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Fragmented ideologies: Accounts of educational failure and positive discrimination

Potter, Jonathan and Wetherell, Margaret (1989). Fragmented ideologies: Accounts of educational failure and positive discrimination. Text - Interdiciplinary Journal for the Study of Discourse, 9(2) pp. 175–190.

DOI (Digital Object Identifier) Link: http://dx.doi.org/10.1515/text.1.1989.9.2.175
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Abstract

This paper reports a discourse analytic study which forms part of a larger project concerned with the way white majority group members in New Zealand make sense of race and ‘race relations’. Its focus is on accounts of educational inequality and criticisms of positive discrimination programmes. The analysis documents (a) the way talk on these topics is produced using pre-existing resources (the ‘togetherness repertoire’ and the ‘meritocratic model of education’); (b) the way it subtly orientates to pragmatic constraints such as issues of potential blame and justification; (c) the fragmented nature of participants’ ordinary reasoning about social issues.

Item Type: Journal Article
Copyright Holders: 1989 Mouton de Gruyter
ISSN: 1613-4117
Academic Unit/Department: Social Sciences > Psychology in the Social Sciences
Interdisciplinary Research Centre: Centre for Citizenship, Identities and Governance (CCIG)
Item ID: 24369
Depositing User: Margaret Wetherell
Date Deposited: 09 May 2011 13:44
Last Modified: 11 May 2011 13:21
URI: http://oro.open.ac.uk/id/eprint/24369
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