33 results on '"Lester, Jessica"'
Search Results
2. Qualitative Approaches to Language in CSCL
- Author
-
Uttamchandani, Suraj, Lester, Jessica Nina, Hoadley, Christopher, Series Editor, van Aalst, Jan, Associate Editor, Jahnke, Isa, Associate Editor, Cress, Ulrike, editor, Rosé, Carolyn, editor, Wise, Alyssa Friend, editor, and Oshima, Jun, editor
- Published
- 2021
- Full Text
- View/download PDF
3. An Examination of the Discursive Functions of the Body in Being Autistic
- Author
-
Lester, Jessica Nina, Tileagă, Cristian, Series Editor, Stokoe, Elizabeth, Series Editor, Wiggins, Sally, editor, and Osvaldsson Cromdal, Karin, editor
- Published
- 2020
- Full Text
- View/download PDF
4. Analyzing constructions of disability in everyday talk: Methodological applications of discursive psychology.
- Author
-
Lester, Jessica Nina, O'Reilly, Michelle, and Furlong, Darcy E.
- Subjects
- *
DISCURSIVE psychology , *SOCIAL science research , *DISABILITY studies , *ABLEISM , *EVERYDAY life - Abstract
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]
- Published
- 2024
- Full Text
- View/download PDF
5. Language and psychosocial oppression: Methodological approaches, challenges, and opportunities.
- Author
-
Williamson, Francesca and Lester, Jessica Nina
- Subjects
- *
DISCURSIVE psychology , *JUSTICE , *RACE , *ETHNOMETHODOLOGY , *CONVERSATION analysis - Abstract
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]
- Published
- 2024
- Full Text
- View/download PDF
6. Repositioning Disability in the Discourse of Our Times: A Study of the Everyday Lives of Children with Autism
- Author
-
Lester, Jessica Nina, O’Reilly, Michelle J., Noblit, George W., Series editor, and Pink, William T., Series editor
- Published
- 2016
- Full Text
- View/download PDF
7. Promoting the Value of Discursive Psychology for the Field of Human Resource Development: A Pedagogical Guide for Qualitative Researchers.
- Author
-
Nina Lester, Jessica, O'Reilly, Michelle, and Steele, Catherine
- Subjects
DISCURSIVE psychology ,HUMAN resources departments ,WELL-being ,INDIVIDUAL differences ,LECTURES & lecturing ,DISCOURSE analysis - Abstract
To date, the study of how health and wellbeing are actualized in organizations and how an organization's interactional practices shape an environment that is potentially harmful to health is understudied. Much of the research around this topic has centered on personality and individual differences, as well as health and safety or ergonomics. Little understanding exists of how interactional practices might serve to prioritize health and wellbeing. In this paper, we introduce discursive psychology (DP) – a qualitative approach to studying talk and text that focuses on examining what is accomplished through people's interactional practices. We provide an overview of DP and discuss its underlying assumptions, analytic process, and quality measures. To illustrate the application of DP to HRD, we include data extracts that highlight the impact of question design. To conclude, we point to how DP might afford HRD scholars opportunities to generate new theoretical understandings about organizational practices. [ABSTRACT FROM AUTHOR]
- Published
- 2023
- Full Text
- View/download PDF
8. Introduction to Special Issue: Qualitative Research Methodologies and Methods for Theory Building in Human Resource Development.
- Author
-
Lester, Jessica Nina
- Subjects
QUALITATIVE research ,HUMAN resources departments ,GROUNDED theory ,DISCOURSE analysis ,DISCURSIVE psychology - Abstract
Certainly, many HRD scholars have used qualitative methodologies and methods to advance understanding and develop theory, and yet broadly within HRD qualitative perspectives still remain underused. We point to how a micro-analysis of this kind can afford HRD scholars opportunities to not only describe the nature and effects of an organization's interactional practices, but also work toward offering guidance of ways to potentially change practice. The articles included in the special issue - when taken together - serve to expand the types of qualitative methodologies and methods used by HRD scholars, as well as present innovative ways to use qualitative approaches and techniques to build theory. In the second article, entitled "Phenomenology and Human Resource Development: Philosophical Foundations and Implications for Research", Kuchinke turns back to the philosophical foundation of phenomenology - an increasingly popular qualitative methodological perspective in HRD and other fields. [Extracted from the article]
