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In this methodological paper, we respond to the call to advance a disability justice agenda within social science research. To do so, we invite readers to engage with the intersections of discursive psychology and disability theories. Specifically, we forward new possibilities for methodologically and theoretically leveraging discursive psychology to study disability, ableism, and anti-ableism as they unfold in everyday life. To do so, we offer a general overview of core concepts from some disability studies perspectives and point to the possibilities of discursive psychology engaging at the level of theory and methodology with these perspectives. [ABSTRACT FROM AUTHOR]

Poetic inquiry as a form of arts-based research can penetrate the complexity, ambiguity, and multidimensional nature of representing participant emotions. This methodological approach allows researchers to explore the sensitive intersection of competing emotions without flattening the layered and often conflicting experience of participants' embodied experiences. In this article, we share participant-voiced poems generated from interviews with family caregivers of Alzheimer's patients and invite readers to sit with how these poems transcend mere descriptions and instead offer an emotive experience that defies words alone. [ABSTRACT FROM AUTHOR]

In this editorial, we introduce the special issue entitled, ‘Language and psychosocial oppression: Methodological approaches, challenges, and opportunities’. This special issue includes seven articles that were produced in relation to the growing attention being given to the psychological phenomena associated with (in)justice and (in)equity, with a particular focus on how justice-oriented agendas and interventions might be advanced. Specifically, the included articles point to ways in which more micro-oriented approaches to studying languaging practices might serve to analytically and theoretically foreground justice-oriented research aims. [ABSTRACT FROM AUTHOR]

In this article, we think with the ongoing conversations on "embracing digital worlds" through juxtaposing the methodological practices enabled by "digital worlds" with the writings of science fiction. Specifically, we leverage the criticality of a Chinese sci-fi text, Folding Beijing, to shed light on issues of equity and justice in qualitative inquiry. This approach allows us to interrogate, problematize, and trespass the boundaries of the digital worlds as well as the underlying digital infrastructure. We discuss three types of boundaries that shape our use of digital tools/spaces: broadband internet accessibility, the borders of language, and universal design and digital inclusion. [ABSTRACT FROM AUTHOR]

There is consensus around the value of conducting literature reviews across disciplines; however, little attention has been given to the potential(s) of engaging in a qualitative methodological literature review (QMLR). This article examines the possibilities of engaging in a QMLR by showing how it can inform qualitative research practice. After overviewing the history of literature reviews, we offer a series of questions that can inform and be integrated into a QMLR. We then demonstrate how such reviews can serve as an opportunity for qualitative inquirers to critically engage with the methodological literature with the intent of better understanding, enacting, and generating new methodological practices. [ABSTRACT FROM AUTHOR]

This article offers an overview of a special issue that focuses on the reciprocal relationship between the digital tools and spaces that we use and the methodologies and methods that we take up in designing and carrying out a qualitative research study. In this editorial, we situate the special issue in the methodological literature around technologies and qualitative inquiry. We also provide an overview of the seven included articles, noting how each article offers new perspectives on the consequences of adopting digital research workflows. [ABSTRACT FROM AUTHOR]

Child mental health assessments are complex and involve the analysis of data from multiple sources to inform treatment decisions. Question sequences are central to mental health assessments; however, little research has examined the functions of questions in child mental health interactions, particularly questions that aim to elicit information from children that might be used to inform diagnosis and treatment. In this study, we utilize a large corpus of video-recorded child mental health assessments to examine the use and function of a particular kind of wh-question—circular questions—that is, questions that seek clients' views on other family members' feelings, actions, and thoughts. Using conversation analysis, we identified three "broad" functions of circular questions in child mental health assessment. Our findings provide clinicians with clinically relevant examples for using circular questions to more fully involve children in the assessment process and acquire valuable information for diagnosis. [ABSTRACT FROM AUTHOR]

Given the centrality of the visual to modern day life, this article introduces a visually informed approach to critical discursive psychology that facilitates the study of visual materials. We argue that the visual is a site where the social world is actively built and maintained, similar to what has been reasoned more generally about language use, and that critical discursive psychology can offer a rigorous approach to examining visual materials that can productively deepen our understanding of psychological concepts. As such, we integrate a consideration of visuality into critical discursive psychology theory, including a conceptualization of visual discourse and visual interpretative repertoires, provide tools for close readings of visual materials and guidance regarding how to employ these tools, and outline the process of identifying visual interpretative repertoires. We further connect these concepts to our previous experience carrying out this approach to inform future inquiries. [ABSTRACT FROM AUTHOR]

