Conflicting Discourses on Content Reduction in South Korea's National Curriculum

ERIC Educational Resources Information Center

So, Kyunghee; Kang, Jiyoung

2014-01-01

This study examines the discourses on content reduction of South Korea's national curriculum shaped by policymakers and subject specialists, as well as compares the two discourses to uncover the differences between the two. For this purpose, the paper collected academic articles that discuss the issue of content reduction from the past thirty…

"Behind the Doors of Learning": The Transmission of Racist and Sexist Discourses in a History Classroom

ERIC Educational Resources Information Center

Wilmot, Mark; Naidoo, Devika

2011-01-01

Now that the doors of historically white schools have officially been opened to Black learners, this paper presents a critical analysis of discourses of domination transmitted behind the doors of learning in a History classroom. While the official History curriculum (NCS, 2002) advocates multi-perspectival epistemological approaches, this paper…

Highlighting hybridity: A critical discourse analysis of teacher talk in science classrooms

NASA Astrophysics Data System (ADS)

Hanrahan, Mary U.

2006-01-01

There is evidence that alienation from science is linked to the dominant discourse practices of science classrooms (cf. Lemke, J. L. (1990). Talking Science: Language, Learning, and Values. Norwood, NJ: Ablex). Yet, in secondary science education it is particularly hard to find evidence of curriculum reform that includes explicit changes in pedagogic discourses to accommodate the needs of students from a wide range of backgrounds. However, such evidence does exist and needs to be highlighted wherever it is found to help address social justice concerns in science education. In this article, I show how critical discourse analysis can be used to explore a way of challenging the dominant discourse in teacher - student interactions in science classrooms. My findings suggest a new way of moving toward more socially just science curricula in middle years and secondary classrooms by using hybrid discourses that can serve emancipatory purposes.

Investigating the Geometry Curriculum in Palestinian Textbooks: Towards Multimodal Analysis of Arabic Mathematics Discourse

ERIC Educational Resources Information Center

Alshwaikh, Jehad

2016-01-01

The analytical scheme used in the project The Evolution of the Discourse of School Mathematics (EDSM) was developed to analyse the change over time in examination texts. An adapted version of the EDSM scheme has been deployed to analyse the nature of mathematics construed in Palestinian schools' textbooks and the mathematical activity expected of…

Context and Curriculum in Two Global Cities: A Study of Discourses of Citizenship in Hong Kong and Singapore

ERIC Educational Resources Information Center

Alviar-Martin, Theresa; Baildon, Mark C.

2016-01-01

This qualitative, comparative case study examined global civic education (GCE) in the Asian global cities of Hong Kong and Singapore. Guided by theories that position curriculum at the intersection of discourse, context, and personal meaning-making, we sought to describe the ways in which intentions for GCE reflect broader societal discourses of…

Ambiguity as Deliberate Strategy: The "De-Politicized" Discourse of National Identity in the Taiwanese Citizenship Curriculum

ERIC Educational Resources Information Center

Hung, Cheng-Yu

2016-01-01

This article aims to investigate how the discourse on national identity is approached in the new Taiwanese citizenship curriculum. The differing opinions on Taiwan's relationship with China and the constant threat from this rising superpower have deterred the explicit promotion of either a Taiwanese or Chinese identity. The new curriculum follows…

A 21st Century Collaborative Policy Development and Implementation Approach: A Discourse Analysis

ERIC Educational Resources Information Center

Nyoni, J.

2012-01-01

The article used Unisa Framework for the implementation of a team approach to curriculum and learning development to explore and analyse the views and experiences of academic lecturers and curriculum and learning development experts on the conceptualisation and development of the said framework and its subsequent implementation thereof. I used a…

Archeology, Legos, and Haunted Houses: Novice Teachers' Shifting Understandings of Self and Curricula through Metaphor

ERIC Educational Resources Information Center

Fisher-Ari, Teresa R.; Lynch, Heather L.

2015-01-01

As teacher educators in an alternative certification and master's programme, we support Teach For America (TFA) teachers who are developing understandings of learning, teaching, and curriculum while they are already working full-time in classrooms. Using critical discourse analysis, we analysed 109 metaphors for curriculum created by 27 novice TFA…

Exploring Discursive Barriers to Sexual Health and Social Justice in the New Zealand Sexuality Education Curriculum

ERIC Educational Resources Information Center

Garland-Levett, Sarah

2017-01-01

Sexuality education is a compulsory part of "The New Zealand Curriculum" for state-funded schools. In 2015, the Ministry of Education has published an updated revision of their official guidelines for schools on the teaching of sexuality education. This paper employs Foucauldian discourse analysis to argue that this policy document,…

Interpreting Teachers' Perceptions of Contextual Influences on Sexuality Discourses within the School Curriculum: Lessons from Sex Health Education Teachers in Kampala, Uganda

ERIC Educational Resources Information Center

Tushabomwe, Annette; Nashon, Samson Madera

2016-01-01

Analysis of key findings of a study that investigated six Ugandan teachers' perceptions of contextual influences on sexuality discourses revealed that though there is some form of sex education in schools and though teachers are very enthusiastic about its implementation, it is largely constrained by conflicting social stances held by various…

Curriculum translation and environmental education: considering issues of discursive intentionality, interpretation, and validity

NASA Astrophysics Data System (ADS)

Oliveira, Alandeom W.; Colak, Huseyin; Akerson, Valarie L.

2009-03-01

We would like to thank our commentators Reis, Ercikan and Alper for their insightful comments on our research study and respond in brief to a few of their criticisms. More specifically, we would like to address what we consider to be the three main issues they raise with regard to the practices of curriculum translation and implementation across languages, namely viewing speakers' intentions as a mode of signification in discourse analysis, exploring curriculum translation through an interpretive research approach, and establishing the validity of research on curriculum translation.

The Effects of Discourses in Regional Contexts on the Development of Curriculum-Based Literacy Standards for Adolescents in Schooling: A Comparative Study of South Australia and Ontario

ERIC Educational Resources Information Center

Fenwick, Lisl

2017-01-01

This study analyses how discourses in regional contexts affect the development of curriculum-based literacy standards for adolescents in schooling. A comparative case-study research design enabled the influences of discourses at the regional level to be analysed. The case studies include the development of curricula to define a minimum literacy…

"Being on Both Sides": Canadian Medical Students' Experiences With Disability, the Hidden Curriculum, and Professional Identity Construction.

PubMed

Stergiopoulos, Erene; Fernando, Oshan; Martimianakis, Maria Athina

2018-05-22

Medical students with disabilities hold firsthand knowledge as healthcare recipients, yet face barriers to disclosure and support. Their experiences provide a unique lens for understanding professional identity construction; therefore, this study explored how disabled medical students experience training as both patients and trainees. The authors conducted qualitative interviews with 10 medical students at the University of Toronto Faculty of Medicine with self-identified disabilities. They performed textual analysis of documents concerning medical student wellness from 13 Canadian universities, including policies, student services, and student blogs (July 2016 to March 2017). Using principles of critical discourse analysis, the authors coded the interviews and texts to identify operating discourses and core themes, drawing from sociocultural theories of professional identity construction and the hidden curriculum. Two dominant discourses emerged from the interviews and texts, revealing institutionalized notions of the perceived "good student" and "good patient." These roles held contradictory demands, demonstrating how institutions often implicitly and explicitly framed wellness as a means to optimal academic performance. Two additional themes, "identity compartmentalization" and "identity intersection," captured students' experiences navigating identities as patients and trainees. Although students lacked explicit opportunities to express their expertise as patients in the formal curriculum, their experiences in both roles led to improved communication, advocacy, and compassion. Institutional discourses around disability and academic performance hold material implications for curricular content, clinical teaching, and availability of supports in medical school. By repositioning students' experiences with disability as sources of expertise, this study highlights opportunities for teaching compassionate care.

An Analysis of Curriculum and Undergraduate Students' Discourses about Environmental Education: A Debate Concerning Teacher Training

ERIC Educational Resources Information Center

Pasin, Elizabeth Bozoti; Bozelli, Reinaldo Luiz

2016-01-01

Teacher training on environmental education (EE) is a key element of promoting the restoration of ecological systems and insuring inclusive and equitable human development. Science and biology teachers play a significant role in favoring EE at Brazilian schools. This study investigates the presence of EE in the curriculum and aims to interpret the…

Teaching the Universe of Discourse.

ERIC Educational Resources Information Center

Moffett, James

Addressed to teachers, educators, and other specialists in language learning, this volume sketches a pedagogical theory of discourse for a language arts curriculum (see "A Student-Centered Language Arts Curriculum, Grades K-13: A Handbook for Teachers," TE 001 468). The emphasis is upon mastering the art of communication through the everyday use…

Assessment-Based Curriculum: Globalising and Enterprising Culture, Human Capital and Teacher-Technicians in Aotearoa New Zealand

ERIC Educational Resources Information Center

O'Neill, Anne-Marie

2016-01-01

This policy chronology traces the institution of globalised school curriculum and assessment discourses, as a vernacular and specific form of public rationalisation and educational governmentality in Aotearoa New Zealand. Without functional national standards or national testing, official discourses constructed an assessment-driven framework as a…

"Research-Based" and "Profession-Oriented" as Prominent Knowledge Discourses in Curriculum Restructuring of Professional Programs

ERIC Educational Resources Information Center

Afdal, Hilde W.

2017-01-01

This article questions what kind of actors become involved and analyzes what forms of knowledge are activated, when discourses such as "research-based" and "profession-oriented" become basic preconditions in national curriculum change processes in Norway. A "mapping" is conducted, comprised of actors and ideas, played…

Reframing Curriculum and Pedagogical Discourse in Universities of Technology

ERIC Educational Resources Information Center

Ntshoe, I.

2012-01-01

This articles aims to demystify curriculum and pedagogical discourses and related practices of sectoral occupational fields and qualifications of universities of technology (UoTs). The article takes issue with the academic tradition which emphasises distinctiveness of UoT as a sector that should focus exclusively on applied knowledge that is fixed…

Scientist or science-stuffed? Discourses of science in North American medical education.