- Published
- 2023
- Full Text
- View/download PDF
9. Beyond talk and text: Visuality and critical discursive psychology.
- Author
-
McCullough, Keiko M. and Lester, Jessica Nina
- Subjects
- *
DISCURSIVE psychology - Abstract
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]
- Published
- 2023
- Full Text
- View/download PDF
10. Introduction to Special Issue Quality in Qualitative Approaches: Celebrating Heterogeneity.
- Author
-
Lester, Jessica Nina and O'Reilly, Michelle
- Subjects
- *
DISCURSIVE psychology , *HETEROGENEITY , *CONVERSATION analysis , *GROUNDED theory , *THEMATIC analysis - Abstract
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]
- Published
- 2021
- Full Text
- View/download PDF
11. Establishing quality in discursive psychology: Three domains to consider.
- Author
-
O'Reilly, Michelle, Kiyimba, Nikki, Lester, Jessica Nina, and Edwards, Derek
- Subjects
DISCURSIVE psychology ,DISCOURSE analysis ,DATA management ,ACQUISITION of data ,DATA quality - Abstract
This paper introduces quality markers common to Discursive Psychology (DP) – a qualitative approach for examining talk and text. We offer a guide for researchers using DP and reviewers evaluating DP research studies. Specifically, we describe a framework involving three key domains, including: quality in data collection and management, quality in the process of analysis, and quality as related to validity and reliability. For each domain, we introduce the related quality indicators. In addition, to the lay the foundation, we briefly overview discourse analysis writ large. [ABSTRACT FROM AUTHOR]
- Published
- 2021
- Full Text
- View/download PDF
12. Discursive Psychology for Applied Qualitative Research.
- Author
-
Lester, Jessica Nina and O'Reilly, Michelle
- Subjects
- *
DISCURSIVE psychology , *APPLIED psychology , *QUALITATIVE research , *DISCOURSE analysis , *CRITICAL discourse analysis , *POINT set theory , *SECONDARY analysis - Abstract
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]
- Published
- 2021
- Full Text
- View/download PDF
13. Parents' constructions of normality and pathology in child mental health assessments.
- Author
-
O'Reilly, Michelle, Muskett, Tom, Karim, Khalid, and Lester, Jessica N.
- Subjects
COMPETENCY assessment (Law) ,CHILD development ,CHILD behavior ,CHILDREN'S health ,DISCOURSE analysis ,HEALTH attitudes ,MENTAL status examination ,VIDEO recording ,PARENT attitudes ,ATTITUDES toward illness - Abstract
Central to a contemporary understanding of childhood is the developmental and clinical‐medical construct of the 'normal' child. When judged to fall outside of culturally, socially and historically situated parameters of 'normality', children become labelled as 'deviant from the norm'; for instance, in mental health contexts where this may provide the basis for psychiatric diagnosis. However, judgements of a child's 'normality' are further complicated by the range of individuals who may have a stake in that construction, including parents/carers, professionals and the child themselves. Using discursive psychology, we analysed 28 video‐recorded UK child mental health assessments, to examine ways that parents presented concerns about their children's development. They did this by drawing on notions of 'ab/normal', in ways that functioned to legitimise their need for services and built a rhetorical case to demonstrate clinical need; often by contrasting the child with other 'typical' children and/or contrasting the same child's behaviour in different settings or contexts. We concluded that given the growing crisis in child mental health, initial assessments play a crucial clinical role in determining diagnosis and labelling, and therefore, a critical discussion of these concepts and processes is essential. [ABSTRACT FROM AUTHOR]
- Published
- 2020
- Full Text
- View/download PDF
14. Discursive psychology as a method of analysis for the study of couple and family therapy.
- Author
-
O'Reilly, Michelle, Kiyimba, Nikki, Lester, Jessica N., and O'Reilly, Michelle
- Subjects
DISCURSIVE psychology ,FAMILY psychotherapy ,SOCIAL interaction ,SOCIAL constructionism ,COUPLES counseling ,INTERPERSONAL relations ,PSYCHOLOGY ,THEORY ,COUPLES therapy - Abstract
The field of couple and family therapy has benefitted from evidence generated from qualitative approaches. Evidence developed from approaches relying on language and social interaction using naturally occurring recordings of real-world practice has the benefit of facilitating practice-based recommendations and informing practice. The aim of this article is to provide an overview of one approach to discourse analysis, Discursive Psychology (DP), demonstrating how a social constructionist framework and focus on discourse can provide an important contribution to the field of therapy. To illustrate the methodological decision-making process for researchers and/or practitioners who utilize DP, we draw upon a video-recorded therapeutic session involving Tom Andersen. To conclude, we make recommendations for practitioners using DP to explore and examine therapeutic practice. [ABSTRACT FROM AUTHOR]
