A discourse community is often looked to be a certain
community that has its own set of rules that often differ from other
communities. The discourse community I choose to study is cheerleading. This
fits the six defining characteristics of a discourse community perfectly.
1. A discourse community has a broadly agreed set of common
public goals. With being a cheerleading, comes great responsibility. Prior to
the season starting, each cheerleader is required to read and sign a set of
rules, before they can even get handed a uniform, go to a practice, or
basically be a part of the squad. These rules entitle how a cheerleader is
expected to act in public as a leader. It includes what the purpose of being a
cheerleader is, how a cheerleader is supposed to be presented, and what kind of
person they expect you to be.
2. A discourse community has mechanisms of
intercommunication among its members. Although there is a captain of the squad,
each cheerleader has the right to voice her opinion. The squad usually makes
decisions as a squad. This can include decisions about what uniform or outfit to
purchase, what routine to perform, or even what cheer is called out next.
3. A discourse community uses its participatory mechanisms
primarily to provide information and feedback. Every squad has a captain for
that exact reason. Although everyone has almost an equal amount of input, the
captain provides information to the coach for feedback. The captain often makes the routines, and the
coach gives feedback on what is working and what needs worked on.
4. A discourse community utilizes and hence possesses one or
more genres in the communicative furtherance of it aims. As a cheerleader you
had to not only cheer your team on to victory, but compete with other squads
and just be a role model for other students in the school. A cheerleader has
many jobs outside of just cheerleading and puts in a lot of time and
commitment.
5. In addition to owning genres, a discourse community has acquired
some specific lexis. Something lexical that outsiders wouldn’t understand is
the words associated with cheerleading movements and dances. We often use this
terminology that others wouldn’t understand such as: High V, Low V, Daggers,
Touchdown, T, Checkmark, etc., when referring to specific movements.
6. A discourse community has a threshold level of members
with a suitable degree of relevant content and discoursal expertise. Every year
in the cheerleading community there is a try out process. This process is very
important to cheerleaders. One bad try out could cost your position on the
squad. During try outs the top seven or so cheerleaders with the highest score
make the squad. You go through a three day camp and learn the material that you
will be judged on at try outs. During try outs you perform the material to the
best of your ability. You will be judged on not only the material, but your
appearance as well.
I am very interested to share my knowledge about
cheerleading being a discourse community. I am very well informed about this
certain discourse community because I have been a cheerleader for seven years,
including captain for three of those years. I am curious about not only sharing
the information that I know, but learning and looking at cheerleading in such a
different way. I was thinking I could interview my very own high school coach
and possibly a fellow cheerleader or myself if possible. A text that I can
analyze would include the cheerleading handbook which includes the mission
statement, goals, expectations, and regulations.
Hi Jada,
ReplyDeleteI think this is a terrific idea for your ethnography. A couple of tips: Be sure to focus in on the specific community you were a part of, rather than examining cheerleading in general. But by looking at that specific community, you can begin to make claims about the activity/sport overall. One approach that might add purpose to your ethnography would include some discussion of how cheerleading is seen in popular culture? Is it seen as a sport? What are some negative stereotypes about cheerleading/cheerleaders that you could disprove by looking at the complex language interactions, roles, genres, etc. This approach is taken by Mirabelli and Branick in our textbook, so it might do you goo to read through their introductions early on in this project. We'll be reading Branick as a class (though late in the project schedule), but we won't be reading Mirabelli so it might help you to look ahead at these authors. Like you, Branick is focusing on a sport and the types of literacies associated with that sport in order to disprove negative stereotypes. I'm excited about this project. I like that yuou're doing something you have a strong interest in. Keep me informed about your progress and struggles. Remember that I'm here to help.