PubMed

Whitehead, Cynthia

2013-01-01

The dominance of biomedical science in medical education has been contested throughout the past century, with recurring calls for more social science and humanities content. The centrality of biomedicine is frequently traced back to Abraham Flexner's 1910 report, 'Medical Education in the United States and Canada'. However, Flexner advocated for a scientist-doctor, rather than a curriculum filled with science content. Examination of the discourses of science since Flexner allows us to explore the place of various knowledge forms in medical education. A Foucauldian critical discourse analysis was performed, examining the discourses of scientific medicine in Flexner's works and North American medical education articles in subsequent decades. Foucault's methodological principles were used to identify statements, keywords and metaphors that emerged in the development of the discourses of scientific medicine, with particular attention to recurring arguments and shifts in the meaning and use of terms. Flexner's scientist-doctor was an incisive thinker who drew upon multiple forms of knowledge. In the post-Flexner medical education reforms, the perception of science as a discursive object embedded in the curriculum became predominant over that of the scientist as the discursive subject who uses science. Science was then considered core curricular content and was discursively framed as impossibly vast. A parallel discourse, one of the insufficiency of biomedical science for the proper training of doctors, has existed over the past century, even as the humanities and social sciences have remained on the margins in medical school curricula. That discourses of scientific medicine have reinforced the centrality of biomedicine in medical education helps to explain the persistent marginalisation of other important knowledge domains. Medical educators need to be aware of the effects of these discourses on understandings of medical knowledge, particularly when contemplating curricular reform. © Blackwell Publishing Ltd 2013.

The More Things Change, the More They Stay the Same: Excavating Race and the Enduring Racisms in U.S. Curriculum

ERIC Educational Resources Information Center

Brown, Anthony L.; Brown, Keffrelyn D.

2015-01-01

Drawing from the theories of racial formation theory and race marking, this chapter explores the durability of racial discourses in school curriculum over time in the United States. The authors' inquiry focuses on racial discourses located in two sources of curricula knowledge: children's literature and U.S. history textbooks.

Mapping or Tracing? Rethinking Curriculum Mapping in Higher Education

ERIC Educational Resources Information Center

Wang, Chia-Ling

2015-01-01

Curriculum mapping has been emphasized in recent curriculum innovations in higher education in the drive for global competitiveness. This paper begins by providing an outline of current discourses of curriculum mapping in higher education. Curriculum mapping is frequently associated with outcome-based learning and work readiness, and guiding the…

Feminist Academics: Creative Agents for Change.

ERIC Educational Resources Information Center

Morley, Louise, Ed.; Walsh, Val, Ed.

This collection of 13 essays and 1 poem demonstrates how feminist analysis of the micropolitics of British higher education in terms of power, policies, discourses, curriculum, pedagogy, and intra- and interpersonal relationships provides a framework for deprivatizing women's experiences and influencing change. It includes: (1) "Troubling…

Curriculum changes and moral issues in nursing education.

PubMed

Karseth, Berit

2004-11-01

Through history nursing education has strongly advocated the importance of educating students towards moral and ethical responsibility. In today's society however, it has become increasingly difficult to honour this concern. One peephole to capture the ongoing struggle is to look into the curriculum where different stakeholders voice different opinions. Following a social constructive perspective the curriculum texts represent specific interest among stakeholders related to nursing education in a certain historical periods. By analysing the two last versions of the curriculum we get an insight into moral and ethical issues at stake and different ways of addressing these questions. While moral and ethical issues in the curriculum of 1987 follow a disciplinary discourse emphasising the importance of learning ethical concepts and modes of arguments, the curriculum of 2000 places ethical and moral issues within an employability discourse. In this curriculum moral issues are seen as an obligation linked to students practical and technical skills. The 2000 curriculum represents a shift from emphasising the independent and reflective professional to underline the skillful and morally obliged practitioner.

Conflations, Possibilities, and Foreclosures: Global Citizenship Education in a Multicultural Context

ERIC Educational Resources Information Center

Pashby, Karen

2015-01-01

This paper presents a critical framework applied to findings from a critical discourse analysis of curriculum and lesson plans in Alberta to examine the assumption that Canada is an ideal place for global citizenship education. The analysis draws on a framework that presents a critique of modernity to recognize a conflation within calls for new…

"Structures of Feeling" in Curriculum and Teaching: Theorizing the Emotional Rules.

ERIC Educational Resources Information Center

Zembylas, Michalinos

2002-01-01

Explores how discursive, political, and cultural aspects define the experience of teacher emotion, comparing Raymond Williams' concept of "structure of feeling" with Foucauldian poststructuralism, especially the notions of discourse analysis and power relations. The paper theorizes about the development and definition of emotional rules…

History in the New Zealand Curriculum: Discourse Shaping and Key Competencies Possibilities

ERIC Educational Resources Information Center

Hunter, Philippa

2011-01-01

This paper focuses on history in the New Zealand curriculum in light of its seemingly confused curriculum identity despite revision processes of the New Zealand Curriculum (NZC; New Zealand Ministry of Education, 2007). Some thinking about curriculum as a socially constructed political process that teachers can actively engage with sets the scene…

Using Linguistic Structures as a Framework for Social Education.

ERIC Educational Resources Information Center

Hartoonian, H. Michael

Analysis of the relationship between language and ethics can provide insight into social institutions, social discourse, and social action. Further, synthesis of language and social education can aid educators as they develop curriculum which deals with communication and reasoning in social decision making. Ethics is interpreted to include the…

Do We Need a National Standards-Based K-12 Deaf Studies Curriculum? An Analytic History of Trends and Discourse in Development of Deaf Studies Curriculum

ERIC Educational Resources Information Center

Zernovoj, Alexander

2007-01-01

This study provides a complete review of discussion and development leading up to the current trends in Deaf Studies curriculum development, and also analyzes existing known curriculum (or curriculum-like) materials to help inform development of an ideal standards-based Deaf Studies curriculum. The common shared arguments identified in this…

Knowledge Equivalence Discourse in New Zealand Secondary School Science

ERIC Educational Resources Information Center

Rata, Elizabeth; Taylor, Anita

2015-01-01

The theoretical inquiry undertaken in this paper examines the discourse of knowledge equivalence used to justify conflating academic and non-academic subjects in New Zealand secondary school science. The purpose is to open up a critical discussion of the discourse and its influence on curriculum and pedagogy. Using a conceptual methodology, we…

What counts as knowing: Constructing a communicative repertoire for student demonstration of knowledge in science

NASA Astrophysics Data System (ADS)

Crawford, Teresa

2005-02-01

The purpose of this study was twofold. One purpose was to identify the locally negotiated literate practices that defined ways of communicating information and knowledge across the curriculum in a fourth/fifth grade classroom. Through an ethnographic and sociolinguistic set of analyses, this investigation illustrated how the teacher worked to construct a learning environment that valued the use of multiple discourses as a way of communicating competence as a learner. Another purpose was specifically to address the ways that these practices contributed to student demonstration of knowledge in science. This was accomplished by an analysis of one student's presentation of science knowledge after a study of simple machines. A comparative analysis between his use of two discourses, written and oral, showed that the opportunity to choose between multiple discourses led to his success in demonstrating competence in ways that may have otherwise remained questionable.

Professional equipoise: Getting beyond dominant discourses in an interprofessional team.

PubMed

Smith, C Scott; Gerrish, Winslow G; Nash, Melanie; Fisher, Amber; Brotman, Adam; Smith, Deborah; Student, Ami; Green, Melissa; Donovan, Jodie; Dreffin, Melissa

2015-01-01

In 2011, the US Department of Veterans Affairs established five Centers of Excellence to study training in the patient-centered medical home clinical microsystem. Early on, our center began a discourse analysis in order to better understand each profession's assumptions about roles, responsibilities, and the basis for "truth" in clinical care. We discovered that these different discourses were pervasive and led to unhelpful stereotypes of each other. This article describes the evidence we identified that led us to hypothesize these conflicting discourses and stereotypes. Specifically, we report on our attempts to identify the traditional discourses of four post-graduate professions--medicine, nurse practitioner, psychology, and pharmacy. We also share lessons from our efforts to defuse participants from their identified discursive assumptions, and develop appreciation and value for the discursive contributions of other professions--a process we call professional equipoise. We conclude that we can change these discourses and the professional identity formation of novices if we provide sustained, integrated interprofessional education curriculum. This implies that we need: embedded, longitudinal training; faculty role modeling of inquisitiveness, respectful relationships, and risk taking; and safe and honest discussion about our differences.

Doing, talking and writing science: A discourse analysis of the process of resemiotization in a middle school lab-based science class

NASA Astrophysics Data System (ADS)

Wright, Laura J.

This study examines students' sense making practices in a middle school science class from a discourse analytic perspective. Using Mediated Discourse Analysis (MDA) (Scollon 1998, 2001) and interactional sociolinguistics (Gumperz 1999, 2001, Schiffrin 1994), my research seeks to enrich findings from recent sociocultural studies of science classrooms that focus on doing, talking and writing science (Roth 2005, Kress, et al. 2002, Halliday & Martin 1993, Lemke 1990). Within a middle school science classroom, these fundamental activities form a nexus of practice (Scollon 1998, 2001) basic to science literacy (AAAS 1989) and reflective of the work of practicing scientists. Moreover, students' engagement in these practices provides insight into the cultural production and reproduction of science and scientist. I first examine how the students' curriculum text encourages these three scientific practices and then trace students' uptake; that is, how they subsequently do, talk, and write science throughout the course of the unit. I argue that learning science with this curriculum unit requires students to resemiotize (Iedema 2001, 2003) first hand experience so they can represent their knowledge cohesively and coherently in evaluable forms. Ultimately, students must transform language from the curriculum text and their teacher into action in their laboratory activities and action in their laboratory activities into language. In addition, I show how students are apprenticed to the conventionalized practices and voices (Bakhtin 1986) of science (i.e. the scientific register), and how their figures of personhood (Agha 2005) reflect the development of their scientific identities. Overall, I argue that the microanalytic methods I use illuminate how students draw upon curricular resources to become scientifically literate and develop scientific identities.

Dominant Discourses in Curriculum

ERIC Educational Resources Information Center

Miller, Elizabeth

2012-01-01

In the following paper, the author draws upon the works of critical theorists and critical curriculum scholars to investigate the intersection of the social and political realms with contemporary educational and curricular trends. This paper specifically explores connections between current curriculum trends with neutrality, social reproduction,…

Isocratean Discourse Theory and Neo-Sophistic Pedagogy: Implications for the Composition Classroom.

ERIC Educational Resources Information Center

Blair, Kristine L.