To examine questioning practices in racially discordant interactions and describe how these practices engendered child-centered care. We used applied conversation analysis to analyze a collection of 300 questions directed to children across 10 cases involving children of color and their families in disease reevaluation appointments in pediatric oncology. Our analysis generated two patterns: 1) both the pediatric oncologists' and caregivers built upon one another's talk to enable the child's conversational turn, and 2) the oncologists' reformulated requests as questions to invite the child's permission and cooperation for completing exams and understanding symptoms. Children, pediatric oncologists, and caregivers coordinated their actions to enable children to participate as recipients of and respondents to questions. The analysis of real-time interactions illuminates practices for centering children in clinical encounters and the benefits of doing so. This study's findings have implications for defining competencies and practices for fostering child-centered communication, creating training materials based on real-time encounters, and identifying strategies for humanizing pediatric patient experiences. • The practice and benefits of child-centered care are poorly understood. • Research with children of color can inform the practice of child-centered care. • Pediatric oncologists use questions to invite children's participation in care. • Oncologists and families work together to enable children's participation in care. • Questioning practices are an important part of humanizing, child-centered care. [ABSTRACT FROM AUTHOR]

We addressed the lack of empirical work leveraging visual materials within the masculinities literature using Instagram photos to understand contemporary masculinity performance. By engaging in a detailed analysis of a social media context, we aimed to reveal some of the current mechanisms by which people are making meaning of the social world in the present-day, bringing to light new ways of identifying how people "do" gender. We used a visually informed, critical discursive psychology approach to explore how masculine identities were visually constructed on Instagram. The 10 most liked posts from 2018 at the time of data collection were selected from two celebrities' Instagram accounts. These images were coded and subsequently analyzed to identify possible visual interpretative repertoires. Three visual interpretative repertoires were located. These repertoires, sexy glaring, leisurely gentlemen, and nothing to hide, were repeatedly used in photos prominently displayed on the users' Instagram feeds to craft masculine identities that were physically and "biologically" supported by their appearances. These identities were associated with constructions of toughness, agency, masculine interests and privileged, leisurely lifestyles. An analysis of a deviant case provided support for the existence of visual hybrid masculinities among young, White individuals that largely functioned to reproduce power and privilege. Our study filled a gap in the psychology of men and masculinities by investigating constructions of gender in the visual realm. We additionally put forth that critical discursive psychology offers generative possibilities for analyzing the increasingly visual-centric world, wherein identities are being performed. [ABSTRACT FROM AUTHOR]

Debates regarding quality in qualitative research are longstanding. There are continued calls for additional quality indicators that account for the heterogeneity of qualitative methodologies. In this introduction to the special issue, we take up the idea that quality criteria are often specific to a given methodological approach. Thus, included within this special issue, and overviewed in this introductory paper, are seven articles that outline the quality criteria related to specific qualitative methodologies, including grounded theory, thematic analysis, narrative methodology, interpretative phenomenological analysis, video-reflexive ethnography, discursive psychology, and conversation analysis and interpersonal process recall. [ABSTRACT FROM AUTHOR]

In this paper, we offer discursive psychology (DP) as a particularly useful analytic approach for engaging in applied research. We begin by overviewing the broad area of discourse analysis and then more specifically describe the contours of discursive psychology. Drawing upon a secondary, shared dataset, we provide a general discussion of the analytic process for conducting a DP informed analysis and offer some example findings. Notably, we highlight the limitations of doing DP work when working with a secondary data set and point also toward the possibilities and opportunities. [ABSTRACT FROM AUTHOR]

This article introduces the special issue, "Diverse Approaches to Qualitative Data Analysis for Applied Research," in which seven papers analyze one shared data set to illustrate different approaches to qualitative analysis. In addition to discussing the articles included in the special issue, this introduction provides an overview of applied research--highlighting some of the implications for qualitative research--and discusses how researchers could use the special issue to compare different qualitative approaches to choose one most appropriate for a given project's goals. [ABSTRACT FROM AUTHOR]

