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  • 2010-2014
  • 2005-2009
  • 1995-1999  (2)
  • 1985-1989
  • 1940-1944
  • 1996  (2)
  • Amsterdam : John Benjamins Publishing Company
  • Comparative Studies. Non-European Languages/Literatures  (2)
  • 1
    Online Resource
    Online Resource
    Amsterdam : John Benjamins Publishing Company | Ann Arbor, Michigan : ProQuest
    ISBN: 9789027282682
    Language: English
    Pages: 1 Online-Ressource (188 pages)
    Series Statement: Pragmatics & Beyond New Series
    DDC: 306.44
    RVK:
    RVK:
    Keywords: Englisch ; Konversationsanalyse ; Konflikt ; Rangordnung ; Macht ; Interaktion
    Abstract: Status and Power in Verbal Interaction is a sociolinguistic study of conversation in a social context. Using an ethnographic methodology and a network analysis of the social roles and relationships in a particular language community, the book explores how speakers negotiate status, relationship, and ultimately contest power through discourse. Of chief concern to the study is how speakers manage to negotiate relationship roles - which here consists of institutional status as well as the more variable social standing - using conversation. Discourse is seen to be not only what people say, but how they say it - how speakers take the floor, bring new topic to the floor, interrupt each other, and become a resource person in a conversation. The study revolves around the idea that power, while intricately tied to social standing and institutional status, is more than the sum of one's institutional standing, age, education, race and gender. Though these factors convey rank, conversants nonetheless use discourse to jockey for position and contest their relational role vis-a-vis their discourse partners. While institutional standing may be more or less fixed, power of relational roles fluctuates greatly because, as the study shows, power is accorded through a process of ratifying the positive self-image of a speaker. Thus, one's standing in a group is a community negotiation. By investigating power in community at a micro-level of analysis, this study adds a new dimension to existing understandings of power.
    Note: Description based on publisher supplied metadata and other sources
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  • 2
    Online Resource
    Online Resource
    Amsterdam : John Benjamins Publishing Company | Ann Arbor, Michigan : ProQuest
    ISBN: 9789027282996
    Language: English
    Pages: 1 Online-Ressource (287 pages)
    Series Statement: Studies in Written Language and Literacy v.4
    DDC: 302.22440968
    RVK:
    RVK:
    Keywords: Alphabetisierung ; Südafrika
    Abstract: This book details the findings of a research project investigating the social uses of literacy in a range of contexts in South Africa. This approach treats literacy not simply as a set of technical skills learnt in formal education, but as social practices embedded in specific contexts, discourses and positions. What this means is made clear through a series of fine-grained accounts of social uses and meanings of literacy in contexts ranging from the taxi industry in Cape Town, to family farms, urban settlements and displacement sites, rural land holdings, and various sites during the 1994 elections, and among different sectors of South African society, Black, Colored and White.Since the view of literacy presented here is so dependent on context, the book provides not only descriptions of literacy practices but also rich insights into the complexity of everyday social life in contemporary South Africa at a major point of transition. It can be read as a concrete way of understanding the emergence of the New South Africa as it appears to actors on the ground, focused through attention to one central feature of contemporary life - the uses and meanings of literacy. "Using fascinating and carefully documented case-study material, this book raises vital questions about literacy and illiteracy, and about adult education. Above all, it questions the efficacy of any literacy programme which fails to acknowledge the many ways in which uneducated and so called 'illiterate' people already use reading, writing and numeracy in their everyday lives." Jenny Maybin, The Open University, Milton Keynes.
    Note: Description based on publisher supplied metadata and other sources
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