With the recent interest in the fifth century B.C. theories of Protagoras and Gorgias come assumptions about the philosophical affinity of the Greek educator Isocrates to this pair of older sophists. Isocratean education in discourse, with its emphasis on collaborative political discourse, falls within recent definitions of a sophist curriculum.…

"No Strings Attached"?: Corporate Involvement in Curriculum

ERIC Educational Resources Information Center

Eyre, Linda

2002-01-01

In this article, I provide a critical feminist analysis of my experience in a public-private partnership of university, government, and industry in New Brunswick. The project served the economic interests of the partners, supported neo-liberal discourses framing the restructuring of public services in the province, and shaped and were shaped by…

Participation in Adult Education for Community Development: A Critical Discourse Analysis of "Training for Transformation"

ERIC Educational Resources Information Center

Krupar, Allyson M.; Prins, Esther

2016-01-01

Participation has become so central to adult education for community development that even the World Bank supports participatory programming. This article analyses how participation is conceptualised in "Training for Transformation" (TfT), a Freirean-inspired curriculum used in international community development settings. TfT seeks to…

Writing toward Published Selves: Teacher-Writers and a Practice of Revision

ERIC Educational Resources Information Center

Clark-Oates, Angela

2013-01-01

This qualitative, action research study examines how teacher-writers' identities are constructed through the practice of revision in an extra-curriculum writing group. The writing group was designed to support the teacher-writers as they revised classroom research projects for submission for a scholarly journal. Using discourse analysis, the…

What Lithuanian Pupils Learn about Disability: Analysis of Attitudes and Content of Textbooks

ERIC Educational Resources Information Center

Ruskus, Jonas; Poceviciene, Rasa

2006-01-01

(Purpose) The purpose of this paper was to reveal how stereotyped representations of disability are manifested in school curriculum through the textbook content and the attitudes of participants of education. Research questions of this study were: How is disability represented in Lithuanian textbooks? What is the real discourse--that of…

The Nigeria Teachers Social Studies Training Curriculum and Sustainable Development Goals: A Content Analysis

ERIC Educational Resources Information Center

Ifegbesan, Ayodeji P.; Lawal, M. B.; Rampedi, Isaac T.

2017-01-01

The concept of sustainable development has become a widely used construct that is incorporated into virtually all disciplines and discourses. The implementation and achievement of sustainable development goals in the management of our environmental resources cannot be realized without education, especially at a formal level. Teacher training…

Contemporary Curriculum Discourses: Twenty Years of JCT. Counterpoints: Studies in the Postmodern Theory of Education.

ERIC Educational Resources Information Center

Pinar, William F., Ed.

This collection of essays is taken from a 20-year span of "The Journal of Curriculum Theorizing." The volume contains 31 articles: "Living Metaphors: The Real Curriculum in Environmental Education," F. Krall; "Dialectics and the Development of Curriculum Theory," H. Giroux; "Autobiography and Reconceptualization," M. Grumet; "Women," J. Miller;…

Astride a Long-Dead Horse: Mainstream Outdoor Education Theory and the Central Curriculum Problem

ERIC Educational Resources Information Center

Brookes, Andrew

2004-01-01

In 1859 Herbert Spencer recognised that the key curriculum issue was not what to include but what to leave out. What to leave out marked a shift in curriculum discourse from a search for universal approaches and absolute principles towards curriculum questions understood as only resolvable relative to particular social contexts. Yet outdoor…

The Re-Creation and Resolution of the 'Problem' of Indigenous Education in the Aboriginal and Torres Strait Islander Cross-Curriculum Priority

ERIC Educational Resources Information Center

Maxwell, Jacinta; Lowe, Kevin; Salter, Peta

2018-01-01

This paper focuses on the 'problem' of Aboriginal and Torres Strait Islander education represented in the Australian Curriculum's Aboriginal and Torres Strait Islander histories and cultures cross-curriculum priority. Looking beyond particular curriculum content, we uncover the policy discourses that construct (and reconstruct) the…

Policy "Partnerships"? Power Dynamics in Curriculum Reform

ERIC Educational Resources Information Center

Griffiths, Joanne; Vidovich, Lesley; Chapman, Anne

2009-01-01

In curriculum policy, discourses of "policy partnerships" and "communities of practice" have become increasingly prevalent and were reflected in Western Australian curriculum policy processes from the mid-1990s to the late 2000s--a period of significant, highly contested change. This paper presents the findings of an empirical…

American Curriculum Theory and the Problem of Social Control, 1918-1938.

ERIC Educational Resources Information Center

Franklin, Barry M.

Curriculum as a field of study emerged in an intellectual climate in which the idea of social control was dominant. The intent of this paper is to look historically at the integration of the idea of social control into curriculum discourse, to indicate its dominant position as the underlying assumption of most early curriculum work, and to suggest…

Mentoring and Argumentation in a Game-Infused Science Curriculum

NASA Astrophysics Data System (ADS)

Gould, Deena L.; Parekh, Priyanka

2018-04-01

Engaging in argumentation from evidence is challenging for most middle school students. We report the design of a media-based mentoring system to support middle school students in engaging in argumentation in the context of a game-infused science curriculum. Our design emphasizes learners apprenticing with college student mentors around the socio-scientific inquiry of a designed video game. We report the results of a mixed-methods study examining the use of this media-based mentoring system with students ages 11 through 14. We observed that the discourse of groups of students that engaged with the game-infused science curriculum while interacting with college student mentors via a social media platform demonstrated statistically significant higher ratings of cognitive, epistemic, and social aspects of argumentation than groups of students that engaged with the social media platform and game-infused science curriculum without mentors. We further explored the differences between the Discourses of the mentored and non-mentored groups. This analysis showed that students in the mentored groups were invited, guided, and socialized into roles of greater agency than students in the non-mentored groups. This increased agency might explain why mentored groups demonstrated higher levels of scientific argumentation than non-mentored groups. Based on our analyses, we argue that media-based mentoring may be designed around a video game to support middle school students in engaging in argumentation from evidence.

Engaging a middle school teacher and students in formal-informal science education: Contexts of science standards-based curriculum and an urban science center

NASA Astrophysics Data System (ADS)

Grace, Shamarion Gladys

This is a three-article five chapter doctoral dissertation. The overall purpose of this three-pronged study is to engage a middle school science teacher and students in formal-informal science education within the context of a science standards-based curriculum and Urban Science Center. The goals of the study were: (1) to characterize the conversations of formal and informal science educators as they attempted to implement a standards-based curriculum augmented with science center exhibits; (2) to study the classroom discourse between the teacher and students that foster the development of common knowledge in science and student understanding of the concept of energy before observing science center exhibits on energy; (3) to investigate whether or not a standards-driven, project-based Investigating and Questioning our World through Science and Technology (IQWST) curriculum unit on forms and transformation of energy augmented with science center exhibits had a significant effect on urban African-American seventh grade students' achievement and learning. Overall, the study consisted of a mixed-method approach. Article one consists of a case study featuring semi-structured interviews and field notes. Article two consists of documenting and interpreting teacher-students' classroom discourse. Article three consists of qualitative methods (classroom discussion, focus group interviews, student video creation) and quantitative methods (multiple choice and open-ended questions). Oral discourses in all three studies were audio-recorded and transcribed verbatim. In article one, the community of educators' conversations were critically analyzed to discern the challenges educators encountered when they attempted to connect school curriculum to energy exhibits at the Urban Science Center. The five challenges that characterize the emergence of a third space were as follows: (a) science terminology for lesson focus, (b) "dumb-down" of science exhibits, (c) exploration distracts lesson structure, (d) meaning of model/modeling, and (e) Which comes first?--science content learning or science exhibit exploration. These challenges were considered and discussed as opportunities for personal growth. The third space allowed for participant reflection and transformation in formal-informal collaboration and communication. In article two, teacher-students' classroom discourse transcripts corresponding to the workbook lessons from the IQWST Physics Unit were analyzed. Four instructional events were selected for discourse analysis: focusing on the inquiry process; understanding about kinetic energy; formulating scientific explanations; and translating energy transformation. The discourse-excerpts representing the aforementioned instructional events revealed four teacher behaviors: teacher-posed questions, teacher-explanations, teacher responses, and teacher reference to past learning. Of these teacher behaviors, teacher-posed questions dominated and these consist of fill-in-the-blank, affirmation, second-order, descriptive, and explanatory. Article three represented the results of the IQWST Unit Achievement Test (IUAT) and students' understanding of the concepts of energy and energy transformation. The IUAT indicated that students (N=37) in the experimental group taught with the science center exhibits augmented IQWST curriculum unit achieved scores (p<0.001) about the same as students in the control group (N=31) taught only with the IQWST curriculum unit. However, the experimental (Deltapost-pre = 4.78) and control (Deltapost-pre = 4.04) groups revealed significant gains (p<0.001) from pre-test scores to post-test scores. These findings confirm that underserved urban students' learning can be enhanced with an augmented standards-based curriculum unit. The students also can realize significant achievement gains when professionally developed and administration supported teachers use standards-driven science curriculum whether or not augmented with science exhibits. The three qualitative analyses of data in article three indicated that students had reasonable understandings of the forms and transformation of energy. They were also able to explain the working of science exhibits using their understandings of the energy concepts developed in class. The first study (article 1) implies that a third space allows for participant reflection and transformation in formal-informal collaboration and communication. The second study (article 1) implies the following: (a) the teacher's struggle with dialogic discourse, a communicative approach that fosters common knowledge through a social process; and (b) the need for professional development that fosters dialogic discourse. The third study (article three) implies an integrated curriculum with both formal and informal components can be successfully enacted to achieve content mastery when teachers are given professional development on how to develop students' knowledge using science exhibits, time to develop concepts with students using exhibits, and support from administration to modify the time required to cover certain topics in the curriculum with more time spent on those topics such as energy that require creative teaching methods to assist students' science learning. Overall, the study implies that the science center exhibits can provide a context to observe whether students are able to translate classroom constructed knowledge at the intersection of formal-informal instruction.

