Greening Critical Discourse Analysis

Gellers, Joshua C.

doi:10.1080/17405904.2015.1023326

Cited by 11 publications

(8 citation statements)

References 38 publications

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“…For the next stage of the researchpresented in this paperwe have therefore adopted an interpretive approach to explore how meaning shapes participants' learning in a smaller sample of 11 BRs. Interpretive research is a broad term encompassing many distinct approaches (Wagenaar, 2011), including dialogical approaches such as practice theory (Behagel et al, 2017;West, Schultz and Bekessy, 2016b), and discursive approaches such as critical discourse analysis (Coffey and Marston, 2013;Gellers, 2015), many of which are increasingly used to explore environmental governance and policy. In our research, we use a hermeneutic approachwhich focuses on the consciously articulated meanings of individuals and social groupsin the vein of Yanow's (2000) version of interpretive policy analysis, and Wagenaar's (2011) articulation of qualitative policy analysis.…”

Section: Introductionmentioning

confidence: 99%

Learning to live with social-ecological complexity: An interpretive analysis of learning in 11 UNESCO Biosphere Reserves

Schultz

West

Juarez-Bourke

et al. 2018

Global Environmental Change

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Learning is considered a means to achieve sustainability in practice and has become a prominent goal of sustainability interventions. In this paper we explore how learning for sustainability is shaped by meaning, interpretation and experience, in the context of UNESCO Biosphere Reserves (BRs). The World Network of Biosphere Reserves brings environmental conservation, socio-economic development and research together in 'learning sites for sustainable development.' The World Network is globally significant, with 669 BRs in 120 countries, but as with many paradigmatic sustainability interventions BRs are perceived to suffer from a 'concept-reality gap.'We explore this gap from an interpretive perspective, focusing on participant interpretations of the meaning of BRs and their experiences of working with the conceptwith the aim of painting a richer picture of learning for sustainability and the ways in which BRs might fulfil their role as learning sites. We provide a crosscase analysis of learning in 11 BRs around the world, drawing on interviews with 177 participants, and ask: How is the BR concept interpreted and enacted by people involved with BR work? What learning emerges through BR work, as described by those involved? We find that the BR concept is interpreted differently in each location, producing distinct expectations, practices and institutional designs. Learning occurs around common themeshuman-environment relationships, actors and governance arrangements, and skills to navigate BR workbut is expressed very differently in each BR. The position of BRs 'in between' social, ecological and economic goals; local places and global networks; and government, private and civil society sectors, provides a valuable space for participants to learn to live with socialecological complexity. We discuss our results in terms of their contribution to three pressing concerns in sustainability science: (i) power and politics in learning for sustainability, (ii) intermediaries and bridging organizations in multi-level governance, and (iii) reflexivity and knowledge-action relationships. Our comparative hermeneutic approach makes a novel methodological contribution to interpretive studies of sustainability policy and governance.

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Section: Introductionmentioning

confidence: 99%

Learning to live with social-ecological complexity: An interpretive analysis of learning in 11 UNESCO Biosphere Reserves

Schultz

West

Juarez-Bourke

et al. 2018

Global Environmental Change

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“…Las leyes dictan en su discurso lo que es prohibido, permitido y obligatorio en la sociedad, y estipulan las puniciones por incumplir la ley. El discurso legal da forma y moldea las creencias sociales, es un espacio de límites y exclusiones que asevera el poder de ciertos grupos que excluyen e incorporan discursos y es el espacio del logos y la moral soberana (Correas, 2005;Philippopoulos-Mihalopoulos, 2013;Gellers, 2015). Paradójicamente, la ley oscila entre mantener el status quo y captar el cambio.…”

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“…De ahí que diversos autores (Fairclough, 1995;van Dijk, 2006;Santander, 2011y Pardo, 2012 proponen el Análisis Crítico del Discurso (ACD), dada su peculiaridad de evaluar cómo se legitiman ciertos discursos y se silencian otros por medios legales. La particularidad del derecho ambiental le vuelve susceptible al ACD, dado que, por un lado, se emplean pautas, procesos, conceptos y reglas para resolver conflictos y, por el otro, los temas que lo rigen son diversos y complejos, lo que debiera resultar en la revisión constante de sus pautas y estructuras legales tradicionales (Gellers, 2015). El ACD aporta a la diversidad de maneras de entender la naturaleza y sus elementos (Escobar, 1995;Escobar 2000en Durand et al, 2011.…”