In this article, I call for engaging in the post-qualitative "turn" with a sense of relationality to the past; that is, a commitment to turning traditions with care. In doing so, I point to the situated and constructed nature of methodology, theory, and even the post-qualitative "turn." I also offer several questions (or cautions) for the field of qualitative research to consider in moving toward what St. Pierre has called the "next next." I conclude by highlighting the importance of defining post-qualitative inquiry in relational rather than oppositional ways. [ABSTRACT FROM AUTHOR]

Over the last few decades, ethnographers have begun to orient to the digital world as both a site of new data and a domain of study itself. Alongside new technologies has come a host of emergent ethical dilemmas. In this methodological paper, I describe some of the ethical challenges and productive possibilities of going digital when engaged in ethnographic research. Drawing upon the theory of affordances, I discuss the ongoing ethical debate around what counts as public versus private, as well as the closely related concerns regarding treating online data as texts versus that which is generated by human subjects. I also examine some of the potential affordances of going digital, including the possibility of leveraging digital spaces to expand representation and engage citizen researchers. Throughout, I draw upon empirical examples from a virtual ethnography focused on the everyday life of a woman who identifies as autistic. [ABSTRACT FROM AUTHOR]

In this qualitative study, 11 mothers of toddlers with autism participated in interviews to investigate how they perceived their roles and their competency to support toddlers' social learning in the context of both professional-implemented and parent-mediated early intervention models. The authors conducted a thematic analysis with multiple layers of independent coding. Four resulting themes highlighted challenges and contributors to parent self-efficacy. First, related to child characteristics, challenges were most prominent in the early period as participants adjusted to the diagnosis and reached to connect when social difficulties emerged. Second, having a peripheral role in early intervention challenged participants' confidence in their abilities, while receiving guidance to assume an active leadership role supported their sense of efficacy for facilitating toddlers' social learning. In a third theme, participants described specific and general examples of their expertise. Fourth, participants considered the transactional context of parent–child interaction and largely viewed their toddlers' independent wills, natures, and preferences as strengths upon which to build social engagement. The results support the need for early interventionists to promote and leverage family capacity for facilitating toddler learning as social challenges begin to appear for toddlers with autism. Parent-participatory early intervention practices are linked to parents' positive views of their own and their children's capabilities, beliefs that are associated with a range of parent and child outcomes. A qualitative study was conducted with 11 mothers of toddlers with autism who had experience with both professionally directed and parent-mediated early intervention. Participants were interviewed to explore their perspectives on their roles in relation to professionals and on how they viewed their ability to support their toddlers' social learning. An in-depth analysis of the transcribed interviews resulted in four themes. First, in the early stages, participants experienced challenges to their self-efficacy as they adjusted to the diagnosis and reached to connect with their child when social challenges emerged. Second, participants' views of their capability were stronger when they were provided with background knowledge enabling them to take the lead in guiding their children's learning than when professionals modeled predetermined intervention strategies for them to copy. Third, participants provided specific examples of their expertise to support their toddlers' social learning and viewed their close parent–child relationship and intimate knowledge of their children as valuable to the intervention. Fourth, participants voiced respect for their toddlers' natures and preferences, positioning them to build on their toddlers' strengths in everyday interactions. The results support the need for early intervention providers to promote and leverage family capacity for facilitating toddler learning as social challenges begin to appear for toddlers with autism. [ABSTRACT FROM AUTHOR]

In this article, we argue that loss often precedes critique in postcritical ethnographic work. We position this argument in relation to the moral and the political commitments that imbue postcritical ethnography, noting how a postcritical perspective invites researchers to theorize and imagine what could be otherwise. We ground our discussion in a 4-year ethnography we carried out with Burundians with refugee status living in southern Appalachia in the United States. As we retrace some of the steps, silences, and tensions we embodied in this postcritical ethnographic work, we work to examine the place of loss, grief, and critique in the pursuit of what could have been otherwise and was not. [ABSTRACT FROM AUTHOR]