Using a Wider Lens to Shift the Discourse on Food in Canadian Curriculum Policies

ERIC Educational Resources Information Center

Robertson, Lorayne; Scheidler-Benns, Joli

2016-01-01

Healthy eating is important to overall health, but Canadian health agencies disagree on the degree to which lifestyle or society determines healthy eating. The authors review the literature and design a policy analysis framework that captures discursive elements of both arguments. They apply this framework to education policy, analysing the…

Skirting around Critical Feminist Rationales for Teaching Women in Social Studies

ERIC Educational Resources Information Center

Schmeichel, Mardi

2015-01-01

Feminist practices can provide firm theoretical grounding for the kind of social studies that scholars promote, especially in relation to efforts to include women in the curriculum. However, in P-12 social studies education, neither women nor feminism receive much attention. The study described in this article was a discourse analysis of 16…

Reflective Outcomes of Convergent and Divergent Group Tasking in the Online Learning Environment

ERIC Educational Resources Information Center

Hawkes, Mark

2007-01-01

Using collaborative critical reflection as an index, this study examines the asynchronous and face-to-face discourse of 28 suburban Chicago elementary teachers developing problem based learning (PBL) curriculum. Statistical analysis of the corpus produced by the 2 mediums shows that the asynchronous online network emerges as the medium of choice…

Cultural Diversity and the "Curriculum Guidance for the Foundation Stage" in England

ERIC Educational Resources Information Center

Ling-Yin, Lynn Ang

2007-01-01

This article is concerned with how and to what extent cultural diversity and difference are promoted in early childhood education and the curriculum. With reference to the "Curriculum Guidance for the Foundation Stage in England" (2000), I argue that dominant discourses of cultural homogeneity continue to powerfully inform the…

The Curriculum of Climate Change Education: A Case for Singapore

ERIC Educational Resources Information Center

Chang, Chew-Hung; Pascua, Liberty

2017-01-01

The inclusion of the climate change topic in the curriculum of school subjects in Singapore was pivotal, such that it positioned the discourse squarely in the structure of Singapore's education system. In an examination of the intersections and disjoints between state policies on climate change against the programmatic curriculum, results showed…

Analysing the implemented curriculum of mathematics in preschool education

NASA Astrophysics Data System (ADS)

Zacharos, Konstantinos; Koustourakis, Gerasimos; Papadimitriou, Konstantina

2014-06-01

The purpose of this paper is to contribute to development of research tools for observation and analysis of educational practices used by teachers in preschool classrooms. More specifically, we approached the implemented curriculum of mathematics in Greek preschool education. We analysed the recorded data from a week of teaching practices in eight classrooms of Greek public kindergartens, based on Bernstein's theoretical framework on pedagogic discourse. The results showed that the actual educational practices in the observed classrooms deviated from the objectives of the official new cross-thematic curriculum for teaching mathematics in Greek kindergarten in terms of the form of transmitted mathematical knowledge, the instructional rules and strategies that teachers adopted for teaching mathematics, and the teaching-interactive relationships between preschool teachers and students.

Education for Bilingualism: Connecting Spanish and English from the Curriculum, into the Classroom, and Beyond (Educación para el bilingüismo: español e inglés conectados desde el currículo hasta el salón de clase, y más allá)

ERIC Educational Resources Information Center

Ordóñez, Claudia Lucía

2011-01-01

I present here the results of a qualitative research study on the impact of a curriculum that connects learning events in Spanish and English in authentic communicative performances during its first year of use in a private school in a medium-size Colombian city. I did discourse analysis of interviews with participating teachers and class…

Humanism, the Hidden Curriculum, and Educational Reform: A Scoping Review and Thematic Analysis.

PubMed

Martimianakis, Maria Athina Tina; Michalec, Barret; Lam, Justin; Cartmill, Carrie; Taylor, Janelle S; Hafferty, Frederic W

2015-11-01

Medical educators have used the hidden curriculum concept for over three decades to make visible the effects of tacit learning, including how culture, structures, and institutions influence professional identity formation. In response to calls to see more humanistic-oriented training in medicine, the authors examined how the hidden curriculum construct has been applied in the English language medical education literature with a particular (and centering) look at its use within literature pertaining to humanism. They also explored the ends to which the hidden curriculum construct has been used in educational reform efforts (at the individual, organizational, and/or systems levels) related to nurturing and/or increasing humanism in health care. The authors conducted a scoping review and thematic analysis that draws from the tradition of critical discourse analysis. They identified 1,887 texts in the literature search, of which 200 met inclusion criteria. The analysis documents a strong preoccupation with negative effects of the hidden curriculum, particularly the moral erosion of physicians and the perceived undermining of humanistic values in health care. A conflation between professionalism and humanism was noted. Proposals for reform largely target medical students and medical school faculty, with very little consideration for how organizations, institutions, and sociopolitical relations more broadly contribute to problematic behaviors. The authors argue that there is a need to transcend conceptualizations of the hidden curriculum as antithetical to humanism and offer suggestions for future research that explores the necessity and value of humanism and the hidden curriculum in medical education and training.

Tensions between Textbook Pedagogy and the Literacy Practices of the Disciplinary Community: A Study of Writing in First Year Economics

ERIC Educational Resources Information Center

Paxton, Moragh

2007-01-01

This paper describes aspects of a research project which used linguistic and intertextual analysis of student writing to investigate the relationship between the academic curriculum and student voice in a first year economics course at a South African university. I argue that the discourses and practices of first year university economics…

"Where Is the Post-Modern Truth We Have Lost in Reductionist Knowledge?" A Curriculum's Epitaph

ERIC Educational Resources Information Center

Slabbert, Johannes A.; Hattingh, Annemarie

2006-01-01

This essay suggests a way for creating a curriculum for the future amidst the challenges of post-modern uncertainty. Curriculum discourse in the past has been dominated by widely-accepted key questions, which produce and maintain curricula that are essentially fragmented and reductionistic, and directly opposed to the essential demands of the…

Education for Enculturating the "Thainess" Ideology: Decolonizing the Siamese Colonial Discourse in the Social Studies Curriculum

ERIC Educational Resources Information Center

Jatuporn, Omsin

2016-01-01

After the junta came to power in May 2014, the military government started exercising their nation-centric hegemony through the educational policies and curriculum planning. Contemporary curriculum reform is employed as a mechanism for maintaining the status quo of elites group who have held privileged positions among the Thais. Looking through…

Education for Sustainable Development in Ethnic Autonomous Areas of China: A Comparison of Two Curriculum Initiatives and Their Educational Implications

ERIC Educational Resources Information Center

Khoo, Yishin

2015-01-01

This paper examines the educational implications of two curriculum initiatives in China that have produced curricular materials promoting education for sustainable development (ESD) in minority-populated ethnic autonomous areas in China. The two curriculum projects present distinctive discourses, conceptions, models, frameworks and scopes of ESD…

Schooled in Our Own Minds: Mind-Wandering and Mindfulness in the Makings of the Curriculum

ERIC Educational Resources Information Center

Ergas, Oren

2018-01-01

Curriculum discourse focuses understandably, on the formal and enacted curriculum; however, studies demonstrate that much of individuals' waking hours are spent in task-unrelated thinking and mind-wandering. No less, this pervasive phenomenon has been shown to affect us in many ways that can be linked to education. This paper examines this…

Discourse Fields across the Curriculum.

ERIC Educational Resources Information Center

Weiss, Robert O.

In order to explore the rhetorical components of instruction at the undergraduate level and determine whether differences and similarities exist among the discourse fields represented by instructors in the kind of talk which they regard as desirable in their classroom, formal interviews were conducted with teaching faculty representing l5…

Generating Discourse with Cookie and Doughnut Investigations

ERIC Educational Resources Information Center

Plankis, Brian; Vowell, Julie; Ramsey, John

2011-01-01

One key element sometimes missing from middle school science lessons is questioning designed to generate student discourse. The National Science Teachers Association recommends that the curriculum of middle school science programs includes "hands-on, minds-on" (NSTA 2003) inquiry-based science instruction, and according to Clough and Olson,…

Questioning Power: Deframing the STEM Discourse

ERIC Educational Resources Information Center

Weinstein, Matthew; Blades, David; Gleason, Shannon C.

2016-01-01

Internationally, STEM has become a slogan for organizing new discourses and practices in science education. In the form of a three-act play, we argue that STEM as social engineering orients and organizes school science education curriculum development in directions of scientific innovation and engineering that reinforce and legitimize a neoliberal…

Reflecting upon Researchers' and Policy-Makers' Tensions in the Collaborative Inquiry Process: "What Do Different Commonplaces Contribute to Curriculum Deliberation?"

ERIC Educational Resources Information Center

Tan, Yuen Sze Michelle; Atencio, Matthew

2017-01-01

This collaborative inquiry, as part of action research, is framed within the unique context of two researchers working closely alongside two policy-makers (research collaborators) to explore how teachers could enter more profoundly into a curriculum discourse. Drawing from Reid's concept of curriculum deliberation as located within institutional…

The "Curriculum Challenge": Moving towards the "Storyline" Approach in a Case Study Urban Primary School

ERIC Educational Resources Information Center

Nuttall, Amanda

2016-01-01

This article draws on an inquiry into the design and implementation of the curriculum in a case study urban primary school in the north of England. In response to the introduction of the revised National Curriculum in September 2014, teachers and the school head engaged in a critical discourse around their perceptions of students' attainment and…

Die Indirekte Rede als Diskursstrategie: Innovative Lehrmethoden zum Konjunktiv I (Indirect Speech as a Discourse Strategy: Innovative Teaching Methods for the Subjunctive).

ERIC Educational Resources Information Center

Gramberg, Anne-Kathrin; Heinze, Karin U.

1993-01-01

This article talks about the subjunctive of indirect speech, in which its important functions and meanings are depicted. An analysis of the instructional materials used in the first and second years of language study, followed by practical curriculum recommendations, demonstrates how this grammatical phenomenon can be established in an advanced…

Ethnomusicology, Ethnomathematics, and Integrating Curriculum

ERIC Educational Resources Information Center

Bazinet, Ryan; Marshall, Anne Marie

2015-01-01

Integrating curriculum provides rich opportunities for students to focus on relevant applications to the real world and make meaningful connections across different disciplines. This article attempts to go beyond common discourse and platitudes by offering specific examples, showing we--an ethnomusicologist and a mathematics educator--attempted to…

Gender and the Curriculum of Adult Education.

ERIC Educational Resources Information Center

Blundell, Sue

1992-01-01

The perspectives of four feminist discourses (liberal, radical, Marxist, and socialist) analyze the role of adult education curriculum in reinforcing gender relations. The transformation of gender relations requires a combination of radical strategies such as women-centered, women-only methodology and the theoretical framework of the…

Early Childhood Pre-Service Students' Transitioning into Discourses of Professional Practice

ERIC Educational Resources Information Center

Quinones, Gloria; Ridgway, Avis

2015-01-01

The focus of this study is to investigate early childhood students' discourses of play-based curriculum. In this paper we focus on how students made implicit and explicit links to the Victorian Early Years Learning and Development Framework (VEYLDF). Twenty-six early childhood students had volunteered their de-identified play and pedagogy…

Towards a Post-Modern Science Education Curriculum-Discourse: Repetition of a Dream Catcher.

ERIC Educational Resources Information Center

Blades, David W.

