogic analysis involving science education coming from David Hammer’s and Emily van Zee’s (2006) book. We also discuss structural and functional discourse analysis of two pedagogical cases, a monologic and a dialogic one, provided by David Skidmore (2000). We dialogically re-analyze these two cases and Skidmore’s research. We conclude that in research on dialogic pedagogy (and beyond, on social sciences in general) both dialogic science (involving dialogic analysis) and positivist science (involving discourse analysis) are unavoidable and needed, while providing the overall different foci of the research. We discuss the appropriateness and the limitations of discourse analysis as predominantly searching for structural-functional patterns in the classroom discourses. We discuss dialogic tensions in the reported dialogues that cannot be captured by discourse analysis search for patterns. Finally, we discuss two emerging issues among ourselves: 1) whether discourse analysis is always positivist and 2) how these two analytic approaches complement each other while doing research on dialogic pedagogy (and beyond).

Critical Discourse Analysis

2013 ◽  
Author(s):  
Martin Reisigl
Keyword(s):  
Discourse Analysis ◽  
Critical Discourse Analysis ◽  
Social Engagement ◽  
Systemic Functional Linguistics ◽  
Social Science Research ◽  
Science Research ◽  
Discourse Theory ◽  
Critical Discourse ◽  
Cognitive Approach ◽  
Discourse Historical Approach

Critical Discourse Analysis (CDA) has entered the mainstream of linguistic and social science research with a strong transdisciplinary orientation and social engagement. This chapter introduces six variants of CDA: (1) Fairclough’s approach, which is strongly social theoretically embedded and informed by systemic functional linguistics; (2) van Leeuwen’s and Kress’s social semiotic and systemic functional approach; (3) van Dijk’s socio-cognitive approach; (4) the form of CDA promoted by the Duisburg Group around S. and M. Jäger, who keenly draw on Foucault’s approach to discourse analysis and Link’s discourse theory; (5) the Oldenburg approach, which is upheld by Gloy, Januschek, and others; and (6) the “Viennese” and “Lancaster” traditions of CDA, often termed the “discourse historical approach” and sometimes “discourse sociolinguistics.”

scholarly journals Data cultures of mobile dating and hook-up apps: Emerging issues for critical social science research

2017 ◽  
Vol 4 (2) ◽  
pp. 205395171772095 ◽  
Author(s):  
Kath Albury ◽  
Jean Burgess ◽  
Ben Light ◽  
Kane Race ◽  
Rowan Wilken
Keyword(s):  
Social Science ◽  
Social Science Research ◽  
Science Research ◽  
Emerging Issues ◽  
Critical Social Science ◽  
Critical Social

scholarly journals Presupposition as investigator certainty in a police interrogation: The case of Lorenzo Montoya’s false confession

2018 ◽  
Vol 29 (4) ◽  
pp. 399-419
Author(s):  
Philip Gaines
Keyword(s):  
Discourse Analysis ◽  
Social Science ◽  
Social Science Research ◽  
Science Research ◽  
False Confession ◽  
Police Interrogation

This article presents an analysis of the use by police investigators of presupposition-bearing questions (PBQs) in interrogation as a process for communicating certainty of guilt. Among the techniques of interrogational maximization employed by police is the communication to the suspect of the interrogators’ certainty of the suspect’s guilt. While social science research notes that such communication of certainty is given directly, for example by statements that they ‘know’ the suspect is guilty or by direct accusations such as ‘you did it’, this analysis shows that certainty of guilt can also be communicated by presuppositions embedded in interrogation questions. Discourse analysis of the complete transcript of the interrogation of a 14-year-old suspect reveals further that through the use of 117 PBQs, interrogators are able to accrue inadvertent admissions to three crucial global ‘facts’ about the suspect’s involvement in the crime – each of which is composed of multiple subsidiary ‘facts’. In addition to identifying the role of PBQs in eliciting inadvertent admissions, the analysis also notes how PBQs serve as ‘a powerful instrument in the implicit assertion of debatable propositions’ as part of the interrogational record.

