El presente estudio analiza las tensiones discursivas que emergen del traspaso de la gestión escolar desde las municipalidades a los servicios locales de educación pública, a partir de la puesta en marcha de la Nueva Educación Pública en Chile (Ley 21.040 de 2017). El artículo examina relatos de actores/as escolares locales involucrados en la implementación de la reforma en sus territorios. Con base en los estudios críticos del discurso y mediante herramientas de la lingüística sistémicofuncional, se describen variaciones semánticas y dialógicas para comprender cómo se representan y se posicionan prácticas discursivas sobre el cambio de administración y la gestión escolar. Los hallazgos de este estudio cualitativo muestran una tensión persistente entre una gestión centrada en lo administrativo-financiero y una voz crítica que demanda recentrarla en lo pedagógico como principio organizador de lo público. En este sentido, la “participación” emerge como categoría bisagra que articula lo administrativo-financiero con lo pedagógico, al disputar qué se considera “clave” y quién tiene agencia para decidir. El estudio ofrece evidencia empírica, desde un análisis discursivo crítico, de que una participación anclada en lo pedagógico constituye una condición de posibilidad para reorientar la gestión escolar hacia fines educativos, inclusivos y públicos, en un escenario tensionado por racionalidades tecnocráticas y neoliberales.
The proliferation of digital media content over the last decade has embedded neoliberal ideologies into multimodal social media texts and shaped English-as-a-foreign-language learners’ social class identities due to the students’ leisure and academic relationship with the foreign language. Drawing on performative, sociocultural perspectives of social class and a social semiotic approach to multimodal texts, this qualitative case study explores what critical multimodal literacy practices reveal about the self-assumed social class identities (SCIs) of six EFL learners from diverse socioeconomic backgrounds in a foreign-language teacher education program at a public university in a Colombian town. Data were gathered through audio recordings, discussions, a teacher’s reflective journal, and semi-structured interviews. Thematic analysis showed that students (a) enacted contradictory performances regarding their self-assumed SCIs to fit in EFL oral production on social issues, (b) self-assumed SCIs had an influence on interpretation, participation, and class-based positioning during L2 multimodal tasks, and (c) multimodality reinforced students’ self-assumed SCI and L2 production. These findings may provide insights on the SCIs negotiation, positioning, and performance dynamics that emerge when EFL students engage in criticality and questioning of hegemonic class-based discourses and ideologies embedded in the contemporary multimodal texts that they are surrounded by.
This article analyzes how emotions are discursively constructed in climate change-related discourse on X (formerly Twitter) in Colombia, using a qualitative approach grounded in systemic functional linguistics and the appraisal framework. Based on a corpus of 30 tweets from 2022–2023, authored by apparent ordinary citizens (excluding journalists, political figures, institutions, or media outlets), the study identified key invoked affects—concern, indignation, admiration, reverence, and belonging—mostly inferred through patterns of judgment and appreciation. While the corpus is small, the sample is analytically significant, as it reveals emotional patterns and expressive strategies that are symptomatic of broader problematic trends in political participation on social media. One of the findings is that climate change often appears as a secondary theme, intersecting with broader dynamics of political polarization and identity performance. In many cases, environmental references are embedded within expressions of outrage toward or admiration for political actors and their supporters, or within commentary on current events. While some users employ quantification and other graduation strategies to engage in scientifically informed or technically grounded discourse, many others rely on intensifying resources that cause hyperbole and dramatization, reinforcing division and antagonism rather than encouraging informed debate or ecological understanding.
This study examines online hate speech directed toward two targets: Venezuelan migrants and the Colombian National Police. It focuses on the types of viral content that generate hostile engagement and the discursive organization of the reactions that follow. We compiled the Corpus of Hate-Generating Posts and Reactions (6,488 texts; 210,458 words) from major social media platforms (2018–2025) and analyzed two parallel subcorpora using a corpus-assisted discourse studies approach. Results show that hate-generating posts recurrently frame both groups in contexts of conflict or wrongdoing, creating conditions for hostile reactions. Reaction analyses reveal distinct narrative continua shaped by the social positioning of each target. For Venezuelans, a prototypical target of hate speech, hostility escalates toward exclusion. For the Police, not typically considered a hate-speech target, hostility culminates in delegitimization and calls for punishment. The comparison demonstrates that, despite differences in legal or social vulnerability, both groups are subjected to discursively patterned forms of hate speech. We also specify the linguistic resources through which the continua are realized and interpreted. The study contributes to a broader understanding of how hate operates across different social targets in digital environments.
