An Argumentative Approach to “Framing”. Framing, Deliberation and Action in an Environmental Conflict

Fairclough, Isabela; Mădroane, Irina Diana

doi:10.17230/co-herencia.17.32.5

Cited by 4 publications

(2 citation statements)

References 46 publications

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“…As they point out, there has not yet been a systematic or comprehensive conceptualization of both argumentation and deliberation across different research fields. Their central point ( Fairclough, 2017 ) is that argumentation (along with other language practices) is considered a macro-speech-act type of discourse, while deliberation is a genre within the frame of this macro-level discourse ( Fairclough and Mădroane, 2020 ). While argumentation coexists with narratives, for example, deliberation coexists with negotiation, adjudication, and others.…”

Section: Deliberative Teaching As a Pedagogical Experience For Sustainable Citizenshipmentioning

confidence: 99%

Deliberative Teaching as an Emergent Field: The Challenge of Articulating Diverse Research Agendas to Promote Educational Experiences for Citizenship

2021

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Democracies are increasingly dependent upon sustainable citizenship, that is, active participation and engagement with the exercising of rights in a field of plural interests, often contradictory and in conflict. This type of citizenship requires not only social inclusion, habits of knowledge, and evidence-based reasoning but also argumentation skills, such as the individual and social capacity to dispute and exercise individual and social rights, and to deal peacefully with sociopolitical conflict. There is empirical evidence that educational deliberative argumentation has a lasting impact on the deep and flexible understanding of knowledge, argumentation skills, and political and citizenship education. However, these three trends of research have developed independently with insufficient synergy. Considering the relevance of deliberative education for contemporaneous democracies and citizenship, in this paper we seek to converge in a field of interlocution, calling it deliberative teaching. Our aim is to propose a way to increase the dialog and collaboration between the diffuse literature on argumentation and education, highlighting both the main theoretical and empirical gaps and challenges that remain and the possibilities to advance our knowledge and the educational impact that this integrating field could offer.

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Section: Deliberative Teaching As a Pedagogical Experience For Sustainable Citizenshipmentioning

confidence: 99%

Deliberative Teaching as an Emergent Field: The Challenge of Articulating Diverse Research Agendas to Promote Educational Experiences for Citizenship

2021

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“…While classification involves establishing hierarchies of exclusive and non-overlapping classes, categorization is a more "creative" process in which multiple attributes are assigned and clusters of related elements emerge. As categorization is one of the framing strategies identified by Fairclough and Mădroane (2020), it is worth analyzing the keywords most connected to FARC in Razón Pública.…”

Section: Abstract Networkmentioning

confidence: 99%

Deciphering FARC was to Disarm it. Razón Pública’s Framing of FARC

Reyes

2021

co-herencia

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This article analyzes the framing of the Revolutionary Armed Forces (FARC-EP) in Razón Pública, a Colombian digital magazine, from July 2008 to July 2018. The article’s methodology combines Natural Language Processing and close reading. Results indicate that the magazine’s language primarily framed FARC as a protagonist of the peace process, and, secondarily, as an actor of Colombia’s armed conflict and drug trafficking. Shortly after Juan Manuel Santos’ first inauguration as Colombian president (2010-2014), some authors forecasted that the conditions were ripe for a peace process with FARC. During the official negotiation, FARC was framed as enigmatic, and rational protagonist of a challenging peace process. Overall, the frames detected in this analysis are an echo of the UNDP Colombian Report (2003) that called for analytic journalism that improves the public’s understanding of the country’s complex armed conflict and proposes negotiated and military solutions.

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Framing to Make an Argument: The Case of the Genocide Hashtag in the Russia-Ukraine war

Musi

2024

Argumentation

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This study tackles hashtags as framing devices which shape public arguments and controversies in computer-mediated communication environments. It focuses on the use of the genocide hashtag on Twitter in the context of the Ukraine-Russia war. It proposes and showcases a methodology to surface how the semantic and discourse properties of the term genocide affect its framing properties as a hashtag which bears argumentative functions, directly or indirectly calling for action.

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An Argumentative Approach to “Framing”. Framing, Deliberation and Action in an Environmental Conflict

Cited by 4 publications

References 46 publications

Deliberative Teaching as an Emergent Field: The Challenge of Articulating Diverse Research Agendas to Promote Educational Experiences for Citizenship

Deliberative Teaching as an Emergent Field: The Challenge of Articulating Diverse Research Agendas to Promote Educational Experiences for Citizenship

Deciphering FARC was to Disarm it. Razón Pública’s Framing of FARC

Framing to Make an Argument: The Case of the Genocide Hashtag in the Russia-Ukraine war

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