Applied Conversation Analysis (CA) is broadly accepted to be a qualitative methodological approach associated with the discursive turn. Although some argue for a distinct observational science paradigm, the current methodological dichotomy positions this work under the qualitative rubric. Applied CA focuses on the sequential design of social interaction, examining language and meaning within institutional settings. It emphasises informing practice and provides a useful form of evidence for therapists and counsellors, as the work is grounded in real‐world therapeutic practices. In therapy, language and talk are fundamental to the process and outcomes. Studying therapeutic social interaction through Applied CA can illuminate processes, improve practice, and utilise best practice to inform care. The focus of this article is our perspective on the value of Applied CA as a form of evidence in counselling and psychotherapy, and to encourage partnership working between academics and clinicians working in the field. [ABSTRACT FROM AUTHOR]

This article introduces the special issue, “Reclaiming” Disability in Critical Qualitative Research, which aims to center disability and disabled people in critical qualitative research. More particularly, we highlight here how the articles included in this special issue collectively consider new possibilities for the place and practice of critical qualitative methodologies and methods in research involving disabled people. We begin this introduction by discussing the meaning of reclaiming disability and foreground the importance of critical qualitative inquiry. Then, we offer a brief discussion of the interdisciplinary field of disability studies and the fruitful possibilities for its generative intra-action with critical qualitative research. In doing so, we also point to the often taken-for-granted ableist practices that have historically been used in qualitative research. Finally, we offer a brief overview of the articles included in the special issue and conclude with a call for consideration of next steps for the qualitative research community. [ABSTRACT FROM AUTHOR]

In this paper, we report findings from a discourse analysis study of reading instruction in eight primary/elementary school classrooms in the United States. Drawing upon discursive psychology, we specifically examined 96 hours of reading comprehension instruction, with a focus on how teachers talked about the body during the instruction and noted how this gave rise to particular constructions of what it means to be a ‘good’ reader and/or learner. We discuss two patterns from the analysis of our data, including: (1) emphasized versus embedded physical control as essential to being a ‘successful’ reader, and (2), implicit physical control and freedom as essential to literacy learning and to students' identities as readers. We conclude by highlighting implications, with a focus on student identity. [ABSTRACT FROM PUBLISHER]

Integral to the diagnosis of autism spectrum disorder is the initial assessment through which the existence of a 'problem' is first ascertained. Despite this, there remains limited research on this early part of the diagnostic pathway. In this article, we utilised conversation analysis to examine relevant issues in relation to the practitioner-family interactions that take place within this initial assessment context. Our findings illustrated that parents typically first raised the possibility of the presence of an autism spectrum disorder diagnosis through 'building a case', which professionals were then able to ratify or negate. Furthermore, we found that the assessments unfolded sequentially and clinical decisions were typically reached through a distinctive pattern of interaction. These findings have important implications for clinical practice, including for the study of autism spectrum disorder assessments and diagnosis. [ABSTRACT FROM AUTHOR]

Systemic family therapy promotes a systemic reframing of individual problems to an understanding of the familial processes influencing family functioning. Parents often attend therapy identifying their child as the key problem, which raises issues of accountability and blame. In this article, we explored the discursive practices used by parents for constructing themselves as ‘good parents’. Using the basic principles of conversation analysis and discursive psychology, we analysed actual therapeutic sessions and found that parents used a range of strategies to display their good parenting. This included directly claiming to be a good parent, illustrating how they act in their child’s best interests, showing that they parent in appropriate ways and by making appeals to scientific rhetoric. It was concluded that family therapists have a challenging task in managing competing versions of events and we discussed implications for practice. [ABSTRACT FROM AUTHOR]

The use of computer-assisted qualitative data analysis software (CAQDAS) has not been without controversy, with a pervasive sense of skepticism and resistance towards its adoption by many scholars. Language-based researchers in particular, such as conversation and discourse analysts, have been slow to embrace such tools for their work. In this paper we illustrate how we have used ATLAS.ti to support our own conversation and discourse analysis work, in order to demonstrate how such a tool can be leveraged to complete nine analytic tasks. Tasks and features we describe include, among others, transcribing and synchronizing transcripts with media files, engaging in unmotivated looking through creating quotations, and conducting a close, line by line analysis through writing memos. We illustrate how ATLAS.ti has allowed us to document our analytic decisions in a transparent, reflexive, rigorous and systematic way. We note, too, limitations of the software such as a lack of real-time collaboration support and challenges inherent to the analysis of video and online interactional data. Rather than taking control away from the researcher, we argue that ATLAS.ti enables the analyst to solve a range of methodological challenges, such as working with large data-sets and supporting deeper levels of analysis than is possible by hand. [ABSTRACT FROM AUTHOR]

