Friday, April 18, 2014

Entry #10

Hi all, in the last post I mentioned I would be sharing with you some application of the CDA and NA methods I had written up in that rubric for myself. I've spent quite some time at the University Science-Engineering Library in the last week or so, looking at various essays from glaciology journals and seeing if my empirical analysis rubric was at all applicable. It turned out to be very helpful and applicable, and also highly elucidating in terms of signaling how the language utilized within this particular scientific discourse in effect reproduces certain assumptions we as humans have about our relationship to nature. In the last week or so of my project I'd also like to apply these methods to some media texts in order to get a more well-rounded view, but otherwise I'm very pleased with the results so far. Here's an example analysis bit that I produced for one of the texts (formatting will probably get screwed up, but whatever):

Luthcke, Arendt, Rowlands, McCarthy & Larsen: Recent glacier mass changes in the Gulf of Alaska region from GRACE mascon solutions (2008) [taken from Journal of Glaciology, Vol 54 No 188 (2008-2009)]
Abstract + Introduction summary: Usage of GRACE satellite imagery during the period of April 2003-September 2007 indicates an overall negative mass balance in Gulf of Alaska glaciers, with the most rapid glacial mass losses observed during the 2004 melt season due to record high temperatures experienced that year. Loss of Alaskan glacier mass is important to understand because current measurements depict melting ice from mountain glaciers and ice caps as presently contributing more to global sea-level rise (GSLR) than the loss of mass from Greenland and Antarctic ice sheets, due to the high sensitivity of mountain and ice cap glaciers to climatic fluctuations, especially in coastal environments. The subpolar, coastal glaciers of Alaska and northwestern Canada are the largest known contributors to GSLR of all glacier systems, despite the aforementioned ice sheet melt having more long-term potential for contributing to GSLR.
1. CDA methods (Fairclough)
a. Experiential/explicit ideological values: In choosing to study and publish the extent of Alaskan glacier retreat, the authors of the text assume that this loss of glacial mass is somehow germane to human interests. Ideologically contested language that is used are phrases such as GSLR, “total sea-level rise potential,” and “significant accelerated ice loss,” all of which might be subject to qualification, possibly in terms of what constitutes “significant” ice loss or what one means by GSLR “potential”. Also, the author’s confidence in usage of recent satellite laser imaging technology to determine the extent of mass loss points to an ideology wherein mankind, through creation of specific tech, can accurately gauge natural and climatic processes, as well as determine how prone it is to natural disasters associated with glacier melt, and with the help of sufficient data, possibly mitigate those catastrophes entirely. Finally, the context of the piece, a scientific journal, presents an ideology where empirical, scientific calculation is inherently objective and not subject to social or political restraints in any acknowledged or presupposed way.
b. Relational values: Do to the scientific context of the piece, a common ideological ground presented between the reader and the authors of the text might be one where it is safely assumed that the text’s statements are told in good faith and accurate insofar as the project’s research methods were accurate and comprehensive, however open for critique such that a more accurate and objective answer to the initial question of the extent of glacier retreat may be discovered. To defend and reproduce this supposedly unbiased ideology, scientific euphemisms for the socially charged notion of “glacier retreat” are used throughout the text - in particular, “loss of glacier mass” and “mass loss”. This serves to distance the authors from any aspect of socialization that might infiltrate their hyper-rational scientific discourse.
c. Textual metaphors/description of processes in other terms: No explicit metaphors, however much of the text utilizes mathematical language, describing certain processes as a “function” of others, elements of data as existing in a “series”, and necessary “conversions” between volume and mass changes. This might imply an ideology wherein nature can be feasibly reduced to mathematical concepts and formulae, at first glance removed of any emotion or element of socialization.
d. Logical connectors/existence of ideological common-sense: Incorporation of satellite-to-satellite technology so as to obtain more detailed temporal information with regards to glacier mass loss relies on the assumption that more data results in a more “well-rounded”, objective conclusion. The study’s assertion that contemporary altimetry does not take into account “detailed temporal information” implies a void that must be filled, in this case by satellite imaging. The text explains that while the laser imaging produces static noise that must be smoothed over in human post-processing (a necessary approximation that points to the still-incompleteness of the additional temporal information), any additional information in that regard is better than none, an argument that works to construct a frame in which the negative incompletion must be filled or explained by some sort of positivist statement.
e. Large-scale structures: The text takes the form of a paper in a scientific journal, beginning with an abstract and an introduction, a briefing on the research methods utilized, data and results, and conclusions regarding those results. This empirical structure reproduces the ideological concept of the scientific method being the supreme means of establishing a “truth”, in this case that of the extent of glacier retreat in Alaska.
