What are the influences that govern how people view their worlds? What are the embedded values and practices that underpin the ways people think and act? Discourses We Live By approaches these questions through narrative research, in a process that uses words, images, activities or artefacts to ask people – either individually or collectively within social groupings – to examine, discuss, portray or otherwise make public their place in the world, their sense of belonging to (and identity within) the physical and cultural space they inhabit. This book is a rich and multifaceted collection of twenty-eight chapters that use varied lenses to examine the discourses that shape people’s lives. The contributors are themselves from many backgrounds – different academic disciplines within the humanities and social sciences, diverse professional practices and a range of countries and cultures. They represent a broad spectrum of age, status and outlook, and variously apply their research methods – but share a common interest in people, their lives, thoughts and actions. Gathering such eclectic experiences as those of student-teachers in Kenya, a released prisoner in Denmark, academics in Colombia, a group of migrants learning English, and gambling addiction support-workers in Italy, alongside more mainstream educational themes, the book presents a fascinating array of insights. Discourses We Live By will be essential reading for adult educators and practitioners, those involved with educational and professional practice, narrative researchers, and many sociologists. It will appeal to all who want to know how narratives shape the way we live and the way we talk about our lives.

Includes the text of Levine's monologue Edition of Eight, which formed the centerpiece of Bystanders, Levine's 2015 gallery exhibition at Toronto's Gallery TPW.

Summary: "Learning Discourses and the Discourses of Learning is an edited collection of papers exploring issues of teaching and learning in academic settings. The key theme of the volume is 'discourses' - especially as these relate to institutional policies, disciplinary practices and students' processes of learning in the academy. Particular attention is paid to the experiences of second-language students studying at Australian universities as well as those learning foreign languages in Australia. Employing a variety of methodologies and theoretical perspectives, the papers in Learning Discourses are unified by a focus on rich and socially situated empirical data. The book addresses issues highly pertinent to the dynamic character of contemporary higher education in Australia, one dominated by trends towards the internationalisation and professionalisation of university programs, and the growing intercultural nature of social and academic interactions. Part one covers issues of discourse and change, exploring processes of discourse acquisition and production in a range of disciplinary contexts, along with the nexus between academic and professional discourses. Part two deals with broader issues of the participation and socialisation of students in second-language-use situations, ranging from macro (social planning and policy) issues to the micro (interpersonal) level. Part three looks at the social mediation of foreign language learning covering a range of tertiary and secondary settings in Australia and has a particular focus on Japanese as a foreign language."--Publisher description.

Why do engineers "report" while philosophers "argue" and biologists "describe"? In the Michigan Classics Edition of Disciplinary Discourses: Social Interactions in AcademicWriting, Ken Hyland examines the relationships between the cultures of academic communities and their unique discourses. Drawing on discourse analysis, corpus linguistics, and the voices of professional insiders, Ken Hyland explores how academics use language to organize their professional lives, carry out intellectual tasks, and reach agreement on what will count as knowledge. In addition, Disciplinary Discourses presents a useful framework for understanding the interactions between writers and their readers in published academic writing. From this framework, Hyland provides practical teaching suggestions and points out opportunities for further research within the subject area. As issues of linguistic and rhetorical expression of disciplinary conventions are becoming more central to teachers, students, and researchers, the careful analysis and straightforward style of Disciplinary Discourses make it a remarkable asset. The Michigan Classics Edition features a new preface by the author and a new foreword by John M. Swales.

Contains The Discourses/Fragments/Enchiridion 'I must die. But must I die bawling?' Epictetus, a Greek Stoic and freed slave, ran a thriving philosophy school in Nicopolis in the early second century AD. His animated discussions were celebrated for their rhetorical wizardry and were written down by Arrian, his most famous pupil. The Discourses argue that happiness lies in learning to perceive exactly what is in our power to change and what is not, and in embracing our fate to live in harmony with god and nature. In this personal, practical guide to the ethics of Stoicism and moral self-improvement, Epictetus tackles questions of freedom and imprisonment, illness and fear, family, friendship and love. Translated and Edited with an Introduction by Robert Dobbin

Discourse on the Move is the first book-length exploration of how corpus-based methods can be used for discourse analysis, applied to the description of discourse organization. The primary goal is to bring these two analytical perspectives together: undertaking a detailed discourse analysis of each individual text, but doing so in terms that can be generalized across all texts of a corpus. The book explores two major approaches to this task: ‘top-down’ and ‘bottom-up’. In the ‘top-down’ approach, the functional components of a genre are determined first, and then all texts in a corpus are analyzed in terms of those components. In contrast, textual components emerge from the corpus analysis in the bottom-up approach, and the discourse organization of individual texts is then analyzed in terms of linguistically-defined textual categories. Both approaches are illustrated through case studies of discourse structure in particular genres: fund-raising letters, biology/biochemistry research articles, and university classroom teaching.

The fourteen contributions in this collection come from different approaches in pragmatics, interactional linguistics, conversation analysis, discourse analysis and dialogue analysis; the name given to what is studied ranges from spoken language and conversation to interaction, dialogue, discourse and communication. What the articles have in common is a similar starting point: they are informed by a form of linguistic understanding which has emerged within what could be called the interactional turn. The materials investigated come from several different languages, representing a variety of interactions: private and public, written and spoken, historical and present-day. While studies of such diverse materials naturally differ in their starting points, goals and aims, engaging them in a dialogue can help reveal where old beliefs may be challenged and new understandings may emerge. The interactional approaches to discourse presented in this volume show that there are several discourses on interaction: interconnected, parallel, but also varying and even divergent.