Objective: The objective was to identify how children's knowledge positions were negotiated in child mental health assessments and how this was managed by the different parties.Methods: The child psychiatry data consisted of 28 video-recorded assessments. A conversation analysis was undertaken to examine the interactional detail between the children, parents, and practitioners.Results: The findings indicated that claims to knowledge were managed in three ways. First, practitioners positioned children as 'experts' on their own health and this was sometimes accepted. Second, some children resisted this epistemic position, claiming not to have the relevant knowledge. Third, some children's claims to knowledge were negotiated and sometimes contested by adult parties who questioned their competence to share relevant information about their lives in accordance with the assessment agenda.Conclusion: Through question design, the practitioner was able to position the child as holding relevant knowledge regarding their situation. The child was able to take up this position or resist it in various ways.Practice Implications: This has important implications for debates regarding children's competence to contribute to mental health interventions. Children are often treated as agents with limited knowledge, yet in the mental health assessment they are directly questioned about their own lives. [ABSTRACT FROM AUTHOR]

The authors present their discourse and conversation analysis of autism spectrum disorder. It explains the difference between conversation analysis and discourse analysis. It discusses the four methods of qualitative analysis including individual where language and communication is presented within person, interactional when presented as collaborative, and socially contextual when interactions considered in terms of the various social structures, as well as socio-cultural approach.

In this article, we share the process and practice of integrating a performance ethnography, in the form of a written play, into research methods and education courses, as well as methods-based workshops. We begin by briefly sharing some of the ways in which we have come to position this work within our classroom and instructional workshops and point to its possibilities as a pedagogical approach. We then illustrate the process of introducing this methodological perspective to our students in research courses. We also highlight the implications for introducing alternative, arts-based approaches to data representation to students and describe the impact on their trajectories as producers, critics, and consumers of qualitative research. [ABSTRACT FROM AUTHOR]

In this article, we consider the everyday practices and methodological and theoretical tensions of interdisciplinary, qualitative work. In particular, we discuss the varied interpretations of focus group data from Burundian men and women with refugee status and explore the consequences of representations that result in deficit-based understandings. We highlight how through our research process we learned that following participants, rather than leading with our disciplines, deepened our understanding and complicated our representations. [ABSTRACT FROM AUTHOR]

Although scholars have gone to great lengths to illustrate the value of qualitative research and ensure that it is well represented in all areas of academic life, there remains a gap of equality when compared with quantitative research, which is still viewed by many as superior, specifically in applied fields such as health. This has become particularly true as the evidence-based movement has continued to find its way into discussions around the legitimacy of qualitative research. In this article, we argue that the evidence-based movement, particularly in medicine and health, continues to pose challenges for us as a qualitative community—challenges that we will need to grapple with in the coming years. [ABSTRACT FROM AUTHOR]

Informal learning spaces, such as summer reading programs, have the potential to both motivate children and provide opportunities for preservice teachers to try out new practices. However, there is little research on the talk that occurs in these informal learning spaces, particularly those intended to function as third spaces. Audio recordings of meetings between preservice teachers and high school students talking together about young adult literature in a space intended to function as a third space were analyzed to explore how discourse choices shaped the participants' practices. We found that the participants both resisted and reproduced the traditional classroom in their talk, suggesting that the successful design of third spaces is a complex endeavor. [ABSTRACT FROM AUTHOR]

Beginning in 2007, government agencies and faith-based organizations resettled Burundians with refugee status in a small town in Appalachia. From a part of a larger, 4-year ethnographic study, in this article, we address the experience of one family in that community. Specifically, we detail the power non-Native, whitestream, racist institutions deploy to do harm. Using allegory, we represent the effects of policy and practice at the public elementary school where many of the Burundian children studied and the health care system to which Burundian families had access. We examine the cultivation of modern convictions in these institutions and the influence of such convictions at the intersection of authoritarian power. Aiming to complicate the history and logic of modern convictions and analyze institutional power, we invite layered readings of our representation. [ABSTRACT FROM AUTHOR]

