https://emcawiki.net/index.php?title=Uttamchandani-Lester2020&feed=atom&action=historyUttamchandani-Lester2020 - Revision history2024-03-29T00:30:00ZRevision history for this page on the wikiMediaWiki 1.31.1https://emcawiki.net/index.php?title=Uttamchandani-Lester2020&diff=26772&oldid=prevAndreiKorbut at 15:16, 6 November 20202020-11-06T15:16:12Z<p></p>
<table class="diff diff-contentalign-left" data-mw="interface">
<col class="diff-marker" />
<col class="diff-content" />
<col class="diff-marker" />
<col class="diff-content" />
<tr class="diff-title" lang="en">
<td colspan="2" style="background-color: #fff; color: #222; text-align: center;">← Older revision</td>
<td colspan="2" style="background-color: #fff; color: #222; text-align: center;">Revision as of 15:16, 6 November 2020</td>
</tr><tr><td colspan="2" class="diff-lineno" id="mw-diff-left-l9" >Line 9:</td>
<td colspan="2" class="diff-lineno">Line 9:</td></tr>
<tr><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>|Journal=Discourse, Context & Media</div></td><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>|Journal=Discourse, Context & Media</div></td></tr>
<tr><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>|Volume=33</div></td><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>|Volume=33</div></td></tr>
<tr><td class='diff-marker'>−</td><td style="color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #ffe49c; vertical-align: top; white-space: pre-wrap;"><div>|<del class="diffchange diffchange-inline">Number</del>=100362</div></td><td class='diff-marker'>+</td><td style="color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #a3d3ff; vertical-align: top; white-space: pre-wrap;"><div>|<ins class="diffchange diffchange-inline">Pages</ins>=<ins class="diffchange diffchange-inline">eid: </ins>100362</div></td></tr>
<tr><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>|URL=https://www.sciencedirect.com/science/article/pii/S2211695819302417</div></td><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>|URL=https://www.sciencedirect.com/science/article/pii/S2211695819302417</div></td></tr>
<tr><td class='diff-marker'>−</td><td style="color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #ffe49c; vertical-align: top; white-space: pre-wrap;"><div>|DOI=<del class="diffchange diffchange-inline">https://doi.org/</del>10.1016/j.dcm.2019.100362</div></td><td class='diff-marker'>+</td><td style="color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #a3d3ff; vertical-align: top; white-space: pre-wrap;"><div>|DOI=10.1016/j.dcm.2019.100362</div></td></tr>
<tr><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>|Abstract=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.</div></td><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>|Abstract=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.</div></td></tr>
<tr><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>}}</div></td><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>}}</div></td></tr>
</table>AndreiKorbuthttps://emcawiki.net/index.php?title=Uttamchandani-Lester2020&diff=21938&oldid=prevElliottHoey: Created page with "{{BibEntry |BibType=ARTICLE |Author(s)=Suraj Uttamchandani; Jessica Nina Lester |Title=A discursive psychology study of epistemic primacy in an LGBTQ+ youth group’s textual..."2019-11-29T09:32:15Z<p>Created page with "{{BibEntry |BibType=ARTICLE |Author(s)=Suraj Uttamchandani; Jessica Nina Lester |Title=A discursive psychology study of epistemic primacy in an LGBTQ+ youth group’s textual..."</p>
<p><b>New page</b></p><div>{{BibEntry<br />
|BibType=ARTICLE<br />
|Author(s)=Suraj Uttamchandani; Jessica Nina Lester<br />
|Title=A discursive psychology study of epistemic primacy in an LGBTQ+ youth group’s textual educational materials<br />
|Tag(s)=EMCA; Discursive psychology; Epistemics; LGBTQ; Slide decks<br />
|Key=Uttamchandani-Lester2020<br />
|Year=2020<br />
|Language=English<br />
|Journal=Discourse, Context & Media<br />
|Volume=33<br />
|Number=100362<br />
|URL=https://www.sciencedirect.com/science/article/pii/S2211695819302417<br />
|DOI=https://doi.org/10.1016/j.dcm.2019.100362<br />
|Abstract=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.<br />
}}</div>ElliottHoey