- Published
- 2018
- Full Text
- View/download PDF
15. Discursive Psychology: Implications for Counseling Psychology.
- Author
-
Lester, Jessica Nina, Wong, Y. Joel, O’Reilly, Michelle, and Kiyimba, Nikki
- Subjects
CONVERSATION ,COUNSELING ,RESEARCH methodology ,META-analysis ,PSYCHOLOGY ,RESEARCH ,TEXTBOOKS ,MATHEMATICAL variables ,QUALITATIVE research ,RESEARCH personnel ,ACQUISITION of data - Abstract
In this article, we present discursive psychology (DP), a qualitative approach that focuses on the study of conversational and textual materials, including everyday interactions. Although DP is well-established methodologically and theoretically, and is used widely in Europe and in the Commonwealth countries, it is relatively unknown in counseling psychology in the United States. As such, the purpose of this article is to provide a general overview of DP and offer guidance for researchers who may be interested in studying and using DP. We thus discuss practical considerations for utilizing DP, including the development of research questions, carrying out data collection, and conducting DP-informed analyses. We also provide a general overview of the history of DP and key resources for those interested in studying it further, while noting the usefulness of DP for counseling psychology. [ABSTRACT FROM AUTHOR]
- Published
- 2018
- Full Text
- View/download PDF
16. Regulating readers' bodies: a discourse analysis of teachers' body talk.
- Author
-
Lester, Jessica Nina and Gabriel, Rachael
- Subjects
- *
DISCOURSE analysis , *READING , *CURRICULUM planning , *DISCURSIVE psychology , *SEMANTICS , *LEARNING , *LITERACY , *UNITED States education system - Abstract
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]
- Published
- 2017
- Full Text
- View/download PDF
17. Exploring the Intersection of Education Policy and Discourse Analysis: An Introduction.
- Author
-
Lester, Jessica Nina, Lochmiller, Chad R., and Gabriel, Rachael
- Subjects
DISCOURSE analysis ,EDUCATION policy ,DISCURSIVE practices ,SCHOLARS ,METHODOLOGY - Abstract
Copyright of Education Policy Analysis Archives / Archivos Analíticos de Políticas Educativas / Arquivos Analíticos de Políticas Educativas is the property of Educational Policy Analysis Archives & Education Review and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
- Published
- 2017
- Full Text
- View/download PDF
18. ATLAS.ti for conversation and discourse analysis studies.
- Author
-
Paulus, Trena M. and Lester, Jessica Nina
- Subjects
- *
DATA analysis software , *CONVERSATION analysis , *DISCOURSE analysis , *TRANSCRIPTION (Linguistics) , *DISCURSIVE psychology - Abstract
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]
- Published
- 2016
- Full Text
- View/download PDF
19. A discursive psychology approach to the study of pre-service teachers’ written reflections about teacher effectiveness.
- Author
-
Oreshkina, Maria and Lester, Jessica Nina
- Subjects
DISCURSIVE psychology ,STUDENT teacher attitudes ,TEACHER effectiveness ,DISCOURSE analysis ,OBSERVATION (Educational method) - Abstract
This article reports findings from a discourse analysis, informed by a discursive psychology (DP) perspective, of pre-service teachers’ beliefs about teacher effectiveness as constructed in reflective papers. DP treats beliefs as discursive productions that are occasioned by an interactional task and are made visible through discursive features. Our analysis highlights the discursive features employed by pre-service teachers as they wrote about teacher effectiveness in relation to their field observations. We conclude that in their texts, the pre-service teachers went about constructing identities of knowledgeable and legitimate speakers on teacher effectiveness, particularly as they gradually gained firsthand experience via classroom observations. [ABSTRACT FROM PUBLISHER]
- Published
- 2015
- Full Text
- View/download PDF
20. The discursive construction of intelligence in introductory educational psychology textbooks.
- Author
-
Nina Lester, Jessica and Gabriel, Rachael
- Subjects
- *
DISCOURSE analysis , *INTELLECT , *TEXTBOOKS , *DISCURSIVE psychology , *EDUCATIONAL psychology , *HIGHER education , *TEACHER education , *EDUCATION - Abstract
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]
- Published
- 2014
- Full Text
- View/download PDF
21. “That teacher takes everything badly”: discursively reframing non-normative behaviors in therapy sessions.