The meaning(s) of intelligence has varied across time and place, with these varied constructions holding consequences for people and society at large. There is, however, little consensus around what intelligence actually means and how the construct should be applied. Educational discourses, including textbooks used to train teachers, have commonly been the site for the dissemination of ‘authoritative’ information surrounding intelligence. In this article, we present findings from a discourse analysis informed by discursive psychology of passages related to defining and measuring intelligence taken from 10 educational psychology textbooks designed for university students studying to become teachers. Our research question was: How is the dilemmatic nature of the construct of intelligence managed in introductory educational psychology textbooks at the level of discourse? We discuss the function of sequencing and topic displays and how the textbook authors navigated the ideological dilemmas surrounding the construct of intelligence. We conclude by pointing to the implications for teacher training and the importance of social constructionist projects that place into question presumably ‘real’ psychological constructs. [ABSTRACT FROM AUTHOR]

This chapter focuses on the transitional experiences of youth with dis/ability labels and highlights how a critical orientation to dis/ability can inform adult educators. [ABSTRACT FROM AUTHOR]

In this article, we explore our own discomfort with naming our research studies participatory action research - at least during the initial stages of our work - and highlight several practices that we believe serve to create greater researcher reflexivity. Drawing upon two different research studies, we share three "lessons from practice" generated from an analysis of our fieldnotes and a series of interactive interviews. The lessons illustrate how we have come to name and un-name our research "participatory." We offer suggestions for other researchers committed to engaging in participatory action research. [ABSTRACT FROM AUTHOR]

While some scholars have emphasized the culturally contingent nature of disabilities, far less research has attended to the situated and discursive contexts within which those with disabilities and their communities make relevant their own understandings and representations of disability. Drawing from a larger ethnographic study, in this article we report findings generated from the analysis of audio and video data from therapy sessions and waiting room conversations among children with autism labels, their parents and therapists. We share a detailed analysis from one therapy session, using selected excerpts to illustrate the patterns noted across the corpus of data. We drew upon a discursive psychology framework informed by critical notions of disability, poststructural understandings of discourse, and certain aspects of conversation analysis to explore ways in which therapists reframed non-normative behaviors. We found that, rather than orienting to their work as “fixing” the child, therapists supported the child in making sense of how others (outsiders) might interpret their words and bodies. We illustrate how participants discursively worked to co-construct an account for how problematic behaviors may have been “misunderstood.” We argue that practitioners and others should consider ways in which they might reorient to and reinterpret children whose communication and behaviors fall outside of the norm. [ABSTRACT FROM PUBLISHER]

In the fairytale of U.S. public education reform, the root of all evil has presumably been identified: the dragons of ineffectiveness. In this faisytale, the LA Times, a newspaper team of investigative reporters, hired statisticians, and other columnists rode in on the back of Value-Added Measurement. In this paper, narrative centered on teacher evaluation and effectiveness. We conducted an analysis of 52 articles published between 2009 and 2011 that were from or related to a series on Value- Added Measurement initially published in 2010 by the LA Times. We sought to understand the ways in which discourse choices worked to construct a certain version of policy issues related to teacher quality, positioning some individuals and even national groups on one side ofa polarized debate. We have given particular attention to the ways in which the media discourse functioned to politicize and (over)simplify issues related to educational policy and teacher evaluation. [ABSTRACT FROM AUTHOR]

The article discusses various reports published within the issue, which include articles about a single faculty member's community work and articles about community-school-university partnerships.

The article examines the role of the university as a school and community reform partner. Two issues are addressed including challenges met by faculty and administrators within higher education resulting from involvement in this school-community reform work, as well as challenges outside of higher education related to how effective partnerships with higher education can be in these efforts. Problems encountered by faculty members within the academy who engage in this work are also discussed.