1997-01-01

Discusses Kierkegaard's idea of repetition as a dynamic conversation between groups that reveals possible changes in a discourse. Describes an instructor's experiences imparting a science education methods course in a Native American school in Saskatchewan, highlighting the conversation between the instructors' past and Native American culture.…

Media Literacy and Neo-Liberal Government: Pedagogies of Freedom and Constraint

ERIC Educational Resources Information Center

Dehli, Kari

2009-01-01

This paper examines relations between media education discourses and teachers' reflections on their work with students around media. Based on a reading of curriculum documents and scholarly debates about media literacy, as well as conversations with teachers in Toronto, I ask how--and whether--formal discourses, common sense and local practices…

Exploring the Relationship between Questioning, Enacted Mathematical Tasks, and Mathematical Discourse in Elementary School Mathematics

ERIC Educational Resources Information Center

Martin, Christie; Polly, Drew; McGee, Jen; Wang, Chuang; Lambert, Richard; Pugalee, David

2015-01-01

This study examined the mathematical discourse of elementary school teachers and their students while participating in a year-long professional development project focused on implementing reform-based mathematics curriculum. The teacher participants included 12 teachers, two from each grade level from Kindergarten through Grade 5. Field notes were…

Free Choice and Free Play in Early Childhood Education: Troubling the Discourse

ERIC Educational Resources Information Center

Wood, Elizabeth Ann

2014-01-01

This article troubles the established discourse of free choice and free play in early childhood education, and develops post-structural approaches to theorising children's agency in the context of institutional and relational power structures. It is widely accepted that planning a curriculum based on children's needs, interests and patterns of…

Regaining Focus in Irish Junior Cycle Science: Potential New Directions for Curriculum and Assessment on Nature of Science

ERIC Educational Resources Information Center

Erduran, Sibel; Dagher, Zoubeida R.

2014-01-01

The Irish national discourse on curriculum and assessment reform at the Junior Cycle level has been fraught with controversy in the past two years. The introduction of the new curriculum and assessment framework in 2012 by the then Minister of Education, Ruairi Quinn has led to significant media coverage and teacher union response. In this paper,…

Patterns of Interaction and Mathematical Thinking of High School Students in Classroom Environments That Include Use of Java-Based, Curriculum-Embedded Software

ERIC Educational Resources Information Center

Fonkert, Karen L.

2012-01-01

This study analyzes the nature of student interaction and discourse in an environment that includes the use of Java-based, curriculum-embedded mathematical software. The software "CPMP-Tools" was designed as part of the development of the second edition of the "Core-Plus Mathematics" curriculum. The use of the software on…

The Uses of Printed Curriculum Materials by Teachers during Instruction and the Social Construction of Pedagogic Discourse in Physical Education

ERIC Educational Resources Information Center

Peiró-Velert, Carmen; Molina-Alventosa, Pere; Kirk, David; Devís-Devís, José

2015-01-01

This paper examines teachers' use of printed curriculum materials (PCM) during physical education (PE) instruction in Spanish secondary schools and the role they play in the enacted curriculum and in the construction of pedagogical knowledge. Three hundred and ten participants (mean age: 37.7 ± 8.7) responded to an interview-questionnaire on…

The rules of the game: properties of a database of expository language samples.

PubMed

Heilmann, John; Malone, Thomas O

2014-10-01

The authors created a database of expository oral language samples with the aims of describing the nature of students' expository discourse and providing benchmark data for typically developing preteen and teenage students. Using a favorite game or sport protocol, language samples were collected from 235 typically developing students in Grades 5, 6, 7, and 9. Twelve language measures were summarized from this database and analyses were completed to test for differences across ages and topics. To determine whether distinct dimensions of oral language could be captured with language measures from these expository samples, a factor analysis was completed. Modest differences were observed in language measures across ages and topics. The language measures were effectively classified into four distinct dimensions: syntactic complexity, expository content, discourse difficulties, and lexical diversity. Analysis of expository data provides a functional and curriculum-based assessment that has the potential to allow clinicians to document multiple dimensions of children's expressive language skills. Further development and testing of the database will establish the feasibility of using it to compare individual students' expository discourse skills to those of their typically developing peers.

Applying a Student Curriculum Discourse in Higher Education Teaching and Learning

ERIC Educational Resources Information Center

Mndzebele, S. L.; Mckenna, S.

2013-01-01

Indications of poor quality in students' written work necessitated the need for deeper investigations aimed at designing and applying appropriate teaching/learning and assessment innovations in the course curriculum. The project-exercise engaged a conceptual-explorative approach through: reviews/investigations; educational diagnosis;…

Black Cinderella: Multicultural Literature and School Curriculum

ERIC Educational Resources Information Center

Yenika-Agbaw, Vivian

2014-01-01

This article discusses diversity issues evident in fairy tales and explores the pedagogical implications for adding counter-narratives in the school curriculum. Critical Race Theory is employed. In order to uncover contradictory discourses of race within Black cultures, four Africana (African, African American, and Caribbean) Cinderella tale types…

Seeking the Trace of Argumentation in Turkish Science Curriculum

ERIC Educational Resources Information Center

Cetin, Pinar Seda; Metin, Duygu; Capkinoglu, Esra; Leblebicioglu, Gulsen

2016-01-01

Providing students with inquiry-oriented learning environments is a major concern in science education. Argumentation discourse can enhance the effectiveness of inquiry-oriented learning environments. This study seeks the trace of argumentation in Turkish Elementary and Secondary Science Curriculum developed by the Turkish Ministry of Education…

Preservice elementary teachers learning to use curriculum materials to plan and teach science

NASA Astrophysics Data System (ADS)

Gunckel, Kristin Lee

New elementary teachers rely heavily on curriculum materials, but available science curriculum materials do not often support teachers in meeting specified learning goals, engaging students in the inquiry and application practices of science, or leveraging students' intellectual and cultural resources for learning. One approach to supporting new elementary teachers in using available science curriculum materials is to provide frameworks to scaffold preservice teachers' developing lesson planning and teaching practices. The Inquiry-Application Instructional Model (I-AIM) and the Critical Analysis and Planning (CA&P) tool were designed to scaffold preservice teachers' developing practice to use curriculum materials effectively to plan and teach science. The I-AIM identifies functions for each activity in an instructional sequence. The CA&P provides guides preservice teachers in modifying curriculum materials to better fit I-AIM and leverage students' resources for learning. This study followed three elementary preservice teachers in an intern-level science method course as they learned to use the I-AIM and CA&P to plan and teach a science unit in their field placement classrooms. Using a sociocultural perspective, this study focused on the ways that the interns used the tools and the mediators that influenced how they used the tools. A color-coding analysis procedure was developed to identify the teaching patterns in the interns' planned instructional approaches and enacted activity sequences and compare those to the patterns implied by the I-AIM and CA&P tools. Interviews with the interns were also conducted and analyzed, along with the assignments they completed for their science methods course, to gain insight into the meanings the interns made of the tools and their experiences planning and teaching science. The results show that all three interns had some successes using the I-AIM and CA&P to analyze their curriculum materials and to plan and teach science lessons. However, all three interns used the tools in different ways, and some of their ways of using the tools were different from the intentions for the tools. These differences can be accounted for by the variety of mediators that influenced the interns' use of the I-AIM and CA&P tools. These mediators were rooted in the Discourses at play in the various communities in which the interns participated during their teacher preparation program. Some of the practices and resources of these various Discourses interfered with or supported the interns' use of the I-AIM and CA&P tools. Each intern took a different trajectory through these Discourses and encountered different practices that mediated how each used the I-AIM and CA&P tools. The results of this study suggest that the goal of preparing preservice teachers to use the I-AIM and CA&P tools should be to provide preservice teachers with opportunities to use the tools and help them develop the metaknowledge about the tools necessary to critically analyze the affordances and weaknesses of different approaches to teaching science.

Brokering and Bridging Knowledge in Health and Physical Education: A Critical Discourse Analysis of One External Provider's Curriculum

ERIC Educational Resources Information Center

Sperka, Leigh; Enright, Eimear; McCuaig, Louise

2018-01-01

Background: There has been a proliferation of external agencies 'knocking on the door' of, and being welcomed into, Health and Physical Education (HPE). This opens HPE up to new products, partners, and services. Although scholarship on the practice of outsourcing HPE is steadily growing in quantity and in scope, there is a significant gap in the…

Autobiographical Interrogations of Multicultural Education: Complicating Conversations in Curriculum Studies

ERIC Educational Resources Information Center

Moon, Seungho

2011-01-01

This dissertation study explores how dominant discourses in multicultural education can be informed by perspectives in poststructuralist theories and curriculum studies, and vice versa. This inquiry explores possibilities of conducting identity research that go beyond unitary ways of understanding cultural sameness/difference. A major focus in…

Developing Intercultural Communication Skills through Intergroup Interaction

ERIC Educational Resources Information Center

Eisenchlas, Susana; Trevaskes, Sue

2007-01-01

The call to internationalise the curriculum has become firmly ensconced in Australian educational discourse and university mission statements. Yet, scholars in this area agree that there are few concrete examples of how educators actually set about internationalising the curriculum in a tangible and easily replicable way. This paper adopts a…

Difference, Subjectivities and Power: (De)Colonizing Practices in Internationalizing the Curriculum

ERIC Educational Resources Information Center

Joseph, Cynthia

2008-01-01

This paper problematizes the discourse of internationalizing the curriculum using a critical framework of difference. The author draws on her transnational experiences as an international postgraduate researcher in an Australian university, an educator in Malaysia and her present experiences as an academic in an Australian university. The notions…

Curriculum Documents as Representation of Institutional Ideology--A Comparative Study.

ERIC Educational Resources Information Center

Ho, Judy W. Y.

2002-01-01

Analyzes curriculum-related papers in primary education published by the education departments of New South Wales, Australia, and Hong Kong. Examines and contrasts the ideological positions adopted by the two communities in their approaches to first language education. Shows that the Australian school discourse system exhibits characteristics of…

Trends in the Design, Development, and Use of Digital Curriculum Materials

ERIC Educational Resources Information Center

Choppin, Jeffrey; Borys, Zenon

2017-01-01

We explore questions around the design, development, and dissemination of digital curriculum materials, the perspectives in these areas, and how these perspectives align with broader discourses in education. We identify and briefly describe four perspectives: (1) designer perspective; (2) policy perspective; (3) private sector perspective (e.g.,…

Student Resistance to the Surveillance Curriculum

ERIC Educational Resources Information Center

Hope, Andrew

2010-01-01

The growth of surveillance in UK schools in recent years has resulted in the development of what can be labelled as the surveillance curriculum. Operating through the overt and hidden curricula, contemporary surveillance practices and technologies not only engage students in a discourse of control, but also increasingly socialise them into a…

The New Zealand Experiment: Assessment-Driven Curriculum--Managing Standards, Competition and Performance to Strengthen Governmentality

ERIC Educational Resources Information Center

O'Neill, Anne-Marie

2015-01-01

Following the Tomorrow's Schools administrative restructuring, a second wave of educational change installed globalised discourses as governmentality policies in Aotearoa New Zealand. Drawing on Foucault's "toolkit", this genealogical policy chronology traces the transformation of curriculum and assessment into a specific political…

Explorations of Tenth-Grade STS[E] Curricula across Three Provincial Political Landscapes

NASA Astrophysics Data System (ADS)

