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Symbolic Annihilation or Alternative Femininity? The (Linguistic) Portrayal of Women in Selected Polish Advertisements

100%
Pawelczyk J.
Lodz Papers in Pragmatics
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2008
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vol. 4
|
issue 2
311-332
EN
The year 1989 marks the beginning of sweeping political, economic and social changes in Poland. Since that time an expansion of women into top professional positions can be observed. Data from the last national census (2002) clearly indicate that women in Poland are better educated than their male counterparts, increasingly careeroriented as well as aggressively pursuing managerial occupations. A modern woman is, by popular belief, no longer obliged to conform to the so-called dominant (Coates 1997) or emphasized (Connell 1987) [i.e. hegemonic] form of femininity. There appears to be greater social latitude for her professional development. The paper explores whether print advertisements (playing a crucial role in the construction of social identities) of certain products incorporate new powerful discourse of femininity. The three advertised products and services (cars, telephones, and banking) selected for the analysis have been commonly associated in Poland with the dominant form of masculinity. Consequently, it is interesting to examine whether women function there, and if so, how. The analyzed advertisements have been collected over the period of one year from three magazines addressed to the emerging Polish middle class. Drawing on Goffman's concepts of function ranking and ritualization of subordination as well as Critical Discourse Analysis (CDA), I will attempt to determine whether the selected print advertisements reflect the new femininity in Poland.
2
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"No stories, no self": Co-constructing personal narratives in the psychotherapy session

100%
Pawelczyk J.
Poznań Studies in Contemporary Linguistics
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2012
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vol. 48
1-21
EN
Psychotherapy constitutes one of the contexts in which narrating one's personal experience is highly encouraged and expected. By telling their life stories, clients are able to organize their "autobiographical self" as well as voice the aspects of their experience that need therapeutic intervention in order for the client to live a more fulfilling life. Informed by insights and methods of conversation analysis and discourse analysis, this paper discusses narrative as a practice situated within social interaction. The study examines how clients' personal narratives in psychotherapy sessions emerge as co-constructed interactional accomplishments, focusing on the active role of the psychotherapist in facilitating clients' troubles-telling. The functions of the therapist's interventions will be scrutinized in terms of their interactional and sequential import as well as corrective functions. The analysis presented in this study is based on two psychotherapy sessions conducted by the same psychotherapist working within the theoretical framework of Relationship-Focused Integrative Psychotherapy.
3
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Special issue on narratives in contexts: Editors’ preface

63%
Kiełkiewicz-Janowiak A., Pawelczyk J.
Poznań Studies in Contemporary Linguistics
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2012
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vol. 48
i-iv
4
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Issues of power in relation to gender and sexuality in the EFL classroom - An overview

51%
Pawelczyk J., Pakuła Ł., Sunderland J.
Journal of Gender and Power
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2014
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vol. 1
49-66
EN
Schools in general and classrooms in particular are among society’s primary socializing institutions (Freeman and McElhinny, 1996, p. 261; Adger, 2001). In particular, education, as an institution of Gramsci’s ‘civil society’ (Jones, 2006), can be considered a grassroots space where hegemonic gendered and sexual identities are constructed and regulated. This article looks at the context of the EFL classroom – a discursive space where learners are potentially (re-)constructed in relation to various (gender) roles in society as well as learning the practices, values and rules of a given society at large. In this paper we explore and discuss how the categories of gender and sexuality are represented, (re-)constructed and generally dealt with in this learning environment. We follow Foucault’s (1978, 1979) conceptualization of power as something which “weaves itself discursively through social organizations, meanings, relations and the construction of speakers’ subjectivities or identities” (Baxter, 2003, p. 8) and is enacted and contested in every interaction (see Mullany, 2007). We see power as being produced, reproduced, challenged and resisted in the EFL classroom in connection with the construction of gender and sexuality. The article discusses how views on what/who is ‘powerful’ in the context of the EFL classroom have changed over the years, from the early privileging of textbooks to the currently advocated central role of the teacher in addressing and promoting (or not) traditional and/or progressive discourses of gender and sexuality. Critical pedagogies and queer pedagogies are discussed as offering educators potent insights and tools to deal with heteronormativity and various forms of discrimination in the EFL classroom as well as helpful means for empowering all students by addressing their various identities. It is thus our contention that relationships between gender, sexuality and EFL education are in need of urgent (re)addressing as existing research is outdated, lacks methodological sophistication or is lacking in the Polish context.
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