How Language Informs Mathematics Dirk Damsma shows how Hegel’s and Marx’s systematic dialectical analysis of mathematical and economic language helps us understand the structure and nature of mathematical and capitalist systems. More importantly, Damsma shows how knowledge of the latter can inform model assumptions and help improve models.
His book provides a blueprint for an approach to economic model building that does away with arbitrarily chosen assumptions and is sensitive to the institutional structures of capitalism. In light of the failure of mainstream economics to understand systemic failures like the financial crisis and given the arbitrary character of most assumptions in mainstream models, such an approach is desperately needed.
The “Greek Crisis” in Europe: Race, Class and Politics, critically analyses the publicity of the Greek debt crisis, by studying Greek, Danish and German mainstream media during the crisis’ early years (2009-2015). Mass media everywhere reproduced a sensualistic “Greek crisis” spectacle, while iterating neoliberal and occidentalist ideological myths. Overall, the Greek people were deemed guilty of a systemic crisis, supposedly enjoying lavish lifestyles on the EU’s expense. Using concrete examples, the study foregrounds neoorientalist, neoracist and classist stereotypes deployed in the construction and media coverage of the Greek crisis. These media practices are connected to the “soft politics” of the crisis, which produce public consensus over neoliberal reforms such as austerity and privatizations, and secure debt repayment from democratic interventions.
Telling stories is one of the fundamental things we do as humans. Yet in scholarship, stories considered to be “traditional”, such as myths, folk tales, and epics, have often been analyzed separately from the narratives of personal experience that we all tell on a daily basis. In
Storytelling as Narrative Practice, editors Elizabeth Falconi and Kathryn Graber argue that storytelling is best understood by erasing this analytic divide. Chapter authors carefully examine language use
in-situ, drawing on in-depth knowledge gained from long-term fieldwork, to present rich and nuanced analyses of storytelling-as-narrative-practice across a diverse range of global contexts. Each chapter takes a holistic ethnographic approach to show the practices, processes, and social consequences of telling stories.
In 2006 against the background of the increasing problematization of Muslims and Islam in German public debate, the German government established the German Islam Conference. In a post 9/11 world, this was a time period shaped by the global war on terror, changes in the German naturalization law, the proliferation of racism targeting Muslims, and the expansion of security apparatuses. In
Governing Muslims and Islam in Contemporary Germany Luis Manuel Hernández Aguilar critically analyzes the institutionalization of the Conference and the different projects this institution has set in motion to govern Islam and Muslims against the looming presence of racial representations of Muslims. The analysis begins with the foundation of the Conference until the end of its second phase in 2014.
Reading Gramsci is a collection of essays by Francisco Fernández Buey with a unifying theme: the enduring relevance of Gramsci’s political, philosophical and personal reflections for those who wish to understand and transform ‘the vast and terrible world’ of capital.
Reading Gramsci is of considerable biographical and philosophical interest for scholars and partisans of communism alike.
Fernández Buey distils Gramsci’s intimate thinking on the relation between love and revolutionary engagement from Gramsci’s personal correspondence; he reveals how Gramsci draws on both Marxism and Machiavellianism in order to formulate his conception of politics as a collective ethics; he retraces the trajectory of Gramsci’s thinking in the
Prison Notebooks, and elucidates Gramsci’s reflections on the relation between language and politics.
English translation of
Leyendo a Gramsci, published by El Viejo Topo in 2001.
Since the 1990s we witness a rise in public apologies. Are we living in the ‘Age of Apology’?
Interesting research questions can be raised about the opportunity, the form, the meaning, the effectiveness and the ethical implications of public apologies.
Are they not merely a clever and easy device to escape real and tangible responsibility for mistakes or wrong done? Are they not at risk to become well-rehearsed rituals that claim to express regret but, in fact, avoid doing so?
In a joint interdisciplinary effort, the contributors to this book, combining findings from their specific fields of research (legal, religious, political, linguistic, marketing and communication studies), attempt to articulate this tension between ritual and sincere regret, between the discourse and the content of apologies, between excuses that pretend and regret that seeks reconciliation.
Financial disclosure has become a crucial component of corporate communication. Through this process, companies aim to provide information and project an image of trustworthiness in response to on-going ethical concerns in the world of finance.
