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"As apartheid ended, why did the South African academy shift from critique to subservience? Why have common-sense explanations of the social world of South Africans replaced searching questions? Why are conversations on social issues in South Africa controlled by technology, management and, until their recent collapse, the idea of markets? Why has serious thought in the new South Africa become an indecent activity? These, and other, questions are at the heart of this book which brings social theory to bear on social practice to disrupt received conceptions and representations of the social in the post-apartheid South Africa. This subversive volume seeks to revive the tradition of intellectual argument that marked apartheid's final years. Using critical theoretical perspectives, the contributors offer explanations of narrowly focused post-apartheid discourses, and imagine different orderings of contemporary South African life. "Re-imagining the Social in South Africa" aims to revitalise thinking on twenty-first century South Africa by positioning the humanities, especially its critical spirit, at the very centre of the national conversation"--Publisher's website

During the past two decades or so, the emergence and ever-accelerating development of digital media have sparked scholarly interest, debates, and complex challenges across many disciplines in the social sciences and the humanities. Within this diverse scholarship, the research on digitality, gender, sexuality, and embodiment has contributed substantially to many academic fields, such as media studies, sociology, religion, philosophy, and education studies. As a part of the special issue "Gender, Sexuality, and Embodiment in Digital Spheres: Connecting Intersectionality and Digitality," this roundtable consists of a conversation between five researchers from different (inter)disciplinary locations, all addressing matters of methodology, intersectionality, positionality, and theory in relation to the topics of gender, sexuality, and embodiment in digital spheres. Said roundtable begins with a critical self-positioning of the participants' (inter)disciplinary and embodied locations using examples from their own research. The conversation then progresses to how these researchers have employed contemporary theories, conceptual vocabularies, methods, and analyses of gender, sexuality, and embodiment in digital spheres to then conclude with some ethico-political notes about collaborations between scholars and (digital) activists.

"The central theme of this book is the operation of intersecting discourses of power, privilege and positioning as they are revealed in fraught encounters between in-groups and out-groups in our deeply fractured world. Written in an engaging and accessible style, Psycho-social Explorations of Trauma, Exclusion and Violence directly addresses pressing global issues of racial trauma, human mobility and climate disaster and offers a manifesto for the creative re-imagining of the places and spaces in which conversations about restructuring and reparation can become sustainable. This is an essential and compelling book for anyone committed to social justice and especially for all practitioners working in health, social care and community justice settings and researchers and academics across the behavioural and social sciences"--

Inquiring into how routines unfold increases our understanding of organization. This article critiques current positionings of organizational routines as practices and offers an alternative framing based on routines as communicatively constituted performatives. Two central arguments are advanced. First, present constructions of routines as comprising structurationist interpretations of Latour's ostensive and performative are challenged and an alternative is advanced that draws from an Austinian understanding of performative as constitutive of organization. Second, bodies are brought into routines research as they are conceptualized as embodied accomplishments, extending existing research that typically neglects the body. An alternative definition of organizational routines is offered that constructs them as citational patterns of embodied conversation and textual dialectics that performatively co-orient toward an object.

Intro -- Contents -- Notes on Contributors -- List of Figures -- List of Tables -- 1: Discourse and Health Communication -- References -- 2: Conversation Analysis: Questioning Patients About Prior Self-Treatment -- 1 Introduction -- 2 Conversation Analysis: Origins and Developments -- 2.1 Origins -- 2.2 Developments and Application to Health Communication Research -- 2.3 Strengths and Limitations -- 3 Doctors' Questions About Prior Self-Treatment-A Conversation Analytic Study -- 3.1 Introduction to Topic and Aims of Study -- 3.2 Background on the Topic of Study -- Questioning and Question Design in CA -- The Normative Relevance of Troubles-Resistance -- Doctors' Questions About Prior Self-Treatment -- 3.3 Data and Analytical Approach -- 3.4 Analysis -- QWIs-'What Have You Taken or Tried?' -- YNIs-'Have You Taken or Tried Anything?' -- Downplaying Efficacy-'I Took Some Nurofen … But It Still Hurt' -- 3.5 Discussion of Findings -- 4 Conclusion -- Appendix: Key to Transcription Notation -- References -- 3: Interactional Sociolinguistics: Tracking Patient-Initiated Questions Across an Episode of Care -- 1 Introduction -- 2 Interactional Sociolinguistics as a Methodological Approach -- 2.1 Origins and Theoretical Positioning -- 2.2 Overview of Methodology -- 2.3 Applicability to Health Communication Research -- 3 Using Interactional Sociolinguistics to Explore a Specific Discursive Practice -- 3.1 The Parent Study: Tracking Healthcare Interactions: Patient-Professional Communication -- 3.2 Complex Case Study: Tracking Patient-Initiated Questions Across an Episode of Care -- 3.3 Case Summary -- 3.4 Analytic Methods -- 3.5 Frequency, Distribution and Clinical Context of Questions -- 3.6 Interaction Analysis -- 4 Conclusion -- References -- 4: Narrative Analysis: DNA Testing and Collaborative Knowledge-Building in a CFS/ME Forum.

