Interpretive repertoires as mirrors on society and as tools for action: reflections on Zeyer and Roth’s A mirror of society

Milne, Catherine

doi:10.1007/s11422-009-9237-y

Cited by 6 publications

(5 citation statements)

References 13 publications

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“…For example, the individual meaning speakers attribute to their talk is not addressed (cf. Milne, 2009) and it is taken for granted that individuals usually draw on repertoires in a highly variable and inconsistent way (Reynolds and Wetherell, 2003). The inner- and inter-individual differences of the students’ talk are not the focus of the analysis in this article.…”

Section: Introductionmentioning

confidence: 99%

Post-ecological discourse in the making

Zeyer

Roth

2011

Public Underst Sci

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This article analyses the discourse of 15-to 16-year-old Swiss junior high school students in order to understand public discourse on the environment and environmental protection. Discourse analysis reveals four interpretive repertoires as the building blocks for the so-called post-ecological discourse, which can be used to describe important aspects of current ways of talking about ecological issues in Europe. We show that 10 theoretically identifiable dimensions of this discourse can be understood in terms of a mutual interplay between the four interpretive repertoires. Post-ecological discourse in today's (Swiss) society appears to be at its core a loss-of-control-discourse, which leads (in our students) to a latent eco-depression. Thus, the public understanding of science can be affected by unintended consequences of the talk itself (in this case an unintended environmental depression), that is, by the inherent characteristics of the involved repertoires, here especially the so-called folk science repertoire. Fostering public understanding of science is thus not merely a question of providing the public with scientific 'facts'. It is also an issue of paying attention to the available discursive repertoires. If necessary, viable alternative repertoires may have to be offered. In school, for example, conversations about the nature of science, and about complexity and applied ethics might help students learn new interpretive repertoires and how to mobilize these in talking about the environment and environmental protection. Abstract: This article analyses the discourse of 15-to16-year-old Swiss junior high school students in order to understand public discourse on the environment and environmental protection. Discourse analysis reveals four interpretive repertoires as the building blocks for the so-called post-ecological discourse, which can be used to describe important aspects of current ways of talking about ecological issues in Europe. We show that 10 theoretically identifiable dimensions of this discourse can be understood in terms of a mutual interplay between the four interpretive repertoires. Post-ecological discourse in today's (Swiss) society appears to be at its core a loss-of-control-discourse, which leads (in our students) to a latent ecodepression. Thus, the public understanding of science can be affected by unintended consequences of the talk itself (in this case an unintended environmental depression), that is, by the inherent characteristics of the involved repertoires, here especially the so-called folk science repertoire. Fostering public understanding of science is thus not merely a question of providing the public with scientific 'facts'. It is also an issue of paying attention to the available discursive repertoires. If necessary, viable alternative repertoires may have to be offered. In school, for example, conversations about the nature of science, and about complexity and applied ethics might help students learn new interpretive repertoires and how to mobilize these in talking...

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Section: Introductionmentioning

confidence: 99%

Post-ecological discourse in the making

Zeyer

Roth

2011

Public Underst Sci

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“…Yet nobody can own repertoires because they are cultural products. Similar to Milne (2009), we see that interpretive repertoires could support a richer analysis of narratives of identity that people use to describe their experiences in fields such as becoming or being a teacher.…”

Section: Introductionmentioning

confidence: 74%

“…This is also one way of producing otherness. Interpretive repertories can legitimate a specific version of reality while silencing other discourses that could be framed around a specific theme (Milne, 2009).…”

Section: Discussionmentioning

confidence: 99%

“My Personal Relationship Towards Mathematics Has Necessarily Not Changed but …” Analyzing Preservice Teachers’ Mathematical Identity Talk

Kaasila

Hannula

Laine

2011

Int J of Sci and Math Educ

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In this study, we consider 5 preservice teachers who had negative views of mathematics at the beginning of elementary teacher education. We focus on methodological challenges: how to analyze their mathematical identity talk which to some readers can sound incoherent. Teacher change studies have often ignored the methodological challenges on which we focus on in this article. We compare preservice teachers' talk at the beginning and at the end of a mathematics education course. When analyzing the data, we combined discursive, rhetorical, and narrative approaches. We identified 6 central interpretative repertoires that were manifested in preservice teachers' identity talk: Victim, Ego-defensive, Fatalist, Gaining an Insight, Self-development, and Responding to the Expectations of the Change. The Ego-defensive and Fatalist repertoires were activated especially when students talked about mathematical tests. The most central rhetorical devices were category entitlement, categorization, active voicing, use of disclaimer, and use of metaphors or extreme utterances. At the end of the course, the talk of the more confident preservice teachers was more coherent than the others' talk. Our study shows that combining different approaches can bring useful views for understanding preservice teachers' multiple identities.

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“…Multicultural and multilingual education, if paralleled, a multicultural-multilingual equivalent is found, as well as cultural concepts and language concepts. Sociolinguistics experts argue that language is a mirror of the society 'The language of the mirror of society' (Milne, Catherine, 2009). Communities that reflect their culture are reflected in spoken or written language, both implied and explicit.…”

Section: B Multilingual As Sub-ordination Of Multiculturalismmentioning

confidence: 99%

Multicultural and Multilingual Inside Education Perspective

Sudirman

Dacholfany

2022

Int. J. Criminol. Sociol.

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The purpose of the description of this study is to create a just and democratic safe society; security, justice and democracy can be achieved by diagnosing conflict as sublimation for differences in the language and culture of society. So that multicultural, multilingual education at least minimizes local, national and global community noise in overcoming vertical-horizontal conflicts. This study uses methods and techniques for analyzing general domain cultural themes to cultural sub themes; linear system relationships between components in education. The concept of multicultural, multilingual conflicting heterogeneity communities can help multicultural learning with the cultural-lingual approach; multimedia, multimetodic, multisite against the conflict of the heterogeneity community typically in the islands of the coast. Conflicting heterogeneity society is used as multicultural media learning media diagnostic material. Contrastive analysis of language and cultural conflicts is very helpful in diagnosing sublimation in an educational perspective. Hopefully the concepts of multicultural and multilingual community conflict in heterogeneity contribute in an educational perspective, namely multicultural and multilingual synthesis of local, national, and global in society elements.

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Interpretive repertoires as mirrors on society and as tools for action: reflections on Zeyer and Roth’s A mirror of society

Cited by 6 publications

References 13 publications

Post-ecological discourse in the making

Post-ecological discourse in the making

“My Personal Relationship Towards Mathematics Has Necessarily Not Changed but …” Analyzing Preservice Teachers’ Mathematical Identity Talk

Multicultural and Multilingual Inside Education Perspective

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