Phillips, Christina Ann

This thesis focuses on explorations of science, technology, society and the environment (i.e., STS[E]) outcomes/expectations in tenth-grade level science curricula across three Canadian provinces (i.e., Alberta, Manitoba & Ontario) with distinctive provincial political environments at the time of curriculum construction and/or implementation. Document analysis, discourse analysis and a range of theoretical frameworks (i.e., Levinson, 2010; Pedretti & Nazir, 2011 & Krathwohl, 2002) were used to aid in explorations of STS[E] curriculum segments and discourses in each provincial region. More detailed analysis and thematic exploration is presented for each unit associated with climate change as some interesting patterns emerged following initial analysis. My findings are presented as three comparative case studies and represent a small and original contribution to the large body of scholarly research devoted to studies of STS[E] education, where each province represents a unique case that has been explored regarding some aspects the STS[E] curriculum outcomes/expectations and general political culture as well as some other theoretical factors. Findings from this study indicate that Alberta's STS[E] outcomes may be related to Levinson's (2010) 'deliberative' citizenship focus. The following currents from Pedretti and Nazir (2011) appear to be emphasized: logical reasoning, historical, application & design and socio-cultural aligned outcomes when STS[E] is considered as an entity separate from the Alberta curriculum combination of STS and Knowledge. Ontario's STS[E] expectations may align with Levinson's (2010) 'deliberative' or in some select cases a 'deliberative'/'praxis' framework category with some emphasis related to logical reasoning and socio-cultural awareness (Pedretti & Nazir, 2011) in their STS[E] curriculum. The Manitoba STS[E] outcomes may be aligned with a more 'deliberative' approach with some associations that could intersect with the framework categories of 'praxis' or possibly 'dissent and conflict' (Levinson, 2010) and the logical reasoning, socio-cultural and socio-ecojustice currents (Pedretti & Nazir, 2011). General provincial political culture seems to play a limited role in the STS[E] outcomes/expectations as the provinces studied here all tend to align with Levinson's (2010) deliberative citizenship stance (i.e., to varying degrees), with some caveats as explored throughout these cases. A chapter on cross-case analysis follows the three central cases and focuses on the following categories that emerged from this research: STS[E] ontology; STS[E] & citizenship and socio-economic thematic explorations. The final chapter of this thesis focuses on some additional factors and theoretical explorations that may shape STS[E] curricula such as cultural-geographic considerations; educational-political interactions during curriculum construction processes and possible influences from academic scientists. This chapter also provides some recommendations for curriculum development as aligned with case study approaches and provides insights regarding possibilities for future research.

Design and Inquiry: Bases for an Accommodation between Science and Technology Education in the Curriculum?

ERIC Educational Resources Information Center

Lewis, Theodore

2006-01-01

This article examines the merits of the proposition that design and inquiry are conceptual parallels. It does so by first looking closely at the inquiry-related discourse within science education, then at aspects of the design discourse within engineering, and finally within technology education. Convergences and divergences of these two streams…

"Donghak" (Eastern Learning), Self-Cultivation, and Social Transformation: Towards Diverse Curriculum Discourses on Equity and Justice

ERIC Educational Resources Information Center

Moon, Seungho

2017-01-01

This inquiry aims to advance curricular discourses on equity and social transformation by reviewing Korea's indigenous philosophy and religion, Donghak [(foreign characters omitted) Eastern Learning]. I explicate the ways in which the democratic ideals of equity and justice were implemented in nineteenth- and twentieth-Korean society, founded upon…

To Show Is to Know? The Conceptualization of Evidence and Discourses of Vision in Social Science and Education Research

ERIC Educational Resources Information Center

Baker, Bernadette

2017-01-01

The demand for evidence in particular forms shapes contemporary educational policy, curriculum studies' debates over the politics of knowledge "versus" wisdom, and research into classroom practice. This paper provides a genealogical trace that examines the arbitrary and historical linkage of discourses of vision (especially when vision…

Recontextualizing and Delivering the Biomedical Model as a Physical Education Curriculum

ERIC Educational Resources Information Center

Johns, David P.

2005-01-01

This paper examines the problem of delivering a body of knowledge based on biomedical research as a school physical education discourse. The paper attempts to deconstruct the ideology of healthism upon which the discourse is based in order to show how ascetic practices in school physical education are promoted as a way of combating the hedonistic…

Weighing It up: Thinking about the Implications of School Based Obesity Prevention Initiatives

ERIC Educational Resources Information Center

Leahy, Deana; Harrison, Lyn

2008-01-01

In this paper we explore the tensions that exist between two health promotion discourses prevalent in school based Health Education. We use one example from a widely used curriculum resource and one classroom episode to explore discourses related to obesity prevention, often described as an obesity epidemic by media and health professionals alike.…

Designing a Futuristic Business Studies Curriculum

ERIC Educational Resources Information Center

Mei, Chiew Wye; Siraj, Saedah

2013-01-01

This paper is a discourse on the theoretical aspects underpinning the design of the Business Studies curriculum domain. It draws on recent shifts in the business and educational environment of Malaysia, and maps out the methodology and method for expanding and revamping the core ground of the discipline. Using the pragmatic worldview stance, this…

Quality Problem-Based Learning Experiences for Students: Design Deliberations among Teachers from Diverse Disciplines.

ERIC Educational Resources Information Center

Butler, Susan McAleenan

This qualitative study, investigating the claims, concerns, and issues arising within the design stages of problem-based learning (PBL) curriculum units, was conducted during two masters-level classes during the summer of 1999. A hermeneutic dialectic discourse among veteran teachers (who were novice PBL curriculum designers) was facilitated by…

Threshold Concepts, Student Learning and Curriculum: Making Connections between Theory and Practice

ERIC Educational Resources Information Center

Barradell, Sarah; Kennedy-Jones, Mary

2015-01-01

Threshold concepts, student learning and curriculum are constructs within a learning and teaching discourse foregrounded by Meyer and Land. In this paper, we introduce a conceptual model that integrates these three constructs and identifies desired outcomes at the intersects: namely the processes of (1) ways of thinking and practising, (2)…

Physical Education in the UK: Disconnections and Reconnections

ERIC Educational Resources Information Center

Griggs, Gerald; Ward, Gavin

2012-01-01

Within the UK, physical education finds itself, as a curriculum subject, in a contested space with felt pressures from competing discourses and policy areas. This paper contests that over time within this nexus, physical education has become disconnected in four specific ways: from the wider movement culture, from other curriculum subjects, within…

Can the Subaltern Nation Speak by Herself in the History Curriculum?

ERIC Educational Resources Information Center

Sant, Edda

2017-01-01

This article examines and discusses the ways in which hegemonic and subaltern discourses alternatively evoke different, and sometimes competing, notions of the nation and how they might productively coexist within the history curriculum. More precisely, using Homi Bhabha's conceptual tools of pedagogic and performative narratives of the nation,…

Coming of Age: The Advanced Writing Curriculum [and CD-ROM]. CrossCurrents.

ERIC Educational Resources Information Center

Shamoon, Linda K., Ed.; Howard, Rebecca Moore, Ed.; Jamieson, Sandra, Ed.; Schwegler, Robert A., Ed.

Part book, part CD-ROM, this publication offers new ideas for transforming advanced writing courses. The 33 essays in the publication describe and offer concrete examples of curriculum that incorporates discipline-based theory and history, that situates writers in public discourse, and that fully prepares students for careers as writers. The…

Systems Approach as a Handcuff to Curb the Democratization of Curriculums: Systems Approach for What and for Whom?

ERIC Educational Resources Information Center

Sahin, Abdurrahman

2007-01-01

This study reinvestigates the systems approach, which is, among educators, a well-recognized approach reflecting the fundamental discourses of the industrial order. The pervasive discourses of the industrial order that failed to invite a holistic view for students have led to a conceptual division. This systemic thinking has thus started viewing…

Scientific Discourse in Three Urban Classrooms: The Role of the Teacher in Engaging High School Students in Argumentation

ERIC Educational Resources Information Center

McNeill, Katherine L.; Pimentel, Diane Silva

2010-01-01

Argumentation is a core practice of science and has recently been advocated as an essential goal of science education. Our research focuses on the discourse in urban high school science classrooms in which the teachers used the same global climate change curriculum. We analyzed transcripts from three teachers' classrooms examining both the…

"Well, Hang On, They're Actually Much Better than That!": Disrupting Dominant Discourses of Deficit about English Language Learners in Senior High School English

ERIC Educational Resources Information Center

Alford, Jennifer H.

2014-01-01

This paper explores how four English teachers position their English language learners for critical literacy within senior high school curriculum in Queensland, Australia. Such learners are often positioned, even by their teachers, within a broader "deficit discourse" that claims they are inherently lacking the requisite knowledge and…

Enhancing medical students' reflectivity in mentoring groups for professional development - a qualitative analysis.

PubMed

Lutz, Gabriele; Pankoke, Nina; Goldblatt, Hadass; Hofmann, Marzellus; Zupanic, Michaela

2017-07-14

Professional competence is important in delivering high quality patient care, and it can be enhanced by reflection and reflective discourse e.g. in mentoring groups. However, students are often reluctant though to engage in this discourse. A group mentoring program involving all preclinical students as well as faculty members and co-mentoring clinical students was initiated at Witten-Herdecke University. This study explores both the attitudes of those students towards such a program and factors that might hinder or enhance how students engage in reflective discourse. A qualitative design was applied using semi-structured focus group interviews with preclinical students and semi-structured individual interviews with mentors and co-mentors. The interview data were analyzed using thematic content analysis. Students' attitudes towards reflective discourse on professional challenges were diverse. Some students valued the new program and named positive outcomes regarding several features of professional development. Enriching experiences were described. Others expressed aversive attitudes. Three reasons for these were given: unclear goals and benefits, interpersonal problems within the groups hindering development and intrapersonal issues such as insecurity and traditional views of medical education. Participants mentioned several program setup factors that could enhance how students engage in such groups: explaining the program thoroughly, setting expectations and integrating the reflective discourse in a meaningful way into the curriculum, obliging participation without coercion, developing a sense of security, trust and interest in each other within the groups, randomizing group composition and facilitating group moderators as positive peer and faculty role models and as learning group members. A well-designed and empathetic setup of group mentoring programs can help raise openness towards engaging in meaningful reflective discourse. Reflection on and communication of professional challenges can, in turn, improve professional development, which is essential for high quality patient care.

The roles of engineering notebooks in shaping elementary engineering student discourse and practice

NASA Astrophysics Data System (ADS)

Hertel, Jonathan D.; Cunningham, Christine M.; Kelly, Gregory J.