AbstractThis article brings Édouard Glissant's theory of creolization into critical conversation with Luce Irigaray's sexuate difference theory and suggests creolization as a process capable of reconfiguring place and origin. Such a creolized conception, the article suggests, fissures narratives of legitimacy, possession, and lawful order, pseudo-claims utilized to dismiss antiracist protests. The article traces Irigaray's critique of woman as place and origin with her conception of the interval. It examines how Glissant's analysis of the womb-abyss clarifies and strategically obscures racialization as an ongoing lacuna in Western thought. By deploying a rhizomatic network of relayed traces, the essay examines Glissantian notions of chaos, trembling, and detour to articulate sociopolitical movements that reveal and undermine the sexual economy of the neo-Plantation. Both thinkers, the author suggests, bring together place, origin, and movement to construct two radically different but strategically valuable theories that have yet to be put in a sustained, critical conversation. By positioning each theorist within their own framework, discourse, and socio-ethical concerns, the author offers ways that creolization and sexuate difference theory clarify issues contemporary American feminism tends to gesture toward as "intersectional" issues of gender, sex, and race.

This paper brings reflexivity into conversation with debates about positionality and live sociology to argue for reflexivity to be reimagined as an enduring practice that is collaborative, responsible, iterative, engaged, agile and creative. We elaborate our argument with reference to examples and contemplations drawn from our experiences researching what Brexit means for Britons living in the EU-27 for the BrExpats research project, which was informed from the outset by reflexive practice. We outline three (of a number of) potential strategies for engaging in reflexive practice: reflexive positioning, reflexive navigating and reflexive interpreting or sense-making. We acknowledge that these are not separate actions in practice but are conceptually distinguishable aspects of an ongoing reflexive practice, informed by our understanding of the cognitive relationship between reflexivity and practice theory.

The article adds to a growing conversation that recognizes and supports young children's civic capabilities, positioning them as citizens-now and not simply citizens in the future. They detail how three different classrooms sought to work with children to engage in social action on behalf of their broader community. This response wonders alongside the authors about how adults can best work with children to support their civic action and proposes that teachers engage children's visions for a more just, humanizing democratic society. The article offers three avenues of action for teachers as they support children's civicness: reflection on our views and experiences with democracy, educating ourselves in the traditions and histories of community organizing, and developing practices that involve children's visions of society.

Gender is the most pervasive classification of individuals and thus strongly defines couple relationships. Cultural discourses on couple relationships reproduce hierarchical gender differences, and couple distress is often linked to gendered power inequalities. At worst, gender is the basis for intimate partner violence (IPV). Generally, however, therapeutic interventions do not address the issues of gender and gendered power. This paper discusses the meaning and functions of gender in the context of couple therapy, in particular for IPV. It is argued that the therapist needs to be skilled in discursive deconstruction to be able not only to address the client's situation as an individual experience but also to locate it in the wider social and cultural context. Addressing the gendered positioning of others and themselves is a clinical tool of potential value in therapeutic conversations.

Through reflecting upon two extracts from conversational interviews with a young mother, this paper explores the discursive nature of research interviews. Informed by discursive psychology (Potter and Wetherell, 1987), and positioning theory (Davies and Harré, 1990), a reflexive commentary is set out which locates the generation of narrative data both within the interactional dynamics of the interview and also the wider social discourses which frame such conversations. The article demonstrates that attention to discursive processes may enhance the robustness of qualitative research by facilitating reflexivity, which despite being central to qualitative methodology, is often challenging to accomplish. In addition, the potential for utilizing an awareness of discourse to enhance aspects of the qualitative research process such as literature reviewing and research training is also discussed.

Based on our longitudinal, in‐depth qualitative research focusing on the social construction of deskilling among highly educated migrants from Central and Eastern European (CEE) member states of the European Union, we will discuss in this article the positioning of the interview partners within the interview situation as interrelated to societal racialised power asymmetries. In this contribution, we exemplify that critical migration research can only be carried out when we reflect on our methods accordingly. To do so, we discuss actual evidence from this ongoing research project: While we see that many of our interview partners from new EU member states are reluctant to point to negative experiences in our conversations, we want to highlight that the potentiality of discrimination is part of the interview setting in our research and thus co‐constructs the empirical data. By analysing a variety of discursive positioning strategies employed by our interview partners that can be understood as strategies to avoid anticipated discrimination, we aim to fulfil the promise of methodological reflexivity and thus contribute to the quality of interview research in the context of migration studies. The aim of this contribution is thus twofold: We want to contribute to methodological discussions as well as refine current research focussing on the racist experiences of CEE migrants.

