This study examines how the White House and CNN construct competing discourses of the Iran war through their headline narratives, and how those discourses reproduce or challenge hegemonic structures. Employing Fairclough's (1995) three-dimensional Critical Discourse Analysis, integrating micro-level transitivity and modality analysis drawn from Halliday's (1994) Systemic Functional Linguistics, meso-level discursive practice, and macro-level social practice, alongside Gramsci's (1971) conceptual framework of hegemony as an analytical instrument within the macro dimension, this study conducts a comparative analysis of twenty purposively selected headlines, ten from the White House and ten from CNN, published between March 1 and April 1, 2026, during Operation Epic Fury. The findings reveal that the White House systematically deploys material process, zero modality, nominalization, and intergenerational intertextuality to naturalize military aggression as moral common sense, while CNN progressively dismantles the conditions of that legitimacy through varied process types, verbal agency granted to Iran, and the domestication of conflict into middle-class economic reality, constituting a Gramscian war of position. Notably, this counter-hegemonic resistance is found to be driven not purely by ideological opposition but also by CNN's commercial and institutional self-interest. At the macro level, the discursive battle between these two insider institutions produces the conditions for an organic crisis, substantiated both discursively, through the White House's shift from persuasion to coercive labelling, and materially, through the documented divergence between its victory claims and independently assessed strategic outcomes.
Samuel Samuel, Resti Amalia· Journal of English Language...· 0 citations
The growing discourse of the “postdigital” challenges the assumption that education is merely transitioning toward digitalization, suggesting instead that digital and non-digital practices are now deeply entangled in shaping knowledge production and pedagogical design. Within this context, the meaning and construction of cultural literacy in literature-based English education require renewed examination. This study investigates how cultural literacy is constructed in literature-based English courses in higher education through a postdigital lens. Employing qualitative content analysis, the study analyzes syllabi, reading lists, teaching modules, assessment prompts, and selected digital components from five university-level courses. The analysis focuses on (1) the types of cultural knowledge privileged or marginalized, (2) the modes through which literary texts are delivered and mediated, and (3) the epistemological assumptions underpinning curriculum design in postdigital contexts. The findings indicate that literature is primarily confined to specialized literature courses, while language skills courses emphasize functional communication and rarely incorporate literary texts. In addition, course materials are largely dominated by canonical and globally recognized Anglophone works, with limited inclusion of local or regional literature. Although digital resources expand access to literary materials, their pedagogical integration remains partial. The study argues that postdigital conditions reshape not only the delivery of literary texts but also the ways cultural knowledge is curated and legitimized within university English curricula.
Resti Amalia, Resty Widyanty· Journal of Science and Educa...· 0 citations