2017-06-01

Engineering design challenges offer important opportunities for students to learn science and engineering knowledge and practices. This study examines how students' engineering notebooks across four units of the curriculum Engineering is Elementary (EiE) support student work during design challenges. Through educational ethnography and discourse analysis, transcripts of student talk and action were created and coded around the uses of notebooks in the accomplishment of engineering tasks. Our coding process identified two broad categories of roles of the notebooks: they scaffold student activity and support epistemic practices of engineering. The study showed the importance of prompts to engage students in effective uses of writing, the roles the notebook assumes in the students' small groups, and the ways design challenges motivate children to write and communicate.

Curriculum Documents and Practice in the NZ Polytechnic Sector: Consensus and Dissensus

ERIC Educational Resources Information Center

Melles, Gavin

2008-01-01

In New Zealand the polytechnic sector embraces a range of post-compulsory education fields. Fields as diverse as nursing, business, social work and English as a Second Language (ESL) may co-exist on polytechnic campuses and are subject to similar curriculum documentation processes. The common competency-based framework and discourse of such…

Between Culture and Cultural Heritage: Curriculum Historical Preconditions as Constitutive for Cultural Relations--The Swedish Case

ERIC Educational Resources Information Center

Brantefors, Lotta

2015-01-01

The aim here is to describe and discuss how different cultural meanings, offered in education, can contribute to unjust cultural relations such as othering and xenophobia. By analysing the cultural and discursive content in curricula using a (neo)pragmatic curriculum theory research method, dominating ideas, values and discourses between 1948 and…

Global Social Issues in the Curriculum: Perspectives of School Principals

ERIC Educational Resources Information Center

Simovska, Venka; Prøsch, Åsa Kremer

2016-01-01

In this article, we discuss principals' perspectives on the priority given to the place in the curriculum of and the supporting practices related to health and sustainability education in schools in Denmark (for pupils aged 6-16). The study is situated within the discourses about critical health and sustainability education and treats the two…

Queering Straight Teachers: Discourse and Identity in Education. Complicated Conversation: A Book Series of Curriculum Studies. Volume 22

ERIC Educational Resources Information Center

Rodriguez, Nelson M., Ed.; Pinar, William F., Ed.

2007-01-01

Much of the focus of anti-homophobic/anti-heterosexist educational theory, curriculum, and pedagogy has examined the impact of homophobia and heterosexism on gay, lesbian, bisexual, and transgender (GLBT) students and teachers. Such a focus has provided numerous theoretical and pedagogical insights, and has informed important changes in…

Grand Designs! Analysing the Conceptual Tensions Associated with New Physical Education and Health and Well-Being Curriculum

ERIC Educational Resources Information Center

Thorburn, Malcolm; Horrell, Andrew

2014-01-01

The positioning of physical education in the school curriculum continues to reflect external discourses circulating in political and social milieu. As increasing austerity measures influence and restrict educational priorities, we consider that there is an urgent need for physical educationalists to articulate a rationale for an educational…

Literacy in a 'Broad and Balanced' Primary School Curriculum: The Potential of a Disciplinary Approach in Irish Classrooms

ERIC Educational Resources Information Center

Burke, Patrick; Welsch, Jodi G.

2018-01-01

The prominence afforded to literacy in the Irish Primary School Curriculum has received considerable attention in recent years, spurred by Programme for International Student Assessment (PISA) rankings, governmental priorities, public commentary and academic debate. At times, this discourse has presented literacy as a separate and distinct entity…

Mapping the Hidden Discourse of Geographical Inquiry and Curriculum Change--Initial Case Study Responses to Geography Education K-10 in Australian Schools

ERIC Educational Resources Information Center

Carroll, Kay

2018-01-01

Within Australia, globalization, contentious connections with Asia, and an increasing concern with sustainable development and intercultural education have created a new educational framework and curricula. The Australian Curriculum is the tangible, multidimensional, and pedagogic catalyst to deliver capable, creative, culturally aware,…

A Response to Professor Wu Zongjie's "Interpretation, Autonomy, and Transformation: Chinese Pedagogic Discourse in a Cross-Cultural Perspective"

ERIC Educational Resources Information Center

Curran, Thomas D.

2014-01-01

In response to an essay by Prof Wu Zongjie that was published in the "Journal of Curriculum Studies" [43(5), (2011), 569-590], I argue that, despite dramatic changes that have taken place in the language of Chinese academic discourse and pedagogy, evidence derived from the fields of psychology and the history of Chinese educational…

From I to We: Sex Education as a Form of Civics Education in a Neoliberal Context

ERIC Educational Resources Information Center

Lamb, Sharon; Randazzo, Renee

2016-01-01

This research explores the question of how a sex education curriculum can be a form of civics education, moving students from a discourse of personal responsibility to a discourse that represents a "we" voice and takes into consideration not only the other person but society. In two 8-week classes delivered in a charter school to a…

Teacher or Coach? How Logics from the Field of Sports Contribute to the Construction of Knowledge in Physical Education Teacher Education Pedagogical Discourse through Educational Texts

ERIC Educational Resources Information Center

Svendsen, Annemari Munk; Svendsen, Jesper Tinggaard

2016-01-01

The main purpose of this paper is to focus attention on educational texts as central conveyers of discourses of sport into physical education teacher education (PETE) and by extension into physical education (PE). A considerable volume of research suggests that sport and games continue to be dominant elements of curriculum and practice in…

Affirming Irregular Spaces in a School-Wide Curriculum Initiative: A Place for the Animals

ERIC Educational Resources Information Center

Lynch, Julianne; Herbert, Sandra

2015-01-01

School-wide curriculum initiatives are complex fields of activity, held together by a cast of heterogeneous actors who put diverse discourses to work in their everyday efforts to shape their work. This paper draws upon qualitative data collected across an 18-month period in a regional Australian primary school that, since the beginning of 2012,…

The more it changes; the more it remains the same: a Foucauldian analysis of Canadian policy documents relevant to student selection for medical school.

PubMed

Razack, Saleem; Lessard, David; Hodges, Brian D; Maguire, Mary H; Steinert, Yvonne

2014-05-01

Calls to increase the demographic representativeness of medical classes to better reflect the diversity of society are part of a growing international trend. Despite this, entry into medical school remains highly competitive and exclusive of marginalized groups. To address these questions, we conducted a Foucauldian discourse analysis of 15 publically available policy documents from the websites of Canadian medical education regulatory bodies, using the concepts of "excellence" (institutional or in an applicant), "diversity," and "equity" to frame the analysis. In most documents, there were appeals to broaden definitions of institutional excellence to include concerns for greater social accountability. Equity concerns tended to be represented as needing to be dealt with by people in positions of authority in order to counter a "hidden curriculum." Diversity was represented as an object of value, situated within a discontinuous history. As a rhetorical strategy, documents invoked complex societal shifts to promote change toward a more humanistic medical education system and profession. "Social accountability" was reified as an all-encompassing solution to most issues of representation. Although the policy documents proclaimed rootedness in an ethos of improving the societal responsiveness of the medical profession, our analysis takes a more critical stance towards the discourses identified. On the basis of our research findings, we question whether these calls may contribute to the maintenance of the specific power relations they seek to address. These conclusions lead us to consider the possibility that the discourses represented in the documents might be reframed to take into account issues of power distribution and its productive and reproductive features. A reframing of discourses could potentially generate greater inclusiveness in policy development processes, and afford disadvantaged and marginalized groups more participatory roles in the discussion.

What Limits of Legitimate Discourse? The Case of Elite Sport as "Thinkable" Official Knowledge in the Norwegian National Curriculum

ERIC Educational Resources Information Center

Kårhus, Svein

2016-01-01

In 2006, elite sport was introduced into the Norwegian national curriculum as an elective subject in the pre-tertiary school. Grades achieved in this 5-hours-a-week subject count towards school-leavers' overall attainment grades. Prior to 2006, this subject was only offered as a specially adapted, alternative pedagogy in private schools. The paper…

Teacher talk about science: An examination of the constructed understanding of science held by four elementary school teachers

NASA Astrophysics Data System (ADS)

Price, Robert John

The elementary school teacher's personal understanding of science has not been a primary focus of consideration in educational reform discussions. This study examines how four elementary school teachers have constructed their personal understanding of science. The purpose of this study is to explore core understandings about science held by these teachers, and to examine the origins of these ideas. This study assumes that a teacher's understanding of science is unique and constructed on personal experiences affected by influences. This study further explores the relationship of the teachers understanding to the school's stated curriculum. The theoretical framework of this research recognizes three guiding assumptions: science exists as a set of ideas that have developed over time through competing discourses; the teacher plays an important role in the implementation of the science curriculum; and the guiding influences of a teacher's understanding of science are associated with power that emerges from discourse. The methodology in this qualitative study is closely associated with narrative inquiry. Data collection methods include a questionnaire, focus group sessions, and individual interviews. Teachers' stories were collected through collaborative interview opportunities between the researcher and the participants. The findings are presented through the narratives of the four teachers, and are organized through the guiding influences, and talk related to the stated science curriculum. The teachers' talk can be categorized by three broad guiding influences: family, education, and an image of science. The talk related to the stated curriculum illustrates both conflicts, and a relationship between the teachers' understanding of science and the curriculum. The finding of this study provides evidence that each teacher's understanding of science is unique and developed over time. Additionally, this understanding plays a role in how the stated curriculum is discussed and understood. This investigation recommends that teachers' personal understanding of science, as revealed through narrative inquiry, becomes a focus in developing new educational opportunities for elementary school teachers. This study further recommends challenging a hegemony related to positivism that exists in science curricula, and the addition of the valued voice of elementary teachers to the discourse of science education.

Everyday classroom assessment practices in science classrooms in Sweden

NASA Astrophysics Data System (ADS)

Gómez, María del Carmen; Jakobsson, Anders

2014-12-01

The focus of this study is to examine to what extent and in what ways science teachers practice assessment during classroom interactions in everyday activities in an upper-secondary school in Sweden. We are science teachers working now with a larger research project on assessment in science education that seeks to examine teachers' assessment practices in the upper-secondary school. Framing questions include: are teachers performing an integrated assessment of students' skills as the national curriculum mandates? If so, what do the instructional discourses look like in those situations and what are students' experiences regarding their agency on learning and assessment? We emphasize the social, cultural and historic character of assessment and sustain a situated character of learning instead of the notion that learning is "stored inside the head". Teacher led lessons in three science classrooms were video-recorded and analyzed by combining ethnographic and discourse methods of analysis. Both methods are appropriate to the theoretical foundation of our approach on learning and can give some answers to questions about how individuals interact socially, how their experience is passed on to next generations through language and how language use may reveal cultural changes in the studied context. Making the study of action in a classroom the focal point of sociocultural analysis supports the examination of assessment processes and identification of the social roles in which teachers and students are immersed. Such an approach requires observations of how teachers act in authentic teaching situations when they interact with their students in classroom making possible to observe negotiation processes, agencies when both teachers and students are involved in every-day activities. Our study showed that teachers mostly ignored students' questions and that students solved their own problems by helping each other. Teachers did not provide opportunities for students to discuss or argue scientific issues as the national science curriculum stipulates. We found that traditional assessment methods, such as tests, examinations and assignments were the most common methods used to assess and grade students' learning. Different aspects of knowledge stipulated in the national Swedish curriculum, such as lifelong learning, stimulation to students' creativity, curiosity as well as their wish to explore and convert new ideas into action, and find solutions to problems, were restricted by teachers' discourses. The observed teachers' learning and assessment practices constrain students' agency leading to students' silence consequently hindering students' development.

