A critical discourse analysis of racial(16)

critical discourse analysis

Table 1 MDA transcripta Time, turns 3:57 to 4:21, 12 turns Ideas The introduction to the idea that in the book“nothing happened.” No social action or justice occurred because the protagonist was powerless Imageb Multimodality (29) Jenna is leaning slightly towards Faye (30) Faye’s ankles are crossed and she looking down at her book (31) Faye looks at Jenna, softens her tone (32) Faye’s head moves back and forth to compliment what she is saying (33) Faye’s tone of voice raises (34–36) Faye’s tone of voice raises Verbal discourse (29) Faye: I think that’s interesting (30) Um, I think I can see how (31) maybe you could feel that (32) but I didn’t feel that at all (33) Jenna: what did you feel like? (34) Faye: This little, this book made me upset (35) I don’t like to read books (36) where nothing happens (37) Jenna: ohhhhh R. Rogers, M. Mosley/ Linguistics and Education 19 (2008) 107–131

(37) Jenna’s mouth opens wide, eyebrows raise, eyes get wide, shifts gaze from the table to Faye

a Description: The table includes one idea segment from a 17-min book club conversation on the book Iggie’s House. Chelsey takes 47 turns, 10 which are characterized as overlapping speech to move another’s talk along. She also makes two failed attempts to gain the oor. Faye takes 75 turns, 5 of which are overlapping and used to agree with another participant. Jenna takes 96 turns, but 48 turns include overlapping speech only that moves the conversation along or shows agreement (mmm hmm, right, laughter). b We recreated this image using a drawing in the style of Leander and Rowe (2006) to mask the identities of participants for the purpose of this article. However, we used actual video-stills in our analysis. In this image, numbers correspond to multimodality in each turn, arrows denote directionality of body movements during a turn, and thin lines that become thicker denote the focus of g

aze.

115

critical discourse analysis

116R.Rogers,M.Mosley/LinguisticsandEducation19(2008)107–131

anti-racismtheteacherusesthelinguisticresourcesofstyle“s”(e.g.modality,pronounuse)topositionherselfasa

certaintypeofteacher“S”(e.g.anti-racistteacher,colorblindteacher).

Meaningmakingisrealizedthroughverbalandnonverbalutterances(e.g.gestureorpostureshift).Thus,wetook

stockofthewaysinwhichmultimodalresourcesweredistributedacrossgenre,discourseandstyle.Forinstance,

gesturescanholdaninteractiontogether(genre),functioningasacohesivedevice;whileatthesametimemarking

emotionandastancethatisnotpresentinwords(style).Whatisrelevanttothepresentanalysisisthechaining

orpatterningofmodesandhow/whatchainsofmodesindividualsdrawonandhowthesearereshapedwithinthe

moment-by-momentinteractionsofthegroupandhowthesearethenchangedandreworkedforindividuals.

Asindicatedinourdescriptionsabove,thelower/uppercaseletterspopularizedbyGee(1999/2006)isa

usefulconventiontosignifytherelationshipsbetweenlinguisticelementsandsocialpracticeswithintheCDA

framework—g/Genre,d/Discourseands/Style.Thatis,thelinguisticelementsof“g”genre,“d”discourse,and

“s”stylearepartofalargermatrixthatsignalssocialpracticesandmeta-narratives(“G,”“D,”“S”).Because

usingg/G,d/D,ands/Sthroughoutthepaperiscumbersome,werefertotherelationshipbetweenlanguagebits

andsocialpracticeswhichunderlieeachaspectoftheframeworkusinglowercaseletters(genre,discourse,and

style).

Wechartedthepatternsofgenre,discourseandstyleforeachparticipantinthebookclub,lookingforpatternsin

participationacrossthemodes(again,seeAppendixA).Atthislevelofanalysis,forexample,wenotedthatFaye

oftenuseda“yes...but”construction,apolitenessconventionusedtoentertheconversationwithtogetthe oorwith

acounter-point(genre)coupledwiththemeta-narrativethatanti-racismshouldbeactionbased(discourse)andheld

togetherbyverbalandcognitiveverbalprocesses,materializedthroughanactivevoice(style).Whileshedidthis,she

wouldoftensoftendirectpointsaboutWhitepeopleparticipatinginracismbyshiftingeyecontactacrossmembersof

herbookgroupandbyusingasoftenedtoneofvoice.

Wealsomadeachartofallofthesemioticresourcesthateachindividualwithinthegroupused.Forexample,for

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