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Legitimisation in Political Discourse: A Cross- Disciplinary Perspective on the Modern US War Rhetoric Second Edition
Author: Piotr Cap
Date Of Publication: Dec 2010
Isbn13: 978-1-4438-2569-6
Isbn: 1-4438-2569-7
How did the G. W. Bush administration manage to persuade Americans to go to war in Iraq in March 2003? How was this intervention, and the global campaign named as “war-on-terror,” legitimised linguistically? This book shows that the best legitimisation effects in political discourse are accomplished through the use of “proximization”—a cognitive-rhetorical strategy that draws on the speaker’s ability to present events as directly and increasingly affecting the addressee, usually in a negative or threatening way. There are three aspects of proximization: spatial, temporal and axiological. The spatial aspect involves the construal of events in the discourse as physically endangering the addressee. The temporal aspect involves presenting the events as increasingly momentous and historic and hence of central significance to both the addressee and the speaker. The axiological aspect consists in a growing clash between the system of values adhered to by the speaker and the addressee, and the values characterizing a third party whose actions, ideologically negative, are made “proximate” and thus threatening. Although the tripartite model of proximization proposed in the book is complex at the level of its linguistic realisation, the working assumption is intriguingly basic: addressees of political discourse are more likely to legitimise pre-emptive actions aimed at neutralizing the proximate “threat” if they construe the threat as personally consequential. The book shows how language of the war-on-terror, and especially the rhetoric of the Iraq war, respond to this precondition. This second revised edition features an extended preface and a new closing chapter.
Piotr Cap (http://ia.uni.lodz.pl/pragmatics/faculty/pcap) is Full Professor and Head of the Department of Pragmatics at the Institute of English, University of Lodz, Poland. He has published numerous books and papers in the field of linguistic pragmatics, political linguistics and language of the media. A Fulbright Fellow at the University of California, Berkeley and Boston University, he has been invited to lecture at several American and European universities.
“Piotr Cap’s book takes great theoretical strides in critical discourse analysis, exploring the dimensions of space, time and value, and applying his model to decisive texts in the contemporary world.”
—Paul Chilton “This fascinating book provides readers with new theoretical insights into issues of legitimisation (and representation). More specifically, the US rhetoric of war is critically analysed and explained in innovative pragmatic-linguistic ways—a methodology which could be applied to many other salient problems in our complex world.” —Ruth Wodak
Price Uk Gbp: 34.99
Price Us Usd: 52.99
Sample pdf (including Table of Contents)
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From Navigating Music and Sound Education
“We rarely have the opportunity and time to engage with the practicalities of music teaching through the lens of evidence-based practice. This book provides us with a wonderful exception that is accessible to beginning and established teachers. It contains a wide range of stimulating and thought-provoking material that draws on real-world experiences and events, which are contextualised, informed and structured by theory. This is a powerful combination that we can visit again and again for insight and inspiration. Congratulations to all involved, particularly the editors for shaping such a valuable contribution!”
—Professor Graham F. Welch, University of London; President, International Society of Music Education
“Navigating music and sound education draws together a range of issues increasingly acknowledged to be at the basis of reflective and effective music learning and teaching: social settings, cultural dimensions, gender, indigeneity, varying cognitive approaches, inter-disciplinary connections, technology, types of learning, and creativity. It opens up areas of pedagogy that go beyond classroom methodology to acknowledge student individuality and encourage music learning and teaching grounded in the reality of students’ musical and social lives. It will be invaluable for those training to become educators and for teachers already in the field.”
—Associate Professor Peter Dunbar-Hall, University of Sydney
“This book brings an important contribution to music teacher education as it challenges the readers to rethink their paradigms of music education. It highlights the importance of preparing a reflective teacher, autonomous, creative and conscious of the multifaceted and multicultural locus in which they will work. The book also draws on the importance for music teachers to consider the context in which they work, and establish a dialog between local musical traditions, informal music practices and global trends of music teaching and learning. Most importantly, all chapters are in one way or another derived from research carried out on specific areas, thus stressing the importance of the research informed practice in music education.”
—Professor Liane Hentschke, Federal University of Rio Grande do Sul, Brazil; International Society of Music Education Immediate Past President
Many readers will appreciate Steve Dillon and Kathy Hirche’s description of the future of education in their work with dynamic technological contexts.
Navigating Music and Sound Education is a wonderful guide and resource for pre-service music teachers, for teachers in the field, and for teacher educators.
It offers a range of fresh perspectives on the state of music education as it is and as it might be. Kari K Veblen
Navigating Music and Sound Education is an ambitious project which features current research from 20 individuals whose professional identities run the gamut from musician to songwriter to student to educator to music therapist to ethnomusicologist. The book’s scope is perhaps the most exciting aspect of Navigating Music and Sound Education.
Kari K Veblen
University of Western Ontario
British Journal of Music Education
October 2011
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