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“You can’t do it...it’s theory rather than practice”: staff use of the practice/principal rhetorical device in talk on empowering people with learning disabilities

Research output: Contribution to journal › Article › peer-review

Standard

“You can’t do it...it’s theory rather than practice”: staff use of the practice/principal rhetorical device in talk on empowering people with learning disabilities. / Jingree, Treena; Finlay, W.

In: Discourse & Society, Vol. 19, No. 6, 11.2008, p. 705-726.

Research output: Contribution to journal › Article › peer-review

Harvard

Jingree, T & Finlay, W 2008, '“You can’t do it...it’s theory rather than practice”: staff use of the practice/principal rhetorical device in talk on empowering people with learning disabilities', Discourse & Society, vol. 19, no. 6, pp. 705-726. https://doi.org/10.1177/0957926508095890

APA

Jingree, T., & Finlay, W. (2008). “You can’t do it...it’s theory rather than practice”: staff use of the practice/principal rhetorical device in talk on empowering people with learning disabilities. Discourse & Society, 19(6), 705-726. https://doi.org/10.1177/0957926508095890

Vancouver

Jingree T, Finlay W. “You can’t do it...it’s theory rather than practice”: staff use of the practice/principal rhetorical device in talk on empowering people with learning disabilities. Discourse & Society. 2008 Nov;19(6):705-726. https://doi.org/10.1177/0957926508095890

Author

Jingree, Treena ; Finlay, W. / “You can’t do it...it’s theory rather than practice”: staff use of the practice/principal rhetorical device in talk on empowering people with learning disabilities. In: Discourse & Society. 2008 ; Vol. 19, No. 6. pp. 705-726.

Bibtex

@article{1c4b7b392210407fb708c4ebf0c95291,
title = "“You can{\textquoteright}t do it...it{\textquoteright}s theory rather than practice”: staff use of the practice/principal rhetorical device in talk on empowering people with learning disabilities",
abstract = "This study explores the discourses of support staff of people with learning disabilities talking about how choices and control are promoted or denied for service-users. A semi-structured interview based on issues identified in the White Paper 'Valuing People' was administered to 15 professional care-givers of people with learning disabilities. These were transcribed and analysed using discourse analysis. The analysis demonstrated the use of two dominant discursive themes: increasing autonomy and practicalities talk. These themes were frequently mobilized together in a manner that paralleled what Wetherell et al. (1987) termed a 'practice/ principle rhetorical device,' to argue against increasing choices and control. The implications of this are discussed, as are the subject positions offered to staff and service-users.",
author = "Treena Jingree and W. Finlay",
year = "2008",
month = nov,
doi = "10.1177/0957926508095890",
language = "English",
volume = "19",
pages = "705--726",
journal = "Discourse & Society",
issn = "0957-9265",
publisher = "SAGE Publications Inc.",
number = "6",

}

RIS

TY - JOUR

T1 - “You can’t do it...it’s theory rather than practice”: staff use of the practice/principal rhetorical device in talk on empowering people with learning disabilities

AU - Jingree, Treena

AU - Finlay, W.

PY - 2008/11

Y1 - 2008/11

N2 - This study explores the discourses of support staff of people with learning disabilities talking about how choices and control are promoted or denied for service-users. A semi-structured interview based on issues identified in the White Paper 'Valuing People' was administered to 15 professional care-givers of people with learning disabilities. These were transcribed and analysed using discourse analysis. The analysis demonstrated the use of two dominant discursive themes: increasing autonomy and practicalities talk. These themes were frequently mobilized together in a manner that paralleled what Wetherell et al. (1987) termed a 'practice/ principle rhetorical device,' to argue against increasing choices and control. The implications of this are discussed, as are the subject positions offered to staff and service-users.

AB - This study explores the discourses of support staff of people with learning disabilities talking about how choices and control are promoted or denied for service-users. A semi-structured interview based on issues identified in the White Paper 'Valuing People' was administered to 15 professional care-givers of people with learning disabilities. These were transcribed and analysed using discourse analysis. The analysis demonstrated the use of two dominant discursive themes: increasing autonomy and practicalities talk. These themes were frequently mobilized together in a manner that paralleled what Wetherell et al. (1987) termed a 'practice/ principle rhetorical device,' to argue against increasing choices and control. The implications of this are discussed, as are the subject positions offered to staff and service-users.

U2 - 10.1177/0957926508095890

DO - 10.1177/0957926508095890

M3 - Article

VL - 19

SP - 705

EP - 726

JO - Discourse & Society

JF - Discourse & Society

SN - 0957-9265

IS - 6

ER -

ID: 40588