- Author
-
Lester, Jessica Nina and Paulus, Trena M.
- Subjects
- *
EDUCATION of autistic children , *DISCURSIVE psychology , *PEDIATRIC therapy , *CONVERSATION analysis , *CHILD psychotherapy , *SCHOOL children - Abstract
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]
- Published
- 2014
- Full Text
- View/download PDF
22. Making learning ordinary: ways undergraduates display learning in a CMC task.
- Author
-
Paulus, Trena M. and Lester, Jessica N.
- Subjects
- *
TELEMATICS , *LEARNING , *UNDERGRADUATES , *HIGHER education , *BLOGS , *LECTURES & lecturing - Abstract
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]
- Published
- 2013
- Full Text
- View/download PDF
23. Performative acts of autism.
- Author
-
Lester, Jessica N. and Paulus, Trena M.
- Abstract
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]
- Published
- 2012
- Full Text
- View/download PDF
24. Accountability and public displays of knowing in an undergraduate computer-mediated communication context.
- Author
-
Lester, Jessica N. and Paulus, Trena M.
- Subjects
- *
TELEMATICS , *BLOGS , *DISCURSIVE psychology , *EDUCATION , *STUDENTS - Abstract
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.
- Published
- 2011
- Full Text
- View/download PDF
25. Exploring the Borders of Cognitive and Discursive Psychology : A Methodological Reconceptualization of Cognition and Discourse.
- Author
-
Lester, Jessica N.
- Subjects
- *
DISCURSIVE psychology , *INTERBEHAVIORAL psychology , *COGNITIVE psychology , *COGNITION - Abstract
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.
- Published
- 2011
- Full Text
- View/download PDF
26. How teachers deliberate policy: Taking a stance on third grade reading legislation in online language teacher education.
- Author
-
Warren, Amber N. and Lester, Jessica Nina
- Subjects
- *
EDUCATION of language teachers , *CONVERSATION analysis , *TEACHER certification , *TEACHERS , *ENGLISH language , *DISCURSIVE psychology - Abstract
In education, decision making frequently involves ethically-imbued choices between two or more solutions to an educational 'problem.' Teacher education may utilize asynchronous discussions to prepare teachers to critically navigate this landscape. To understand how participants in an online English language (EL) teacher licensure program manage disagreements as they accomplish taking a stance over critical issues, this study uses a discourse analytic perspective influenced by conversation analysis to examine asynchronous discussions. Analysis illustrates how participants managed their epistemic stance while disagreeing by (1) taking stances that were often softened or hedged; (2) grounding their disagreements through particular discursive strategies including sharing personal experiences or posing rhetorical questions; and (3) making morally-imbued claims that were difficult to disagree with. Findings suggest that although topics may encourage participants to take sides on critical issues, personal stake in the moral matters raised may make it difficult for participants to shift their initial stance. [ABSTRACT FROM AUTHOR]
- Published
- 2020
- Full Text
- View/download PDF
27. A discursive psychology study of epistemic primacy in an LGBTQ+ youth group's textual educational materials.
- Author
-
Uttamchandani, Suraj and Lester, Jessica Nina
- Abstract
• We use discursive psychology to analyze how LGBTQ+ youth build up their authority. • We study slide decks created by an LGBTQ+ youth group for presentations they gave to teachers and others. • We found that four discursive strategies were used to manage youth's epistemic rights. In this paper, we contribute to scholarship around how epistemic rights are managed discursively by considering how LGBTQ+ youth construct their arguments. We take up a critical perspective to understand how these discursive practices function in a language climate where LGBTQ+ youth's epistemic primacy over issues affecting them is potentially delegitimized through ageism, heterosexism, and genderism. Specifically, we draw upon discursive psychology to analyze how LGBTQ+ youth build up their epistemic primacy and minimize audience critique. Drawing from a larger ethnographic study, we analyzed textual data in slide decks (i.e., PowerPoint slides) created by an LGBTQ+ youth group for presentations they gave to teachers and other youth-serving professionals about working with LGBTQ+ youth. We found that four discursive strategies were used in the slide decks to manage the youth's epistemic rights, including: (1) using factual claims and outside corroboration, (2) claiming experiential expertise, (3) refuting anticipated critique, and (4) articulating limitations. This study's findings point broadly to how epistemic rights are built in textual data and specifically how minoritized youth construct text to be taken seriously. [ABSTRACT FROM AUTHOR]
