Prison Discourse: Language as a Means of Control and Resistance

Cover......Page 1
Contents......Page 6
Acknowledgements......Page 10
Transcribing Non-standard Conversations......Page 11
1.1 Background to the study......Page 14
1.1.1 Outline of the book......Page 16
1.2 A social theory of discourse......Page 17
1.3 Institutional discourse......Page 19
1.3.1 Ethnomethodology and Conversation Analysis (CA)......Page 23
1.4 The concept of discourse......Page 25
1.5 Systemic Functional Linguistics (SFL): a multifunctional view of discourse......Page 26
1.6 Critical Discourse Analysis (CDA)......Page 27
1.6.1 Hegemony and discourse......Page 29
1.7 Foucault and the analysis of discourse......Page 30
1.7.1 Foucault\'s model of productive power......Page 32
1.7.2 A critique of Foucault......Page 33
1.8 Summary......Page 35
2.1 Introduction......Page 37
2.2.1 Staff–inmate relationships......Page 38
2.3 Imprisonment in Scotland today......Page 40
2.4 Power, discourse and the move towards Managerialism in the SPS......Page 41
2.5 Offender rehabilitation: the cognitive model......Page 44
2.6 Background: how the project started......Page 46
2.7 Data collection and transcription......Page 47
2.7.1 Recording procedures......Page 48
2.7.2 Participant observation......Page 49
2.7.3 Transcription system......Page 57
2.8 Summary......Page 60
3.1 Introduction......Page 61
3.2 The concept of social control......Page 62
3.2.1 Correctional changes and social-control ideologies......Page 63
3.3 The Cognitive Skills Handbook......Page 69
3.4 Analysis of the Cognitive Skills Handbook texts: applying SFL......Page 70
3.4.1 Lexico-grammatical analysis of text 3.1......Page 72
3.4.2 Discourse-semantic analysis of text 3.1......Page 78
3.4.3 Lexico-grammatical analysis of text 3.2......Page 82
3.4.4 Discourse-semantic analysis of text 3.2......Page 83
3.4.5 Lexico-grammatical analysis of text 3.3......Page 85
3.4.6 Discourse-semantic analysis of text 3.3......Page 87
3.5.2 Transitivity analysis......Page 88
3.5.3 Theme analysis......Page 89
3.6 Summary of discourse-semantic analysis......Page 90
3.7 Lexicalization in the Cognitive Skills Handbook texts......Page 91
3.8 Conclusion......Page 96
4.1 Introduction......Page 99
4.2 Outline of the Values Enhancement module......Page 100
4.3 Analysis of interactional control features in text 4.1......Page 102
4.3.1 Turn-taking......Page 106
4.3.2 Topic control......Page 107
4.3.3 Classroom questions and steering of discourse......Page 108
4.3.4 Interruption......Page 109
4.3.5 Formulation......Page 111
4.3.6 Enforcing explicitness......Page 117
4.3.7 Politeness......Page 119
4.4.1 Basic Mood types......Page 120
4.4.2 Mood choices in text 4.1......Page 122
4.5.1 Classroom questions and steering of discourse......Page 130
4.5.2 Interruption......Page 132
4.5.3 Formulation and enforcing explicitness......Page 136
4.5.4 Topic control......Page 138
4.5.5 Turn-taking......Page 141
4.5.6 Politeness......Page 142
4.5.7 Summary of interactional control features in text 4.2......Page 143
4.6 Mood and Modality in text 4.2......Page 144
4.7 Conclusion......Page 151
5.2 Constructing resistance and solidarity......Page 153
5.3 Appraisal in texts 4.1 and 4.2......Page 155
5.3.2 Judgement: expressing judgements about behaviour......Page 156
5.3.3 Amplification: resources for grading......Page 157
5.3.4 Summary and interpretation of Appraisal items......Page 159
5.4 Involvement in texts 4.1 and 4.2......Page 160
5.4.1 Swearing......Page 161
5.4.2 Vocatives......Page 162
5.4.3 Slang or \'anti-language\': expressing an alternative reality......Page 164
5.5 Speech function analysis in text 5.1......Page 168
5.6 Halliday\'s functional-semantic model of dialogue......Page 169
5.7.2 Sustaining moves: continuing speech functions......Page 171
5.7.3 Reacting speech functions: responding......Page 172
5.7.4 Reacting: rejoinder moves......Page 173
5.8 Appraisal in text 5.1......Page 183
5.9 Interpreting speech functions in text 5.1......Page 185
5.10 Conclusion......Page 190
6.1 Summary......Page 192
6.2 Suggestions for future research......Page 194
6.3 Afterthought: an assessment of the Cognitive Skills Programme......Page 195
Appendix I Outline of SFL and Analysis of Cognitive Skills Handbook Texts......Page 201
Appendix II Transcripts......Page 219
Notes......Page 234
Bibliography......Page 244
C......Page 264
E......Page 265
I......Page 266
O......Page 267
R......Page 268
T......Page 269
Y......Page 270