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Outputs (1155)

Mediating hegemony through political humour: A discourse analysis of Spring Festival Gala sketches in China (2023)
Journal Article

What does humour do to us and our relationship with the society? This article examines political humour in the People’s Republic of China (PRC) and asks how hegemony is mediated through political humour in China. Critical discourse analysis (CDA) of... Read More about Mediating hegemony through political humour: A discourse analysis of Spring Festival Gala sketches in China.

Correspondence and Construction: The Representational Theory of Mind and Internally Driven Classificatory Schemes (2023)
Book Chapter

There is a tension at the heart of much contemporary work in philosophy of psychology—specifically, within representational theories of mind. On the one hand, the central insight of this tradition is that mental and behavioral processes are understoo... Read More about Correspondence and Construction: The Representational Theory of Mind and Internally Driven Classificatory Schemes.

Between pragmatism and ideology: role-conflict management in Turkey’s foreign policy towards Israel under the Adalet ve Kalkınma Partisi (AKP), 2002-2022 (2023)
Thesis

The opposed tendencies in Turkey’s foreign policy—shifting between pragmatism and ideology—have become an issue of debate in both political and academic circles ever since the Adalet ve Kalkınma Partisi (Justice and Development Party, or AKP) came to... Read More about Between pragmatism and ideology: role-conflict management in Turkey’s foreign policy towards Israel under the Adalet ve Kalkınma Partisi (AKP), 2002-2022.

A social realist challenge to the structuring of professional practice knowledge for initial teacher education in England (2023)
Thesis

Professional practice knowledge for beginning teachers involves grappling with the extent to which ‘theory’ and ‘practice’ should be evident during initial teacher education courses. The end point assessment tool for such programmes in England is tha... Read More about A social realist challenge to the structuring of professional practice knowledge for initial teacher education in England.