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The deliverable D6.1 of the LIFT project explores what types of discourses are used in six European Union (EU) member states' Rural Development Programs (RDP) and other agricultural policy documents and how they incorporate ecological approaches acrossthree Common Agricultural Policy (CAP) periods. This multiple case study highlights similarities and differences in the dominant discourses as emerging from national policy documents in the following selected EU member states: France, Germany (Bavaria), Hungary, Poland, Romania and Sweden. It also demonstrates how discourse analysis can be used to gain understanding about the dominant discourses expressed in these documents in relation to how ecological approaches are defined, the policy rationale for encouraging ecological approaches and the expected consequences of doing so. Conceptually, we focused on two types of discourses identified from the literature: 1) the three CAP discourses: i) neomercantilism; ii) neoliberalism and iii) multifunctionality, and 2) the five socio-political discourses of Rural Development (RD): iv) agri-ruralist, v) hedonist, vi) utilitarian, vii) nature conservation and viii) community sustainability. These types of discourses were together integrated in a model, where each policy discourse depicts agriculture as accomplishing a specific function. The theoretical framework is grounded within a political economy perspective. This means that policy develops because of confrontation between different concerned agents with different interest, pushing for different objectives. The state acts as an intermediary between these agents and aims at ensuring consensus and maintenance of agreement. Policy documents are therefore often the result of competing discourses and contradicting policy objectives. Across EU member states, the results show that ecological approaches are mainly depicted with the multifunctionality discourse with two dominating sub-discourses of nature conservation and agri-ruralism. Nevertheless, we observe an increase in the use of the neomercantilist discourse in the last CAP period. This parallels what the previous literature finds in Commissioners' speeches: a reappearance of the traditional neomercantilist discourse in the CAP agenda 2014-2020. Farming systems (with farming practices) related to agroecology, biodiversity-based and organic farming are among the most commonly mentioned farming systems.

This study examines what happens when contentious lay citizens harness the technical-ecological repertoire of experts as means of challenging nature conservation policy. The causes, manifestations, and implications of this phenomenon are elucidated through a critical discourse analysis. The case study is based on the wolf reintroduction project in Europe, with particular focus on Sweden, using illegal hunting discussions as a point of entry within the hunting community. It reveals the deployment of three topoi, which are defined as stock arguments situated within a discourse. Analysis shows how while some topoi often incur short-term gains in the debate because of their scientific guise, they are fundamentally relegated as folk science (or barstool biology) by government experts and, in some cases, contribute to the further marginalization of other knowledges. Acquiescence to this discourse is shown to greatly impede the debate. Finally, the study shows how lack of trust in the public dialog, which hunters openly recognize to be colonized by ecological expertise, results in increasingly noncommunicative forms of resistance toward policy.

