01641nas a2200109 4500008004100000245009300041210006900134490000700203520119300210100001701403856011101420 2012 eng d00aGenre in Discourse, Discourse in Genre: A New Approach to the Study of Literate Practice0 aGenre in Discourse Discourse in Genre A New Approach to the Stud0 v443 a

Focusing on matters of power and difference, this article examines rhetorical theories
of genre and James Gee’s theory of Discourse. Although both theories offer productive
ways of understanding literate practice, it is argued, they are limited in crucial respects.
Genre theory offers few ways of understanding how and why some social actors
have an easier time than others in producing generic texts and getting their texts
deemed “legitimate” by recognized authorities. Gee’s theory, meanwhile, does not
explain precisely how and where (i.e., at which conceptual level) communicants
come to match Discourse to situation. This article contends that these limitations
may be surpassed if the two theories are brought together in a particular way. In
this new approach, genres and Discourses are viewed as mutually constitutive forms:
Genres exist within Discourses and Discourses exist within genres. In adopting this
approach, it is argued, researchers may study how particular genres are made to elicit
performances of Discourses connected to particular social groups.

1 aCollin, Ross uhttps://genreacrossborders.org/biblio/genre-discourse-discourse-genre-new-approach-study-literate-practice01515nas a2200145 4500008004100000245008400041210006900125300001200194490000700206520099100213653001201204653002101216100001701237856011501254 2013 eng d00aGenre and activism: School, social movements, and genres as discourse conduits0 aGenre and activism School social movements and genres as discour a353-3720 v143 a

This article examines the literacy practices of three school-based student activist groups: a Gay-Straight Alliance, a high school chapter of Amnesty International, and a human rights club unaffiliated with Amnesty. Specifically, this article investigates how members of the different groups advanced their projects by repurposing school genres such as hallway bulletin boards and office memos. By articulating movement messages in school genres, it is argued, activists tightened their schools’ connections to social movements and circulated movement discourses through school space. After findings on each group are presented, the concept “genre as discourse conduit” is induced from the data and is used to reevaluate the nuances and implications of students’ efforts to articulate movement discourses in school genres. Equipped with this new concept, researchers may better analyze activist groups’ efforts to perform movement work in schools.

10aschools10asocial movements1 aCollin, Ross uhttps://genreacrossborders.org/biblio/genre-and-activism-school-social-movements-and-genres-discourse-conduits