2. Narrative analysis methods (Lejano, Ingram & Ingram):
a. Larger metanarrative schema: The text might fit into the broad tale of using methodical practices in order to understand natural processes and possibly mitigate a potential disaster - a mastery of the sciences to ward off the unpredictable terror that is nature - however no explicit acknowledgement of an upcoming disasters actually occurs within the text (although the concept of GSLR might be code for it).
b. Demonstration of emplotment: Similar to “logical connectors” and “large-scale structures” component: usage of the scientific method works to depict all facets of the study as cohesive and producing of a singular conclusion about the phenomenon. However, “meaningfulness,” in the sense of a literary gesture (for instance, elaborating on mankind’s distinct relation to nature), is not established beyond situating the text into a scientific framework wherein a statement is meaningful insofar as it is empirically “accurate” and can make way for other similar scientific statements to be made.
c. Presence of characterization: Very little is attempted by the text in the realm of characters or establishing distinct personalities for those characters. One might make the concession that the glaciers themselves are characters, mysterious entities hoped to be understood, and the scientists, wielding the tool of satellite-to-satellite laser imaging, as the protagonists hoping to conquer the other that is the lack of temporal information on Alaskan glacier melt. Beyond that, not much.
d. Demonstration of plurivocity (ability of the text to be interpreted in multiple ways): Beyond the matter-of-fact interpretation of the text that is simply the conclusion presented by the essay about the calculated extent of glacier mass loss, one might treat this influx of data as a sign to begin (or work harder) attempting to mitigate the long-term effects of GSLR and raise awareness about mountain glacier retreat. Conversely, one might view the study as, in the long term, irrelevant to human interests due to this loss of mountain ice’s contribution to GSLR as having been shown to be miniscule in comparison to that from future ice sheet melt, and thus our attention as humans is best suited elsewhere.
e. Emphasis on the role of alterity/the other: Touched upon earlier, but if we were to place this text into a narrative framework, the other would have to be that of the glaciers, as well as the extent of their retreat - both hoped to be understood by the scientific/glaciology community. While barriers to research may have existed in the course of the study, they are not touched upon in the text and thus there is little to go off of in terms of establishing any sort of “enemy” for the protagonists (assumed to be the scientists).
3. Larger-scale questions regarding discourse types (Foucault):
a. Establishment of a “fellowship of discourse”: Some rarefaction by the text in the sense of it re-producing the preservation of this scientific discourse, but ensuring it stay within a closed community is definitely at play here. Jargon specific to the field (“eustatic component of GSLR”, “KBRR data residuals”, “Airborne laser altimetry”, “geodesists”, etc.) is heavily utilized and the material is of a niche variety. If the title of the journal was not enough, this text definitely caters to a certain individual - the glaciologist - and the informing of him or her. It is not made explicit, however, that this information cannot leave this closed circle; it would in fact be somewhat counter-intuitive for this information about GSLR to not reach the public or the possibly the political spectrum so as not to just be recirculated within the discourse of glaciology. The intention is clear, that if this crucial information regarding Alaskan glacier retreat were to be disseminated to a broader audience, it would not be in this form, but likely a simpler, less jargon-intense version of the message and methodology.
b. Establishment of “doctrine”: The text, now published in a respected glaciology journal, can now be considered the scientific “truth” or “reality” until further critique or elaboration. Hence, the text functions to establish for the discourse a certain version of reality different from what was understood previously, and barring the audience (glaciologists) from interpretations separate from this new one - unless, of course, a glaciologist has sufficient data to underlie a counter-interpretation of glacial processes, in which case that which is understood as scientific truth shifts in his or her favor and the doctrine is once again amended. Each doctrinal shift, however, is reliant on the framework in place involving scientific journals and the thousands of scholars and scientists who may choose not to accept it, the favor of which is typically acquired through persuasive methodologies, clear writing styles, and sufficient data to prove a given point.
c. Prevalence of “social appropriation of discourse”: The text serves to align its disseminated scientific concepts, as well as glaciological discourse overall, with social/political agendas insofar as those social and political actants (grassroots organizations, conservation groups, political figures) interpret the text as worthy of being acted upon and incorporate it into their own discourses and agendas. The content of the text seems more prone to incorporation into a discourse associated with that of efforts to combat climate change and to raise environmental awareness, seeing as the text’s message is one of emphasizing the Alaskan glacier retreat’s contribution to GSLR, an issue widely pointed out by activists, labeling human industry as at least in part responsible for the climatic change that in turn precipitates loss of glacier mass.