Based on a poststructural discourse-theoretical perspective, the aim of this thesis is to critically examine the construction of the Swedish compulsory school's democratic education and its consequences for the teacher subject, in educational policy texts. Set against the backdrop of what is commonly referred to as a crisis of democracy, the study takes its point of departure in changes in educational politics in recent decades and the new national curriculum for the compulsory school in 2011. The thesis uses the poststructural discourse-theory of the political philosophers Ernesto Laclau and Chantal Mouffe as its theoretical and methodological framework. Their main objective has been to revive socialist politics by suggesting a radical, plural democracy as an alternative for a new left. A number of national policy texts were chosen for the analysis. The selection covers official reports and government bills on the Education Act and on the Teacher Education Reform Act, the Education Act, the National Curriculum and a selection of documents from the Swedish National Agency for Education, ranging from 2008 to 2018. The main results show that democratic education rests on a notion of the democratic society which creates relations between a democratic universalism based on individual rights and an unspoken national homogeneity. Democratic education is constructed as a broad and complex task aiming at the fostering of democratic competence, assuring equivalent education and counteracting abusive behaviour. The impact of neoliberal policy and new public management philosophy is evident in the empirical material analysed. The study concludes that democratic education is constructed as part of a management perspective where democracy becomes the means of achieving a goal – the governed subject – which relates to pupils and teachers alike. In addition, the focus on consensus and rational thinking as well as the tendency to locate conflict resolution in the legal sphere contribute to the notion of a school free from abuse. ; I många demokratiska samhällen har skolan ett ansvar att förbereda unga människor för sin roll som demokratiska medborgare. En vanlig utgångspunkt tas i att utbildning om, genom och för demokrati är avgörande för demokratins fortlevnad. I en tid där högerpopulistisk retorik, desinformation och hot mot folkvalda hör till vardagen förefaller det viktigare än någonsin att utbilda för demokrati. Avhandlingens syfte är att kritiskt granska konstruktionen av grundskolans demokratiuppdrag och vilka konsekvenser den får för lärarsubjektet. Baserat på de politiska filosoferna Ernesto Laclaus och Chantal Mouffes poststrukturella teorier om diskurs, hegemoni och radikal demokrati konstrueras ett ramverk för att analysera ett urval av nationella utbildningspolitiska texter mellan 2009 – 2018. Tidigare forskning visar att debatten om det demokrati- och medborgarfostrande uppdraget närmar sig en marknadsliberal position och flera diskurs- eller textanalytiska studier indikerar diskurser och språkbruk som influerats av nyliberal ideologi. Resultatet från studien visar hur uppdraget tar form i relation till mål- och resultatstyrning, dokumentation och kvalitetssäkring där demokratiuppdraget tar form som en del av ett managementperspektiv. En särskild form av styrning i skärningspunkten mellan en juridisk reglering av mellanmänsklig samvaro, deliberativa samtalskvaliteter och betoningen av konsensus resulterar i att demokratiuppdraget konstrueras som den kränkningsfria skolan. Avhandlingens bidrag består i att ställa nya frågor om skolans demokratiuppdrag och belysa hur uppdraget tillskrivs mening och vilka konsekvenserna av detta blir.

This dissertation studies the development of the environmental issue from a discursive perspective. Through an analysis of views on nature and the environment in several NGOs and main political organs, the dissertation tries to explain how a certain view became hegemonic. The analysis pertains to the period between the publication of Silent Spring in 1962 and the introduction of the concept sustainable development by the UN in 1987. From a realistic starting point and with critical discourse analysis (CDA) as its method, the dissertation aims to identify causal powers and mechanisms that have generated and institutionalized the environmental discourse. An analytical model is developed and applied on three levels; a sociolinguistic, institutional, and macrosocial level; which also reflect the methodological progression of the study from description to explanation. The result shows that the discursive practice was hegemonized by a Western view promoting economic growth. This discourse gradually gained ground at the expense of an anti-systemic discourse which posited structural societal changes as the answer to environmental problems. Mechanisms such as the exclusion of some views and actors from common discursive practices were crucial for the process of homogenizing the discourse and developing consensus. Through incorporating that part of the environmental movement which did not fight the dominant economic and political system, the UN turned it into support for its own project, which is part of the process of hegemony. At the same time the environmental objectives of the hegemonic discourse were established in the institutional spheres. The institutionalization of the environmental issue changed the focus from social critique to a question of development and technology, something which helped displace the original critical and partially anti-systemic character of environmental discourse. Through turning the critical and negative account of the situation into a more harmonious and hopeful vision, for instance in terms of sustainable development, a foundation was laid for the later development of ecological modernization. When the hegemonic discourse invested the concept of sustainable development with emphases on progress and economic growth, it encapsulated the environmental issue within the framework of the prevailing social system. ; With summary in English and Spanish/Con resumen en inglés y en español

This article presents a typology of discursive discrimination, discrimination earned out through the use of language. It is argued that there is a need for a typology that focuses more clearly on an understanding of what discrimination is than what is the case in existing research & that such a typology should fulfil certain criteria in order to he useful for empirical research. The typology proposed consists of four main concepts: exclusion from discourse, negative other presentation, objectification, & proposals pointing towards unfavorable non-linguistic treatment. The related concept of othering -- the creation of a psychological distance to people understood to belong to groups others than "us" -- is also presented. The manner in which the different forms of discursive discrimination & othering can be operationalised is demonstrated with the help of examples from empirical studies of discourses of people categorized as mentally deficient, as deaf, & as immigrants in Swedish public debate during the last 75 years. The importance of categorization of people is also discussed. Tables, References. Adapted from the source document.

