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- Brodin, Eva, et al.
(author)
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Historical images of teachers and their underlying ideologies in Swedish academia : Multimodal discourses from 1950 and 1980
- 2021
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In: Linguistics and Education. - : Elsevier BV. - 0898-5898. ; 63:2021
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Journal article (peer-reviewed)abstract
- This study aims at exploring multimodal discursive images of academic teachers from 1950 and 1980 in Sweden. Using a discourse-historical approach, linguistic and visual data were analysed in a govern- ment report and three media sources related to a single Swedish university. Findings reveal how four dominant ideologies of academic teaching contributed to constructing eight discursive images of teachers via various stakeholders. Overall, a discursive degradation of academic teachers could be noticed between 1950 and 1980. Also, the image of teachers changed from societal critics in 1950 to political critics in 1980, when the government forced scholars to become all-round labourers processing the new mass of students. In turn, this led to an undecided debate about the scholarly role of teaching researchers . Throughout the material, female academics were almost invisible, and a feminist voice was absent. The image of academic teaching is a gendered issue that deserves further attention.
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- Ljungqvist, Marita
(author)
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A relevance-theoretic account of the pragmatic marker ba in Mandarin Chinese
- 2010
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In: Journal of Chinese Linguistics. - 0091-3723. ; 38:2, s. 261-287
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Journal article (peer-reviewed)abstract
- This paper aims to present a proposal for a relevance-theoretic description of the use of the particle ba in Mandarin Chinese. The result of the analyses of the data shows that ba is a pragmatic marker with a similar function in declaratives, interrogatives and imperatives, i.e. to indicate hearer-oriented weak commitment towards either the proposition expressed (declaratives, interrogatives) or the speech act expressed (imperatives). The results also indicate that ba can be compared to tags such as English yeah, right? and innit? and that it is often used more generally to engage the hearer in the conversation and expressing politeness with no real intention of allowing for a response or confirmation from him/her.
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- Ljungqvist, Marita, et al.
(author)
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All that glitters is not gold : The depoliticization of social inequality in European education policy on ‘microcredentials’
- 2023
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In: Journal for Critical Education Policy Studies. - 2051-0969. ; 21:3, s. 153-188
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Journal article (peer-reviewed)abstract
- At the present conjuncture of political, economic, social, and ecological crises, it is important to pay attention to the ways in which intensifying demands for equality, sustainability and social inclusion are met in education policy. In this article, we present results from a critical discourse analysis of an EU council recommendation on ‘microcredentials’ – credits for short courses primarily oriented towards the attainment of skills. Through our analysis, we identify a set of discursive techniques that use progressive language in order to depoliticize issues of social inequality and protect a fundamentally neoliberal and market-oriented agenda from being contested. We conclude that the linguistic expressions used in the operationalization of these techniques have the capacity to 'bling' the argumentation for microcredentials – making invisible an underlying neoliberal foundation and hypervisible an apolitical and consensus-oriented surface, thereby preventing disagreements over aspects of education that are fundamentally political.
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- Ljungqvist, Marita
(author)
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Aspect, tense and mood : Context dependency and the marker LE in Mandarin Chinese
- 2003
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Doctoral thesis (other academic/artistic)abstract
- The grammatical marker LE in Mandarin Chinese can occur in two syntactic positions, either immediately following the verb or at the end of a sentence. Traditionally, it has been described as two homophonous but syntactically distinct morphemes, verbal LE and sentence-final LE. This view seems to be based on assumptions about (1) the historical origin of LE, (2) the relation between LE and its counterparts in other Chinese dialects and (3) the relevance of the syntactic position of LE for its function in a sentence. The main part of this thesis is dedicated to analysing the third assumption: that the meaning of LE is related to its syntactic position. By using examples from narrative texts I show that the conventional definition of verbal LE as a marker of the perfective aspect and that of sentence-final LE as a modal particle or a marker of the perfect aspect cannot properly describe all instances of each marker. I also demonstrate that there are several examples of functional overlapping between verbal LE and sentence-final LE. The failure by earlier analyses to account for these facts seems to be partly due to certain metaphorical and vague definitions of aspect as opposed to the clear, time-relational definition of tense. Another influential factor appears to be the assumption that in Chinese, there is a one-to-one relationship between the semantic categories aspect, tense and mood on one hand and grammatical morphemes on the other. My study is an attempt to a unified treatment of LE within a relevance-theoretic framework in which LE is redefined as a pragmatic marker with a semantic core feature [boundary]. Hopefully, it presents an interpretation model that explains not only all the various uses of LE but also the empirical evidence of shared functions between what has traditionally been assumed to be two distinct morphemes.
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