4. Evidence for the “construction” of nature, a description of natural processes tailored to promote a particular social or political epistemology, which in turn paves the way for certain other similar statements to be made: When looked at through the lens of discourse and narrative analysis, this glaciology text reveals itself as fitting into broad scientific framework/discourse, but one which nonetheless delimits the types of statements which can be made - ones, for instance, which are arrived at through empirical rigor and reflection and incorporation of statements made by others operating within the same discourse (activated in the form of references). The text does not explicitly align itself with any social or political epistemology other than the facet of which that serves to further promulgate science as essentially true (to the best of our knowledge) and scientists as knowing what they’re doing, not cutting corners, etc. Nonetheless, it is the non-explicitness of the alignment that lends itself to the very power of the scientific argument, an interesting concealment that allows for statements made within a supposedly objective scientific discourse to be appropriated by separate discourses known to be, in a broad sense, socialized and politicized. One might consider the question of whether a social or political value inheres in the “original” glaciological statement (presupposing here it is not merely a transposition of a statement from a separate discourse), or if they are simply ascribed to afterwards by these socio-political discourses. As in, whether the hegemony that is being reproduced by the scientific glaciological discourse, along with this text which resides within it (or as a constituent of it), is one that perpetuates science as objective and free from social effects, but also perpetuates these separate social and political fields (which utilize the knowledges produced by the scientific discourse) as prone to those effects. However, if one understands the socialized value not as an inherent socialized “ingredient” residing within a statement that is transferred from one discourse to another, but rather the result of a complex structural relationship between discourses and institutions (as Foucault would argue). When assessing this larger framework, wherein a supposedly “objective” statement can be activated at any point for a political means, what is arrived at is evidence for a scientific framework that is inextricably linked to a political one, serving as the “rational” basis for those socialized and power-laden discursive “facts”, and thus summarily implicated in the epistemological consequences associated with that transition.

Yeah, it's quite long. I did a couple of these, each taking a few hours to read and to analyze, but I felt it was completely germane. In other news, my project is wrapping up. I'm putting the final touches on my final product (the short story) and I'm currently working on my Powerpoint presentation, for which I have my first practice run a week from today. Next week's post will most likely be my final update for the blog; in the post I'll include a .pdf of my short story, along with its theoretical companion text for anyone whose interested. Have a good last week of your projects, everybody! It's been great so far.