Graduate students often receive their first training in qualitative methods during an introductory course. The textbook that is chosen often sets the tone for how qualitative research is understood. We conducted a discourse analysis of the ways in which 11 introductory qualitative methods texts took up the relationship between technology and qualitative research. One text included virtually no mention of technology use; five discussed technology only in relation to the data collection, transcription, and analysis domains of research; and the remaining five discussed technology primarily in relation to those three domains with minimal attention to how it could support the additional domains of researcher reflexivity, literature review, representation of findings, ethics, and collaboration. We contrasted texts that took up a discourse of possibility with those that took up a discourse of caution around technology use. We call for greater dialogue around how emergent technologies might inform the qualitative research process. [ABSTRACT FROM AUTHOR]

In Russia, children with disabilities have limited access to inclusive education. This article presents the findings of a discourse analysis of 32 newspaper articles focused on the education of children with disabilities, all of which appeared in a Russian newspaper for teachers. We identified two discursive patterns about the education of children with disabilities: preserving a special approach and removing barriers. These patterns highlighted the tensions that exist between the long-standing medical approach to special education and the emergent, inclusive initiatives. Our findings emphasize the need to create space for the perspectives of people with disabilities to be heard, while also serving to shape the future direction of the educational systems within Russia. [ABSTRACT FROM AUTHOR]

We report findings from a discourse analysis study situated within a discursive psychology framework that examined how undergraduate nutrition science students took up a computer-mediated communication task in which they were asked to write about what they learned after attending a lecture. Students made learning displays by orienting to the lecture as a news receipt and making assessments of this new information in variable ways. Some did this by marking an extreme change of state through surprise tokens and realization patterns, functioning to position the new information as so extreme that anyone would have learned something new. Others displayed more neutral assessments of the information or claimed no change of state at all, functioning to distance themselves from having learned anything. Both strategies are ways of 'doing being ordinary,' while completing a delicate task that presented them with a potential dilemma of displaying their learning for an invisible audience of their peers. [ABSTRACT FROM AUTHOR]

The article discusses how teachers can manage to honor the needs of their students while at the same time sticking to uniform school discipline policies such as the zero tolerance policies. These policies initially obliged a 1-year mandatory expulsion for any student caught with a weapon on campus but were afterward changed to cover an array of other offenses.

HIV service providers are the primary implementers of HIV care services, but rural HIV service providers are under researched. We used an interpretative phenomenological analysis to explore rural HIV service providers' lived experiences of working in HIV care, who work in a rural region of a Midwestern state in the United States. From July to August 2019, 15 HIV service providers participated in a one-hour semi-structured telephone interview that elicited their experiences working in the rural HIV care continuum. Participants were tired of constantly educating and working to reduce HIV stigma; however, they received support from family and friends once they educated them about HIV. Participants felt they lacked control over systems and they developed emotional-based coping to address constant occupational stressors. Findings highlight the importance of resiliency and advocacy research and practice across ecological levels. [ABSTRACT FROM AUTHOR]

In this poetic piece, we seek to represent our unfolding understandings, dilemmas, and epiphanies around working within, and at times against, practices that get named school discipline, classroom management, and the day-to-day realities of “dealing” with those “troubled kids.” We focus on the ways in which disciplinary practices are often racialized, as the bodies of already targeted children are “interpreted” through a lens of pathology and criminology. The poem is presented in four sections with each section representing various voices that we have encountered in our work in public schools in a district we name the White Mountain Assimilated School District in the state of Southland. [ABSTRACT FROM PUBLISHER]

Relatively little research has aimed to understand autism from an emic perspective. The majority of studies examining the organization of the talk of individuals with autism presume that autism organizes discourse rather than examine ways in which talk itself constructs the notion of autism. This study explored the meanings of autism performed in and through the talk of the parents of children with autism and their therapists. Drawing from a larger ethnographic study, we report on findings generated from interview data with parents and therapists. Situating this study within a discursive psychology framework, we attend to the ways in which ‘normality’ and ‘abnormality’ are performed, drawing upon critical notions of disability, poststructural understandings of discourse, and conversation analysis. We point to the importance of situating the construction of an ‘ordered’ or ‘disordered’ body in relationship to the exclusionary practices and policies that individuals with autism and those close to them experience daily. [ABSTRACT FROM PUBLISHER]

The article focuses on a research which examines computer-mediated communication (CMC) discussion in educational environments for the evidence of learning. The authors state that the study describes the elements of discursive psychology to know what should be happening in from the researcher/instructor perspective. They mention that the study highlights the knowledge of students about blogs, and how they manage it.

The article offers information on the methodological and theoretical methods used in discursive psychology (DP) to examine psychological constructs in the U.S. It presents an overview of the distinctive attributes of DP in relation to other types of discourse research traditions. Moreover, it also highlights the historical concept of cognition and how it is viewed through discursive lens.