How does a minority mother explain to her Canadian children the meaning of "exclusion", "religious stigmatization" and "discrimination" when she sees her children's identity being shaped by "structured silences" (Greene, 1993) in curriculum? Curriculum, in any time and place, becomes a contested site where debate occurs over whose values and beliefs will achieve legitimation through acceptance in the national discourse (Klieberd, 1995). My children live in liminality, as holders of hybrid identities, multiple languages, beliefs and cultures, juxtaposed against a social story of Canadian classroom teaching. Experiences such as theirs "challenge the conceptualization of curriculum as a prefabricated plan" (Wilson, Ehret, Lewkowich, & Kredl, 2017) and foreground the "blind impresses" (Rorty, 1989), gaps and silences of ideology, perceptions and practices (Rautins & Ibrahim, 2011). What are the implications when difference is censored or marginalized? By using autobiographical narrative inquiry and poetic representation, I interrogate my children's experiences with the Canadian curriculum from the positioning of a minority parent. I explore "encounters" (Greene, 1967) through my unique lens, and propose positioning parents integrally in curriculum conversations in order to move curriculum conceptualizations from a place of binaries defined by "us" and "them", by "dominant culture" and "minorities", to a place of shared hope and responsibility, to a just and democratic society.

Narrative identity has achieved a scientific status as an elaborate concept of the storied nature of human experience and personal identity. Yet, many questions remain as to its empirical substrate. By exploring the pragmatic aspect of narrative research interviewing, i.e., the performative and positioning aspects of the narrative situation and the narrative product, as well as its particular autoepistemological and communicative tasks, this article tries to bridge the gap between the theoretical concept of narrative identity and the act of constructing identity in research interviewing.
Research data generated by autobiographical interviews are usually regarded and analyzed as monological narratives drawn from autobiographical memory. Narrative research interviewing, however, is always a dialogical, pragmatic activity: Narrator and researcher establish an interpersonal relationship made up of institutional, imaginative, socio-categorial and other communicative frames which are enacted by both partners during the interview. This pragmatic constitution of the interview as an interactive process calls for a communicative and constructivist approach to oral narratives which reveals different levels of the listener's conceptions of himself or herself and the research situation in the narrator's story. Along with the different voices and identity constructions, the narrator also constructs different recipients in his or her discursive positioning of the listener.
By using the concept of positioning, we propose both a conceptual framework and the corresponding analytical tools for identifying textual indicators and contextual interpretative resources for a discursive approach to narrative identity constructions in research interviewing. This option allows insight into the strategies narrators employ to negotiate their identities in the situation itself, which may be fruitful for many research contexts that use the concept of narrative identity. (Narrative, Autobiography, Research Interviewing, Conversation Analysis)

How can literature shed light onto the violence of the past? More specifically, how does Taiwanese literature in translation participate in shaping narratives of recollection of the White Terror Period in light of Taiwan's contemporary commitment to transitional justice and global positioning as a defender of human rights? In this interview, Coraline Jortay discusses these questions with Ian Rowen, the editor of Transitions in Taiwan: Stories of the White Terror. This anthology of short stories was published in the spring of 2021 as part of the Cambria Literature in Taiwan Series, in collaboration with the National Museum of Taiwan Literature, the National Human Rights Museum and National Taiwan Normal University. The conversation touches upon the making of Transitions in Taiwan in the context of contemporary narratives of the White Terror Period and transitional justice initiatives and broader issues of positionality in translation and geopolitics.

AbstractThis article explores the pragmatic act of complaining on WeChat Moments (henceforth Moments) focusing on the following question: When complaints are made in a social context where ratified viewers are hard to define, how are such acts constructed and construed? The multimodal data under study come from a project designed to address the under-examined issue of indirect complaints in Chinese social media. Drawing on the conceptualization of frame analysis in pragmatic studies and informed by a conversation analytical approach, this article proposes the concept ofsocial complaints, accounting for how Moments users employ it performatively to deal with serious matters, to socialize and to manage rapport with people in their social networks. Teasing, it is found, is often performed in both complaints and responses to the complaints, which manifests Moments users' flexible positioning strategies in handling interpersonal relations.