Tuesday, April 8, 2014

Entry #9

Now that the time allotted for my project is coming to a close, I decided it is necessary to start thinking in terms of not only my final product, but also my presentation. Working with Sarah for her upcoming PhD research, along with following her reading suggestions on political ecology and glaciology, attacking the Foucault, and then researching discourse analysis on my own time has made for a pretty scatter-brained project. I'll concede that with Sarah's resource suggestions I significantly deviated from my original reading list I produced for the project; however, I have most certainly read more than I expected to/set out to read initially. But, for thinking in terms of the presentation, I realized that all of my research needs to be presented in a way that is both vaguely chronological and coherent, one that clearly indicates how the different fields are connected. And not only that, but presented in transparent, grounded language. For the sake of clarity, this means examples. Thus, in the last week I have created for myself a sort of discourse/narrative analysis "rubric", methods/guidelines of which I plan on applying to glacier texts of all different discourses (media, scientific, conversational, etc.). I'm hoping that approaching the discursive content of these texts (most of which I can find online, or at the U of A library) in an empirical fashion, I will access an efficient means of gauging the politicization of the texts' language and hence their "construction" of socialized meanings and associations surrounding natural concepts. The slight irony is that one of the main ideas of the texts I've been working with these past two months is to be openly critical of empiricism, specifically scientific empirical "truth", so by approaching these texts empirically I am being (structurally) somewhat hypocritical. However, I feel this constitutes a necessary evil, with the tradeoff being a clear, understandable, and logically fluid presentation. Plus, it's good practice for application of CDA/NA methods. For all the texts I analyze I will produce a write-up and upload that to the Evernote database I maintain with my advisor Sarah, such that she can easily refer to them for her own research. Lastly, I am aware that not all of these methods/steps of the rubric will be applicable to each individual text. Part of discourse analysis is determining the limits of any particular method and its relevance to the text in question. But here's what I've got for my rubric:

1. Critical discourse analysis methods (Fairclough); asking the following questions:
   a. What "experiential" values does the text's language use/refer to? That is to say, are words being used that are in some way ideologically contested? Is an ideology explicitly made clear by the text?
   b. What "relational" values do the words have? Do the words being used point to a common ideological ground between speaker and reader? Is there an element of formality/are euphemisms used?
   c. What metaphors does the text use? Are processes being described in other terms? What ideological implications might that have? (For instance, if one characterizes a series of protests as a cancer or a sickness, it is a priori assumed that that person does not want to reason with the protestors, but instead wants to categorically remove them)
   d. What logical connectors does the text use? Do the relationships made between statements demonstrate a form of ideological common-sense? To whom might this type of logic be exclusionary?
   e. What larger-scale structures does the text have? That is, does the text conform to any socially expected structure (specific orderings of types of statements) in making its point? Why might that be so?
2. Narrative analysis methods (Lejano, Ingram & Ingram)
   a. Somewhat similar to last question: does the text fit into any larger narrative scheme or metanarrative? (ie man vs. nature, Odyssey homecoming narrative, etc)
   b. Does the text demonstrate emplotment---are isolated events made to appear causal or related (or "meaningful") via their placement next to each other and into a larger narrative structure?
   c. Does the text have clearly-defined characters, ie with different personalities? How does their characterization contribute to the larger point being made by the text?
   d. Does the text demonstrate plurivocity---does it intend to be able to be interpreted in a variety of ways? Are there nonetheless limitations of this plurality of interpretations? By what ideological rules might those interpretations be delimited?
3. Larger-scale questions regarding discourse types; specifically, the "rarefaction among speaking subjects" of a discourse (Foucault)
   a. Does the text point to the prevalence of a "fellowship of discourse"? Does the text function in some way to preserve a given discourse, but ensure that it stays within a closed community?
   b. Does the text point to the prevalence of "doctrine"? Does it function to disseminate a particular discourse, linking the reader to certain types while barring him or her from others?
   c. Does the text point to the prevalence of "social appropriation of discourse"? Does it function to align education of certain discourses with social/political agendas?
4. Overall purpose: taking from the above, are the ways natural facets are presented by the text, when looked at through the lens of discourse and narrative analysis, somehow indicative of a certain ideological or political epistemology? Is it a hegemonic knowledge source? Why this one instead of another? Under this epistemological regime, what other power-laden statements might be able to be made, and to whose benefit?

So that's that..also, a heads-up to any readers I may have amassed: I will be in NYC for a Columbia pre-orientation thing for part of next week, so I apologize in advance for what's probably going to be another late-ish blog update. I really hope to share with you some of these methods in action, as well as possibly what I have written of my rough draft of my final product by that point. Alright, hope you enjoyed this post and have a good rest of the week!