Reciprocation

2. Reciprocation pointless but truenot all inspirationyor excitingbut true nonetheless my life this morningin a piece foryour boredom relief tonight a dull poemfor surebut it took some of your timeaway fromnothingnesscreeping all over you Brittle light 2013 I got upout of bedgot dressedfed the catsand myself turned on the tvnews and weatherlooked outsideit was sunnybut cool on the windows sat, smoked, thoughthalf a day gone

3. Reciprocation I would be the tide that moves your sea as waves of you go breaking through my soul, and you – the gust of wind that plays my flute would hear my drumming in the ocean’s roll. (c) 1995, 2012 Betty Hayes Albright

4. Discourse Analysis • Discourse analysis • Semiotic Square • The last assignment • Creating a corpus for analysis

5. Assignments • Literature review presentations ongoing until May 29th • Analysis: We can start when all the data is in and when we have done the training – from the 8th of May • Due date June 30th

6. Discourse analysis • The analysis of language 'beyond the sentence' • Not a study of grammar - how words and their component parts combine to form sentences. • About meanings created by: • words or signs (semantics) – “used car salesman” • the order of words/signs in sentences or sequences (syntagmatics) PLEASE USE THE TOILET, NOT THE POOL POOL FOR MEMBERS ONLY

7. Discourse analysis • the relationship between words/signs used and their users or context (pragmatics) Dr. “The test is negative” Patient: “Oh no! I’ve got cancer!”

8. Discourse analysis methods Semantic • Use of semiotic analysis • Deconstruction • Creating of meta-narratives Pragmatic • Analysis of the conventions of discourse – turn taking, listenership, how rules of conversation are signaled or marked • Functional analysis of speech acts • Frame/context analysis

9. The fundamental unit of meaning

10. a 'signifier' - the form which the sign takes; and • the 'signified' - the concept(s) it represents

11. Semiotics -the study of signs • Semantics: Relationship between signs and the things to which they refer • Syntactics: The branch of semiotics that deals with the formal properties of signs and symbols, this includes • syntagmatics – how meaning is created by the surface structure and order of events – the syntax of a narrative • paradigmatics – how meanings (paradigms) are created through the substitutional or oppositional relationships a linguistic unit has with other units • Pragmatics: Relation between signs and their effects on those (people) who use them

12. Syntagmatic analysis • studying the meaning that emerges from text structure and the relationships between parts of the text • the most basic narrative syntagm: the linear temporal model composed of three phases - equilibrium-disruption-equilibrium or a beginning, a muddle and an end • a “schema” typifying the way events are related in everyday life – what does it mean when a schema is i.e. the narrative is changed to an end, a muddle and a beginning?

13. M moves and gives a task to Bond. • The villain moves and appears to Bond. • Bond moves and gives a first check to the villain or the villain gives first check to Bond. • Woman moves and shows herself to Bond. • Bond consumes woman: possesses her or begins her seduction. • The villain captures Bond. • The villain tortures Bond. • Bond conquers the villain. • Bond convalescing enjoys woman, whom he then loses.

14. Village crime story visual syntax • The autonomous shot (e.g. establishing shot, insert) – long shot of a village [soft and gorgeous] • The parallel syntagm (montage of motifs) - shots of various parts of the village [charming, but with one or two discordant notes] • The bracketing syntagm (montage of brief shots) – two people walking from either of the village [expectation of meeting] • The descriptive syntagm (sequence describing one moment) - they meet [background to the plot]

15. Village crime story visual syntax • The alternating syntagm (two sequences alternating) - he talks, she talks [heated discussion] • The scene (shots implying temporal continuity) - interview series with other key characters [more background] • The episodic sequence (organized discontinuity of shots) - images created from a key character’s piecemeal recollection [excitement of an important discovery] • The ordinary sequence (temporal with some compression) - rapid fire impressionistic sequence - [hot on the trail of the villian]

16. Syntax of an OAP event

17. Syntax of an OAP event • Event creation • Stakeholder meeting (planning) • Registration • Map reading (preparation) • Stations • Evaluation • Celebration • Reflection