The Ethics of Pediatric Research

2021 ◽  
Author(s):  
Seema Kirti Shah
Keyword(s):  
Ethical Issues ◽  
Social Science Research ◽  
Science Research ◽  
Pediatric Research ◽  
Minimal Risk ◽  
Research With Children ◽  
Immunodeficiency Virus ◽  
Recent Developments ◽  
Emerging Issues ◽  
Hiv Cure Research

This chapter will provide an overview of the major ethical issues arising in the context of research with children, in both clinical and social science research. In addition to addressing ongoing debates and controversies, it will include timely examples, such as human immunodeficiency virus (HIV) cure research in children and pediatric research on vaccines to address the COVID-19 pandemic. The history, current standards, controversies, and recent developments related to pediatric research will be addressed in six sections: 1) when to start research in children; 2) acceptable risk–benefit ratios; 3) interpretation of minimal risk; 4) justification for non-beneficial research; 5) informed consent, assent, and dissent; and 6) emerging issues. The chapter will close by pointing to future areas of potential controversy and continued growth in pediatric research ethics.

“Air I Breathe”: Songwriting as Literacy Practices of Remembrance

2020 ◽  
Vol 52 (2) ◽  
pp. 158-179
Author(s):  
Matthew R. Deroo ◽  
Vaughn W. M. Watson
Keyword(s):  
Literacy Practices ◽  
Meaning Making ◽  
Social Science Research ◽  
Science Research ◽  
After School ◽  
The Public ◽  
Black Adolescent ◽  
Public Sharing ◽  
Literary Practices ◽  
Socially Situated

This qualitative study, based on data from an ongoing after-school literacy and songwriting initiative, examines the multiliteracy practices of Noriah Rose and Koral, Black adolescent girls, and their socially situated meaning-making and sharing about loss. Specifically, we asked, “In what ways do youth grapple with complicated meanings of loss as they share creative and artistic songwriting practices?” We build upon interdisciplinary framings in literacy and social science research to advance new theoretical understandings of literary practices of remembrance, highlighting the public sharing of independently authored digital compositions across various audiences through song. We conceptualize youths, enacting literacy practices of remembrance, as demonstrating three socially situated stances of sharing: evoking a passed-on narrative complicating temporality and permanence, historicizing artistic cultural expression, and demonstrating mutual sharing and stewardship of loss. We argue that various communities supported youths’ meaning-making about loss, and we offer implications for teaching, research, and practice.

REINTEGRATING RAPID APPRAISAL METHODOLOGY IN SOCIAL SCIENCE RESEARCH

2021 ◽  
Vol 11 (1) ◽  
pp. 77-86
Author(s):  
Kabir Bello ◽  
◽  
Ahmad Ahmad ◽  
Keyword(s):  
Social Science ◽  
Environmental Changes ◽  
Social Science Research ◽  
Science Research ◽  
Qualitative Inquiry ◽  
General Context ◽  
Science Methods ◽  
Rapid Appraisal ◽  
Additional Data Collection ◽  
The Given

Social sciences research methodology is of great importance in disciplines and for interested people on searching various knowledge or solution to a phenomenon. This is due to the fact that, human activities and environmental changes created complexity in life as well as challenges. But, these challenges requires answers from fundamental questions such as what, where, who and how. Therefore, interested groups such as researchers, academician and practitioners need to explore the use of rapid appraisal through which they can find answers for the given fundamental questions. Thus, the need for an intensive, team-based qualitative inquiry using triangulation, iterative data analysis, and additional data collection to quickly develop a preliminary understanding of a situation from the insider's perspective cannot be relegated from the more general context of advances in social science research today. This paper looks into the need for the reintegration of rapid appraisal method in social science research. The conclusion is that rapid appraisal and social science methods are indeed complimentary, hence the need for the integration of both methods in social science research.

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