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La fauna silvestre en el discurso de la Ley General de Vida Silvestre y su reglamento, y la percepción de los inspectores que aplican la ley en México

Salazar

García

2021

Nóesis

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El derecho ambiental saca al derecho de su discurso tradicional positivista y lo expone en el diverso y complejo escenario natural. Las leyes ambientales se encuentran entre la paradoja de la ecología y la postura legal. Las regulaciones establecen discursos oficiales de lo prohibido, permitido y obligatorio. México cuenta con regulaciones sobre conservación y aprovechamiento de fauna silvestre. La continua extinción, tráfico y modo de aprovechamiento de la fauna motivan a cuestionar el contenido de las leyes. Con base en el análisis crítico del discurso,

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“…Although Studies 1 and 2 (described below) do not incorporate a critical lens per se, the rationale for pursuing these studies is nonetheless premised on the position that systemic change must take place within the youth criminal justice system due to existing power imbalances. Overall, the broad critical orientation of this dissertation characterizes it as actively oppositional to oppressive social power structures, which in turn introduces social and political ethics (i.e., what is thought to be right or wrong) into the work (Gellers, 2015). This must be acknowledged to appropriately locate the work within psychology research.…”

Section: Dedicationmentioning

confidence: 99%

Understanding the Experiences of Justice-Involved Youth at the Intersection of the Criminal Justice and Mental Health Systems

Leroux¹

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In this dissertation, I examined the psychosocial effects of progressing through the youth criminal justice system. The studies presented here are tied together by the shared goal of promoting a welfare-based youth criminal justice system that adopts an extended responsibility of care toward justice-involved youth beyond reducing recidivism. Study 1 examined how clinician-derived diagnoses and recommendations are determined in a forensic context when youth provide information about their mental health that is consistent, or inconsistent, with information provided by their caregivers. Clinicians weighed information from youth more heavily when making internalizingspectrum diagnoses such as mood or anxiety disorders, whereas information from caregivers was more heavily weighed when making externalizing-spectrum diagnoses such as conduct disorder, and clinical recommendations. Study 2 examined changes in the mental health, self-esteem, and perceived social support, of justice-involved youth as they transitioned through the adjudication period of the youth criminal justice system process. Mental health and self-esteem were significantly different across time, with greater negative changes associated with longer adjudication times. Youth who committed sexual offences reported significantly greater negative changes in mental health and self-esteem compared to youth who committed non-sexual offences. Using a mixed-methods approach, Study 3 examined if, and how, justice-involved youth experienced stigma associated with criminal justice system involvement (offending-based stigma). Justice-involved youth experienced moderate internalized offending-based stigma, with greater internalized stigma associated with greater mental iii health symptoms, and lower self-esteem. The qualitative findings indicated justiceinvolved youth construct themselves as devalued members of society because of their offending status. Using an intersectional lens, how youth took up their offending status depended on how they also took up their race, masculinity, and class. This dissertation applied a broad inter-disciplinary lens, drawing on several fields of study, including correctional policy, criminogenic risk, developmental criminology, developmental psychopathology, forensic assessment, forensic mental health, human rights, intersectionality, legal discourse, and stigma. The conclusions presented in this dissertation build on the empirical foundation provided by these works to further demonstrate the youth criminal justice system in Canada must move away from a strict focus on reducing recidivism among justice-involved youth.

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Greening Critical Discourse Analysis

Cited by 11 publications

References 38 publications

Learning to live with social-ecological complexity: An interpretive analysis of learning in 11 UNESCO Biosphere Reserves

Learning to live with social-ecological complexity: An interpretive analysis of learning in 11 UNESCO Biosphere Reserves

La fauna silvestre en el discurso de la Ley General de Vida Silvestre y su reglamento, y la percepción de los inspectores que aplican la ley en México

Understanding the Experiences of Justice-Involved Youth at the Intersection of the Criminal Justice and Mental Health Systems

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