Rhetoric in financial discourse provides new insights into how companies communicate with key stakeholders, not only to boost transparency, but also to attract investment. The book offers an in-depth linguistic analysis of the rhetorical dimension of financial communication. It focuses on two technology-mediated genres which are widely used, yet remain largely unexplored from a rhetorical perspective: earnings presentations and earnings releases. Using an innovative methodological approach, the book shows how corporate speakers and writers use distinctive rhetorical strategies to achieve their professional goals. It includes a practical discussion of how the findings can be exploited to develop state-of-the-art corporate communication courses and to improve the effectiveness of financial disclosure in professional settings.
The book contributes to an enhanced understanding of the language of finance, representing a discourse community that involves and impacts the lives of many people around the world. It will be of interest to several communities of practice, including language researchers, discourse analysts, corpus linguists, finance and communication academics, students of business and finance, and professionals of financial communication.
Studies on discourse and language learning originated in the field of general education and they focused on first language learning environments. However, since 1980s research on discourse and language learning broadened the scope of investigation to respond to second and foreign language environments. Recently, the emergence of new language learning contexts such as computer mediated communication, multilingual settings or content and language integrated contexts requires further research that focuses on discourse and language learning. From this perspective, the present volume aims to broaden the scope of investigation in foreign language contexts by exploring discourse patterns in the classroom and examining the impact of factors such as gender, explicitness of feedback or L1 use on language learning through discourse. With that aim in mind, this volume will bring together research that investigates discourse in various instructional settings, namely those of primary, secondary and university L2 learning environments, content and language integrated contexts and other new language learning settings. The number and variety of languages involved both as the first language (e.g. English, Finnish, Basque, Spanish, Japanese, French, Italian, Catalan) as well as the target foreign language (e.g. English, French, Italian, Japanese, Spanish) makes the volume specially attractive. Additionally, the different approaches adopted by the researchers participating in this volume, such as information processing, sociocultural theory, or conversation analysis, widen the realm of investigation on discourse and language learning. Finally, the strength of the volume also lies in the range of educational settings (primary, secondary and tertiary education) and the worldwide representation of contributors across seven different countries, namely those of Spain, France, Austria, Finland, Germany, Canada, Australia and the United States. The uniqueness of the volume is due to its eclectic and comprehensive nature in tackling instructional discourse. Worldwide outstanding researchers, like Julianne House, Carme Muñoz, Ute Smit, Tarja Nikula or Roy Lyster, to quote but a few, adopt different perspectives in this joint contribution that will certainly broaden the scope of research on language learners’ discourse.
Participation of concerned actors and the public is a central element in the legal regulation of science and technology. In constitutional democracy, these participatory forms are governed by the rule of law. The volume critically examines participatory governance in this realm and makes suggestions with respect to further institutional and political-cultural developments. It assembles contributions of a broad interdisciplinary range within a comparative research programme, opening the black box of participatory governance in legal procedure. The contributions are the result of almost a decade of fruitful discussion between he authors. They also demonstrate the potential of a cross-disciplinary approach that stretches from sociology, via political science and jurisprudence to hermeneutics, linguistics and conversation analysis.
Contributors are Gabriele Abels, Matthias Baier, Alfons Bora, Elena Collavin, Heiko Hausendorf, Zsuzsanna Iványi, András Kertész, Les Levidow, Kornélia Marinecz, Peter Münte, Patrick O’Mahony, Giuseppe Pellegrini, and Henrik Rahm.
Online support groups are considered highly valuable in addition to traditional health care services, but we know very little about how people actually join such a group. This book offers a microanalysis of an online support group on eating disorders, specifically the communication through textual messages between newcomers and regular members and members’ nicknames. The study uses an ethnomethodological and conversation analytical approach to show that members of online support groups treat the group as a community in which their illness-identity is highly relevant. It appears that members invoke community norms regarding legitimacy for newcomers: Newcomers are expected to admit that they are ill, but this is a very difficult step for those who have not yet fully adopted the “sick role” (Parsons, 1951). In the field of eating disorders, it is particularly difficult for people that tend to
pro-ana, i.e. the glamorization of eating disorders. The insecurity and anxiety that newcomers display as they enter the online group could probably be relieved when a special entry subforum would be installed in which they can take time and space to actually recognize that they are ill.