A CRITICAL PRAGMATIC ANALYSIS OF THE DISCURSIVE STRATEGIES IN SOCIOCULTURAL HEGEMONY IN MWALIMU ANDREW'S STAFFROOM DIARY TEXTS

Abstract

The current study sought to uncover the use of discursive strategies in order to uncover language manipulations that provoke understanding of sociocultural hegemony within Mwalimu Andrew’s columns. The use of pragmatics enables the interpretation of meanings and intentions that go beyond the literal level of language, revealing how speakers construct and negotiate social realities through communication. The Staffroom Diary by Mwalimu Andrew, a column in Kenya’s Sunday Nation Newspaper, provides readers with insights into the experiences, observations and contemplation of a fictional teacher Persona. Its popularity as a light-hearted commentary has aided in the exposure of serious and diverse sociocultural issues through language. However, despite its prominence and social relevance, limited scholarly attention has been given to how Mwalimu Andrew strategically employs language to construct power relations, shape perceptions, and sustain or challenge sociocultural hierarchies. It was guided by the following objectives, to; describe the discursive strategies in mwalimu Andrew’s staffroom diary texts, analyse their functionality of the discursive strategies as a means of linguistic stylistic communication of social reality interaction and examine how the discursive strategies represent sociocultural hegemony in Mwalimu Andrew's Staffroom diary texts. The study employed Critical Discourse Analysis theory (CDA) Fairclough (1996) and employed a descriptive research design. Systematic sampling was used to select 16 columns of the articles published in 2023, specific linguistic units were purposively sampled and then using textual analysis, they were extracted and thematically analysed. The findings revealed that Mwalimu Andrew utilizes discursive strategies, such as referential nomination, argumentation, predication, perspectivation and intensification to clarify social roles and power dynamics among characters in the school context. Further, the linguistic styles used within the discursive strategies function to legitimize authority, reinforce group identity, amplify achievements as well as reveal personal reflection and perspective. The findings further showed that these strategies aid in constructing and reinforcing sociocultural hegemony through construction of social roles and responsibilities, and the representation of authority and control. Speakers use discursive strategies to shape readers' and audience Perceptions of social roles. These strategies do more than entertain; they communicate and reinforce social realities, establishing group identities and celebrating leadership. Language thus serves as a tool of hegemony, embedding cultural norms and expectations within everyday interactions and framing dominant discourses as accepted truths. This study will enhance knowledge on how discursive strategies represents or challenges sociocultural hegemony in the society represented through texts.