In Norway, 2005 was a year of celebrations, linkel, first & foremost, to the fact that 100 years had passed since the peaceful dissolution of the personal union between Norway & Sweden. Despite the absence of broad popular support for the idea that this should merit any celebrations, government & media spent considerable resources on high-profile promotion of the 1905 story, including the side-events leading up to or following the famous 7 June Declaration of the Norwegian Storting (Parliament). In the context of nation-building, historical milestones tend to take on a flavor of history-building, -- the stuff that national myths are made of. In the saga of Norwegian nation-building, 1905 had come to play a perhaps surprisingly inflated role. Thus -- less surprisingly -- in the interpretation handed over to a contemporary audience, the various events of 1905 have been suffused with a series of myths, some of which have assumed the character of national dogmas. In particular, the author explores the myths surrounding the referendum of 12-13 November 1905, & demonstrates how vested interests have been instrumental in consolidating the popular (but false) interpretation that the real issue of the referendum was Norway's constitution (monarchy vs. republic) & not the conditions set forth by Prince Carl of Denmark for accepting the offer made by the Norwegian Government & its parliament to assume the Norwegian throne. In fact, employing devious tactics, prime Minister Michelsen succeeded not only in winning a comfortable victory for prince Carl's candidacy (whereby the prince became King Haakon VII of Norway), but he also managed to entrench the notion that the referendum above all was a resounding confirmation of a (continued) monarchical constitutional order. The long-term effect (which is still very much a defining feature of Norway's political self-image) was to give the country's republicans (who, at the onset of 1905 were a dominant force in the Norwegian political discourse) a permanently marginalized position as a fringe movement of eccentrics & certified losers. References. Adapted from the source document.

In recent years knowledge has been brought forward as an important political issue both in the EU and in Sweden. It is said to be of the uttermost importance not just for education but for society as a whole. As a result of increased globalization and a European striving for economic growth, knowledge has come to be associated with both individual and national competitiveness, and education and learning in schools and workplaces have become a political priority. In this global competition the EU has become an important policy actor in the educational field trying to create a common European education policy field. Despite this development, only a limited number of reports relating the European arena to Swedish educational reforms have been published. Against this background the aim of this thesis is to deepen the understanding of the knowledge discourses which struggle for legitimacy in Swedish and European education policy and how these discourses relate to each other and change over time. The empirical material consists of a number of fundamental official policy texts produced by the EU and the Swedish state. The study takes its theoretical point of departure in critical discourse analysis using an analytical grid where production, content and communication are seen as three aspects constituting every knowledge discourse. The result shows a process of silent Europeanization in Swedish school reform where European knowledge discourse is being re-contextualised and in many cases re-interpreted without any declaration in terms of explicit references. It also confirms the general trend towards increased focus on learning outcomes and demands for measurability. Furthermore, the result shows how competition rhetoric dominating the EU contributes to an increased sense of crisis in both European and Swedish educational reforms. As a result of this crisis rhetoric the study shows how the proactive reform-perspective is being replaced by a retrospective where solving already existing problems replaces the planning of an ...

This article focuses on political talk in the media. Taking the point of departure in discourse & conversation analysis the aim is to study relations & methods on a micro level in two forms of staged talk; the interaction in live interviews & the practices of quoting in edited news reports. The study of live interviews is based on programs broadcasted during the Swedish election campaigns 2002 & 2006. The study shows how relations of power are negotiated in interaction. Methods used by the politicians to deal with delicate situations created by the questions asked are analyzed. The analysis of edited news reports shows how techniques of quoting have been part of a process moving the stage of the political debate more & more into the media. Quoting is a flexible resource frequently used by journalists in the dramatization of news stories & the re-contextualization of others voices. Adapted from the source document.