speciale helt f rdig - Raffaele Brahe-Orlandi

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108 Lærernes Identitet Abstract in English In this thesis I investigate the discourse around the teachers in the contemporary Danish society in order to identify the identity of the teachers that is expressed through the discourse and the narratives of the discourse. More specifically I focus on the discourse how I find it in the mass media. I base my investigation on a data material consisting of 112 media texts. My method is a multi perspectivistic discourse analysis, where critical discourse analysis by Norman Fairclough is the dominant theoretical and methodological inspiration. Within the methodological frame I import linguistic, sociological, psychological and philosophical theory in order to define and clarify my approach where I investigate discourse as narratives. Narrative Theory emphasis the connectedness between the discourse, as narratives, and the social reality of human beings or groups of human beings. My analysis of the corpus of media texts shows that the identity of the Danish teachers is structured by some structural metaphors which I identify as the following: 1. THE TEACHER IS INCOMPETENT 2. THE TEACHER IS A VICTIM 3. THE TEACHER IS A PATIENT 4. THE TECHER IS A SOCIAL WORKER (WITH EXTENDED RESPONSIBILITIES) 5. THE TEACHER IS A HERO 6. THE TEACHER IS A CRIMINAL I treat the media texts in my data material by categorising them and analysing them linguistically. In this analysis of the discourse around the teachers I look at the corpus of texts as well as at samples which I investigate and analyse more thoroughly. The narratives I find in my data material, categorised in the 6 categories, show an overall picture of the group of teachers as a professional group in crisis concerning self identity. Following Anthony Giddens thoughts about the emergence of Life Politics, as a suitable strategy to obtain and maintain identity in late modernity, the conclusion is that the identity of the teachers in contemporary Danish society is structured by emancipatory politics, which is concerned with the reduction or the elimination of exploitation, inequality and oppression, rather than by life politics. I plead therefore 108
109 Lærernes Identitet for a positive identity among teachers that is concerned with life politics structured around the question “where do we want to go as a group of professionals?” rather than “What do we want to get away from?” 109
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1 Lærernes Identitet Lærernes Ide
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3 Lærernes Identitet 1. Emnebeskri
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5 Lærernes Identitet dermed lærer
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7 Lærernes Identitet 2. Metode og
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9 Lærernes Identitet En mere tradi
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11 Lærernes Identitet omkring lær
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13 Lærernes Identitet Med baggrund
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15 Lærernes Identitet grammatik, k
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19 Lærernes Identitet Fairclough e
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21 Lærernes Identitet 3. Det Narra
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23 Lærernes Identitet Turner fors
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27 Lærernes Identitet Denne sammen
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29 Lærernes Identitet 3.4 Den narr
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33 Lærernes Identitet handlingssys
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35 Lærernes Identitet 3.5.3 Tillid
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41 Lærernes Identitet høj grad er
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43 Lærernes Identitet I det følge
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45 Lærernes Identitet samfundsmæs
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47 Lærernes Identitet Figur 3: En
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49 Lærernes Identitet 4.1.1.2 Teks
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51 Lærernes Identitet problemer in
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speciale helt f rdig - Raffaele Brahe-Orlandi

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