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Enactments of discursive empowerment in narratives of medium of education by north Indian women.

Record Type:	Language materials, manuscript : Monograph/item
Title/Author:	Enactments of discursive empowerment in narratives of medium of education by north Indian women./
Author:	Sandhu, Priti.
Description:	1 online resource (319 pages)
Notes:	Source: Dissertation Abstracts International, Volume: 71-12, Section: A, page: 4377.
Contained By:	Dissertation Abstracts International71-12A.
Subject:	Linguistics. -
Online resource:	click for full text (PQDT)
ISBN:	9781124298139

Enactments of discursive empowerment in narratives of medium of education by north Indian women.
Sandhu, Priti.

Enactments of discursive empowerment in narratives of medium of education by north Indian women. - 1 online resource (319 pages)

Source: Dissertation Abstracts International, Volume: 71-12, Section: A, page: 4377.

Thesis (Ph.D.)

Includes bibliographical references

In this study I examine how women in a north Indian city narratively construct their identities in relation to medium of education (MoE) -- English only (EME), Hindi only (HME), and a combination of both. I specifically analyze how the participants discursively articulate empowerment or disempowerment while narrating stories connected to their MoEs. As such, I examine how they utilize the discourses (Gee, 1992, 1996) and ideologies related to HME and EME in Indian society in their narratives.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2018

Mode of access: World Wide Web

ISBN: 9781124298139Subjects--Topical Terms:

557829
Linguistics.
Index Terms--Genre/Form:

554714
Electronic books.

Enactments of discursive empowerment in narratives of medium of education by north Indian women.
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099 $a TUL $f hyy $c available through World Wide Web
100 1 $a Sandhu, Priti. $3 1182057
245 1 0 $a Enactments of discursive empowerment in narratives of medium of education by north Indian women.
264 0 $c 2010
300 $a 1 online resource (319 pages)
336 $a text $b txt $2 rdacontent
337 $a computer $b c $2 rdamedia
338 $a online resource $b cr $2 rdacarrier
500 $a Source: Dissertation Abstracts International, Volume: 71-12, Section: A, page: 4377.
500 $a Adviser: Christina Higgins.
502 $a Thesis (Ph.D.) $c University of Hawai'i at Manoa $d 2010.
504 $a Includes bibliographical references
520 $a In this study I examine how women in a north Indian city narratively construct their identities in relation to medium of education (MoE) -- English only (EME), Hindi only (HME), and a combination of both. I specifically analyze how the participants discursively articulate empowerment or disempowerment while narrating stories connected to their MoEs. As such, I examine how they utilize the discourses (Gee, 1992, 1996) and ideologies related to HME and EME in Indian society in their narratives.
520 $a I adopt a social constructionist perspective which views that knowledge and discourse are mutually constituted (Jorgenson & Phillip, 2002) and use Bakhtin's (1981, 1984) understanding of the polyglot nature of language whereby both centripetal and centrifugal forces are seen to exist within discourse, often in conflicting relationships. Discursive empowerments are viewed as articulations of resistance to authoritative discourses about MoE while discursive disempowerments are instances when such authoritative discourses are hegemonically constructed and perpetuated as normative.
520 $a Narratives are viewed as being affected by social, cultural and historical conventions (Pavlenko, 2002) and as discursive processes wherein language is used to construct particular relationships between the teller and the social order (Bamberg, 1997) thereby reproducing or critiquing existing relationships of power and knowledge (Mumby, 1993; Peterson & Langellier, 2006). They are also seen as being recipien-toriented and deployed to accomplish interactional goals (Stokoe & Edwards, 2006).
520 $a I adopt two mutually compatible and interrelated analytical frameworks to show how societal discourses impact upon the sequential organization of interview talk and thus the narrative, and how discursive empowerments are enacted within the narrated and narrating worlds of the participants' stories. I thus investigate both the ideological content of the women's talk with regard to macro-societal discourses and their lived experiences, and the discursive, micro-level of narrative performance. My findings indicate that authoritative discourses exert the maximum amount of power in the discursive disempowerments of the HME only participants. These participants enact discursive empowerment mostly in the narrating or interactional context. For the other two types of participants, discursive empowerment is enacted in both the narrating and narrated worlds.
533 $a Electronic reproduction. $b Ann Arbor, Mich. : $c ProQuest, $d 2018
538 $a Mode of access: World Wide Web
650 4 $a Linguistics. $3 557829
650 4 $a Women's studies. $3 572871
650 4 $a Educational sociology. $3 555555
655 7 $a Electronic books. $2 local $3 554714
690 $a 0290
690 $a 0453
690 $a 0340
710 2 $a ProQuest Information and Learning Co. $3 1178819
710 2 $a University of Hawai'i at Manoa. $3 1182035
773 0 $t Dissertation Abstracts International $g 71-12A.
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3429747 $z click for full text (PQDT)