- Published
- 2020
- Full Text
- View/download PDF
28. A discourse analysis of parents' talk around their children's autism labels.
- Author
-
Lester, Jessica Nina
- Subjects
AUTISM ,DISCURSIVE psychology ,PARENTS of children with disabilities ,DEVELOPMENTAL disabilities ,AUTISM spectrum disorders - Abstract
Not so long ago autism was the province of a small group of individuals. Yet it is now everywhere, working to shape the public's imagination and ways of talking about the construct of autism. Public stories told about autism often conflict with and contradict one another, particularly as public stories meet the private, everyday practices of individuals with autism labels and their families and friends. Drawing upon discursive psychology, I share the findings generated from a discourse analysis of 14 interviews with parents of children with autism labels focused on the meanings of autism. I illustrate the ways in which the participants constructed autism as: (1) untenable and apt to receive multiple meanings; (2) representative of a different or non-normative way of thinking; and (3) minimally relevant, as the 'truth' of autism was overshadowed by bodily realities. [ABSTRACT FROM AUTHOR]
- Published
- 2012
- Full Text
- View/download PDF
29. The Discursive Construction of Autism: Contingent Meanings of Autism and Therapeutic Talk
- Author
-
Lester, Jessica Nina
- Subjects
- Disability Studies, Discursive Psychology, Conversation Analysis, Autism, Disability and Equity in Education, Discourse and Text Linguistics, Special Education and Teaching
- Abstract
This dissertation was a discourse analysis study, drawing upon discursive psychology, poststructural understandings of discourse, conversation analysis, and a social relational model of disability. The purpose of this study was to explore how autism was performed as an interactional event among children with autism labels, the therapists who work with them, and their parents, in the context of a pediatric therapy setting. I interrogated how the participants’ everyday discursive practices were shaped and, at times, constrained by the social and political institutions that often work to define autism and the related, official plans of treatment. A total of 12 families agreed to participate, resulting in the participation of 12 children with autism labels, three to 11 years of age, six fathers, and 11 mothers. The participants included three speech therapists, two occupational therapists, one physical therapist, one teacher/social group facilitator, and one medical secretary/sibling support group facilitator. Data sources included conversational data from the therapy sessions of the participating children and their therapists, 14 parent interviews, eight therapist interviews, documents used within the therapy sessions, demographic surveys/information from the participating therapists and parents, and two interviews with a state advocate and clinical directors focused on qualifying for services. Findings from the interview data highlighted the varied meanings and performances of autism, while pointing to the related political and social conditions that make the naming and treating of autism (im)possible. Findings drawn from the therapy session data pointed to how the participants’ discursive practices worked to reframe “behaviors of concern,” and to transgress normative communication patterns. The following conclusions were drawn from the findings: (a) autism, as a construct, remains open to multiple meanings, while being inextricably linked to institutionalized practices; (b) in therapy talk, therapists and children with autism labels often co-construct alternative accounts of problematic behaviors; and (c) therapy talk can function to reframe non-normative communication and behavioral patterns, expanding what is constructed as “acceptable.” The findings point to the complexities of defining and performing autism labels, and highlight the ways in which therapy talk can function to reframe behaviors and communication patterns presumed to be pathological.
- Published
- 2011
30. Discursive Psychology: Theory, Method and Applications.
- Author
-
White, Francesca A. and Lester, Jessica Nina
- Subjects
- *
DISCURSIVE psychology , *DISCOURSE analysis , *NONFICTION - Published
- 2018
- Full Text
- View/download PDF
31. The Discursive Construction of Severe Dis/Ability in One School in the Southeastern United States
- Author
-
D’Ardenne, Charna, Erickson, Karen A., Noblit, George W., Koppenhaver, David A., Clark, Nitasha M., Tileagă, Cristian, Series Editor, Stokoe, Elizabeth, Series Editor, and Lester, Jessica Nina, editor
- Published
- 2021
- Full Text
- View/download PDF
32. Introduction
- Author
-
Horton-Salway, Mary, Davies, Alison, O'Reilly, Michelle, Series Editor, Lester, Jessica Nina, Series Editor, Horton-Salway, Mary, and Davies, Alison
- Published
- 2018
- Full Text
- View/download PDF
33. The Construction of Adult ADHD: Anna’s Story
- Author
-
Davies, Alison, Horton-Salway, Mary, O’Reilly, Michelle, editor, and Lester, Jessica Nina, editor
- Published
- 2016
- Full Text
- View/download PDF
Catalog
Discovery Service for Jio Institute Digital Library
For full access to our library's resources, please sign in.