18. Paradygmatic analysis • Seeks to identify the various paradigms (or pre-existing sets of signifiers, concepts, thought patterns or themes) which underlie the obvious content of texts • Goes below the 'surface structure' of a text • Focus on binary oppositions in the meaning of words, presence/absence of events (contrasts) • Commutation test: the effect of substitution of a binary opposite on the meaning of the text

19. I remember having a boyfriend. He was one of those kind of shapely boys, but muscley you know, and I remember we would be getting ready to go to our school social and he would be moaning about being - he thought he was fat and it was just so annoying. But I suppose that in some ways he was. You know all the rest of us were skinny and stuff and he was sort of muscley. So that gave me the idea how he felt looking at us and how I feel sometimes looking at other boys

20. Looking beyond the surface • What the gender of the speaker? • How old is s/he? • How old is this narrative – this generation, 20 years ago, 40 years ago, ......? • What images or ideas do we get if we believe this as coming from a sincere speaker? • Anything that worries you? Doesn’t quite fit?

21. I remember having a girlfriend. She was one of those kind of shapely girls, but muscley you know, and I remember we would be getting ready to go to our school social and she would be moaning about being - she thought she was fat and it was just so annoying. But I suppose that in some ways she was. You know all the rest of us were skinny and stuff and she was sort of muscley. So that gave me the idea how she felt looking at us and how I feel sometimes looking at other girls.

22. Commutation tests • By substituting age, gender, culture, socio-economic status, etc within a text we can get an understanding of: • What ideas, ways of being are fundamental to a particular group? • The difference in power held by contrasting groups

23. Commutation test from the OAP reflection. This excerpt implies that there is a special way of working with youth that’s different from working with adults. The challenge for Deahne was to develop the relationship between all the collaborative partners that enabled an opportunity for the Youth Network to build trust with the adult ‘experts’, which, meant at times to allow the youth to make plans even when her experience told her it might well be the wrong decision. The Youth Network also had to learn that a collaborative approach to community development meant that often some decisions had to include the requirements of the Auckland City and Violence Free Waitakere. The learning needed to remain with the youth, not controlled by the adult ‘experts’, allowing an opportunity for new learning through lived experiences and reflection. Not because another adult told them so.

24. The challenge for Deahne was to develop the relationship between all the collaborative partners that enabled an opportunity for the Citizen Network to build trust with the youth ‘experts’, which, meant at times allowing the adults to make plans even when her experience told her it might well be the wrong decision. The Citizen Network also had to learn that a collaborative approach to community development meant that often some decisions had to include the requirements of the Auckland Youth Council and the Rangitahi Coalition. The learning needed to remain with the adults, not controlled by the youth ‘experts’, allowing an opportunity for new learning through lived experiences and reflection. Not because youth told them so. So is there a special way of working with youth or does the commuted version of the story also have a ring of truth? Have we got a theme here?

25. Oppositions (at the core of themes) • Binary oppositions (logical) e.g. male/not-male, where 'not-male' is inevitably 'female‘ [on/not on, dead/not dead] • Gradable oppositions - comparative grading on the same implicit dimension, e.g. good/bad where 'not good' is not necessarily 'bad' and vice versa – antonyms. [ugly/beautiful, rich/poor] • Converse oppositions whose elements are mutually exclusive, but not gradable, and which together only form part of the universe of discourse - sun/moon, [land/sea, city/country, youth/adult?]

26. Opposition and Markedness • Added morphemes (un-, in-, dis-, etc). Lexical marking - adding a distinctive feature to a word. The word 'happy' is unmarked, whilst the word 'unhappy' is marked. [discreet/indiscreet, trust/distrust] • male/female, man/woman, he/she are unmarked/marked forms • Contextual neutralization. The unmarked term is often also seen as the generic term; the marked term is not. For humanity we used to use the term Man (not sex-specific), he has long been used generically. We talk about our state of happiness which includes our unhappiness • The unmarked form is typically dominant (more desirable or powerful).

27. Starting high school I got a bit depressed. Then I put on a lot of weight, which was quite hard, because I felt unlovable anyway because of my parents and what was happening with friends. And my body just reinforced it, because, when I lacked friends and felt unloved, I didn't have friends. I think I just felt incredibly ugly. I remember just not wanting to leave my room at all.

28. Find unmarked/marked binaries • Find positive and negative terms (courageous, cruel) and try to add a morpheme – un-, in-, dis-, de-, non- can you do it? • Find corresponding negative and positive terms (cowardly, kind) and try add a morpheme - un-, in-, dis-, de-, non- can you do it? • Are marked terms generally negative? • Can you find an negative unmarked word that you can make positive by adding a morpheme

29. Finding out the awful truth by searching for the marked terms

30. I had one concern by hearing there was a team of 4 children under the age of 9 with no parent. ... I felt that this was unsafe and illegal. I felt a mostly unspoken consensus between other parents ..that it was great to have somewhere local and kid friendly to bring children, as being a parent/caregiver can be isolating at times The Treasure Hunt, although well intended, I thought was unorganised. I felt that the organisers were not prepared. Then there was the issue of a lot of unsupervised children under the age 10 signing up and doing the race by themselves. I believe this posed an ethical and moral dilemma Sadly some teams were therefore unable to complete the course. I, ….found that the course was not at all viable for us to participate in. The map was inadequate ..our task was to find a grave stone, unfortunately, whoever had set up that adventure made it too difficult and we got annoyed .. On this particular day I was somewhat unsettled due to the unknown Church Unlimited. Unforgettably it was a task well organised in all areas

31. Power and ‘logical’ binaries • Western thinking, Derrida says, has been founded upon the 'logic' of binary oppositions, such as mind/body, rational/emotional, man/woman, nature/culture, 1st world/3rd world, majority/minority • One term is always given a more privileged position than its opposite, and becomes an ideological position • Understanding logical binaries and their power relations is the basis of deconstruction – a thematic analysis technique

32. Theme of Reciprocity A collective and indigenous definition of resilience can include ...such concepts “obligation, reciprocity, service and support ... compassion, diligence, doing one’s best, goodness, honesty and humility, and focused in the values of alofa and respect.”(Waldegrave, King, Maniapoto et al, 2011)

33. Utu Reciprocity - an important concept concerned with the maintenance of balance and harmony in relationships between individuals and groups and order within Māori society, whether through gift exchange or as a result of hostilities between groups. It is closely linked to mana and includes reciprocation of kind deeds as well as revenge. While particular actions required a response, it was not necessary to apply utu immediately. The general principles that underlie utu are the obligations that exist between individuals and groups. If social relations are disturbed, utu is a means of restoring balance. Moorfield, J (2013) Te Aka Māori-English, English-Māori Dictionary and Index, AUT, http://www.tewhanake.maori.nz/maori-dictionary.cfm

34. Semiotic square version 1

35. Theme of Reciprocity Sharing

36. Finding the antonym Sharing Accumulating

37. Putting in the Not S forms Sharing Accumulating not Accumulating not Sharing

38. Semi-otic Square V2Both.. And..

40. Semiotic Square V2 Sharing Accumulating not Accumulating not Sharing

41. Semiotic square – reciprocity • Sharing: contribution, involvement • Not sharing: shunning, taking, withholding • Generosity: kindness, charity • Accumulating: amassing, hoarding, accruing • Not accumulating: dispersing, spending • Philanthropy: benevolence, patronage, charity • Parsimonious: thrifty, skimping, stingy • Greed: materialism, self-indulgence • Reciprocity; mutuality, equality, joint/common action Do a semiotic square, get themes from RD task

42. Sharing Accumulating Reasonable • Think of a theme that you noticed in your interview • Think of single words that define that theme Draw a semiotic square and put a word that describes your theme in the S1 position or in the middle if it is in the middle of a continuum. Fill in the rest of the positions including the both and positions not Accumulating not Sharing

43. Denotation and connotation • 'Denotation' tends to be described as the definitional, 'literal', 'obvious' or 'commonsense' meaning of a sign; • ‘Connotation' refers to its socio-cultural and personal associations (ideological, emotional etc.).

44. Levels of meaning

45. Levels of meaning

47. Levels of meaning

49. What are the connotations of sharing in the text? • These range on a continuum from allocate to communicate to connect and integrate • Try and locate each piece of text somewhere between the two poles