Towards an Integrated Approach to Cabin Service English Curriculum Design: A Case Study of China Southern Airlines' Cabin Service English Training Course

ERIC Educational Resources Information Center

Xiaoqin, Liu; Wenzhong, Zhu

2016-01-01

This paper has reviewed the history of EOP (training) development and then illustrated the curriculum design of cabin service English training from the three perspectives of ESP, CLIL and Business Discourse. It takes the cabin crew English training of China Southern Airlines (CZ) as the case and puts forward an operational framework composed of…

The negotiation of meaning and exercise of power in professional learning communities: An investigation of middle school science teachers

NASA Astrophysics Data System (ADS)

Mclaughlin, Cheryl Althea

A professional learning community (PLC) typically consists of practitioners who systematically examine and problematize their practice with the intention of development and improvement. The collaborative practices inherent in PLCs mirror the way scientists work together to develop new theories, and are particularly valuable for science teachers who could draw from these experiences to improve the quality of student learning. Gaps in the science education literature support the need for research to determine how interactions within PLCs support science teacher development. Additionally, issues of power that may constrain or encourage meaningful interactions are largely overlooked in PLC studies. This qualitative study examines, from a Foucauldian perspective, interactions within a PLC comprising middle school science teachers preparing to implement reform curriculum. Specifically, the study analyzes interactions within the PLC to determine opportunities created for professional learning and development. Audiotaped transcripts of teacher interactions were analyzed using discourse analysis building tasks designed to identify opportunities for learning and to examine the exercise of power within the PLCs. The discourse analytical tools integrated theories of Gee (2011) and Foucault (1972), and were used to deconstruct and interrogate the data. The events were subsequently reconstructed through the lens of social constructivism and Foucault theories on power. The findings identified several processes emerging from the interactions that contributed to the negotiation of an understanding of the reform curriculum. These include reflection on practice, reorganization of cognitive structures, reinvention of practice, and refinement of instructional strategies. The findings also indicated that the exercise of power by entities both external to, and within the PLCs influenced the process of meaning negotiation among the science teachers. The consensus achieved by the teachers reflected knowledge constructed by science education discourses external to the PLC, which regulated understandings emerging from the interactions. Additionally, some teachers, through their actions, exercised power in ways that hindered rather than enhanced constructive dialogue in PLCs. The exercise of power by external institutions was nevertheless necessary to set the stage for the series of actions, the outcome of which facilitated constructive dialogue among science teachers who were implementing the reform curriculum.

Arsenic-based Life: An active learning assignment for teaching scientific discourse.

PubMed

Jeremy Johnson, R

2017-01-02

Among recent high profile scientific debates was the proposal that life could exist with arsenic in place of phosphorous in its nucleic acids and other biomolecules. Soon after its initial publication, scientists across diverse disciplines began to question this extraordinary claim. Using the original article, its claims, its scientific support, and the ensuing counterarguments, a two-day, active learning classroom exercise was developed focusing on the presentation, evaluation, and discussion of scientific argumentation and discourse. In this culminating assignment of a first semester biochemistry course, undergraduate students analyze the scientific support from the original research articles and then present and discuss multiple scientific rebuttals in a lively, civil classroom debate. Through this assignment, students develop a sense of skepticism, especially for the original arsenic-based life claims, and learn to clearly articulate their counterarguments with scientific support and critical reasoning. With its direct integration into first-semester biochemistry curriculum and the excitement surrounding arsenic based life, this assignment provides a robust, simple, and stimulating framework for introducing scientific discourse and active learning into the undergraduate molecular science curriculum. © 2016 by The International Union of Biochemistry and Molecular Biology, 45(1):40-45, 2017. © 2016 The International Union of Biochemistry and Molecular Biology.

False Dichotomy? "Western" and "Confucian" Concepts of Scholarship and Learning

ERIC Educational Resources Information Center

Ryan, Janette; Louie, Kam

2007-01-01

Discourses of "internationalisation" of the curriculum of Western universities often describe the philosophies and paradigms of "Western" and "Eastern" scholarship in binary terms, such as "deep/surface", "adversarial/harmonious", and "independent/dependent". In practice, such dichotomies…

Problems and Issues Related to Alternative Education.

ERIC Educational Resources Information Center

Pilat, Mary

1997-01-01

Symposium participants identified policy issues in these areas related to alternative education for at-risk youth: choice, equity, public perception, definition, philosophy, stakeholder involvement, evaluation, staffing, curriculum, governance, and financing. Public discourse and policy discussion were considered essential to implementing…

Communication-Based Classrooms.

ERIC Educational Resources Information Center

Kretschmer, Richard R., Jr.; Kretschmer, Laura W.

1995-01-01

Addresses three issues in developing the communication abilities of students with hearing impairments: (1) teaching the six primary discourse functions (narration, explanation, contrast-comparison, instruction giving, persuasion, and negotiation); (2) tensions between time needed for language learning and covering curriculum content; and (3)…

Writing for Science Literacy

NASA Astrophysics Data System (ADS)

Chamberlin, Shannon Marie

Scientific literacy is the foundation on which both California's currently adopted science standards and the recommended new standards for science are based (CDE, 2000; NRC, 2011). The Writing for Science Literacy (WSL) curriculum focuses on a series of writing and discussion tasks aimed at increasing students' scientific literacy. These tasks are based on three teaching and learning constructs: thought and language, scaffolding, and meta-cognition. To this end, WSL is focused on incorporating several strategies from the Rhetorical Approach to Reading, Writing, Listening and Speaking to engage students in activities designed to increase their scientific literacy; their ability to both identify an author's claim and evidence and to develop their own arguments based on a claim and evidence. Students participated in scaffolded activities designed to strengthen their written and oral discourse, hone their rhetorical skills and improve their meta-cognition. These activities required students to participate in both writing and discussion tasks to create meaning and build their science content knowledge. Students who participated in the WSL curriculum increased their written and oral fluency and were able to accurately write an evidence-based conclusion all while increasing their conceptual knowledge. This finding implies that a discourse rich curriculum can lead to an increase in scientific knowledge.

Subluxation and semantics: a corpus linguistics study.

PubMed

Budgell, Brian

2016-06-01

The purpose of this study was to analyze the curriculum of one chiropractic college in order to discover if there were any implicit consensus definitions of the term subluxation. Using the software WordSmith Tools, the corpus of an undergraduate chiropractic curriculum was analyzed by reviewing collocated terms and through discourse analysis of text blocks containing words based on the root 'sublux.' It was possible to identify 3 distinct concepts which were each referred to as 'subluxation:' i) an acute or instantaneous injurious event; ii) a clinical syndrome which manifested post-injury; iii) a physical lesion, i.e. an anatomical or physiological derangement which in most instances acted as a pain generator. In fact, coherent implicit definitions of subluxation exist and may enjoy broad but subconscious acceptance. However, confusion likely arises from failure to distinguish which concept an author or speaker is referring to when they employ the term subluxation.

The British and curriculum development in West Africa: A historical discourse

NASA Astrophysics Data System (ADS)

Ofori-Attah, Kwabena Dei

2006-09-01

THE BRITISH AND CURRICULUM DEVELOPMENT IN WEST AFRICA: A HISTORICAL STUDY - Only recently have African nations begun to make their way towards establishing genuinely autonomous education systems incorporating elements of indigenous culture. The present study examines the historical development of curriculum in British West Africa in its links with the educational activities of the early Christian missionaries and the imposition of British colonial rule. For over 300 years, the curriculum content was essentially European in nature. African interests and cultural practices were largely excluded, as "bookwork" was favored over "handwork". The colonial curriculum also helped introduce a new social order to West Africa, leading to the rise of new local elites reading, writing, and speaking foreign European languages. This study explores how the idea of a "civilized" person, promoted through the colonial school curriculum, developed new local elites with different sets of values and expectations that often made them strangers in their own societies. It also describes the connection between this curriculum and the repeated failure of education-reform efforts.

[Internal Medicine in the curriculum of General Medicine at Universities of Mexico, 2014].

PubMed

Maldonado, Jesús Adrián; Peinado, José María

2017-01-01

The aim of this study was to analyze Internal Medicine as a subject and its requirement in each of the Universities curriculum in Mexico that offers a degree in General Medicine. By the end of the first quarter of 2014, the research was closed and 81 campuses were studied. This research was quantitative, using an analytical technique, written discourse, exploratory and purposive sampling not random and homogeneous type. The Likert questionnaire was used in this study to analyse the following variables: the record of Internal Medicine as a subject, the burden of credit, and the location of the program. The procedure consisted of three phases. First obtaining an official list of all the Universities in the Mexican Association of Colleges and Schools of Medicine. Second, obtaining an analysis of each of the Universities' curriculums, and lastly gathering each variable of the study. The results of the Universities were 63% were public and 37% private. Internal Medicine as a subject in the curriculum was 37.1%, and 20% of the universities include it for six months and 9% offer it the whole year. However, the undergraduate internship in Internal Medicine offers it 100%. In conclusion, Internal Medicine as a subject could disappear from the curriculum in General Medicine before coming to the undergraduate internship, even though the latter is declared required in hospital shifts.

Policy over Procedure: A Look at the School Completion Programme in Ireland. Is This State Led Educational Intervention for Disadvantaged Children Merely Philanthropic and Can Current Global and National Neo Liberal Policy Trends in Education Be Overcome?

ERIC Educational Resources Information Center

McKenna, Declan

2015-01-01

"An overview of contemporary curriculum discourse shows a worrying drift to the technical; in current curriculum debates, technique is winning out over substance, procedure over principles" (Looney 2001, p.149). As a project worker in the School Completion Programme in Ireland I ask what and who education is for and look at to whom and…

S/M/Othering

ERIC Educational Resources Information Center

McClure, Marissa

2014-01-01

Recent scholarship in art education has introduced complex discourses of mothering, m/othering curriculum, (m)others), m(other)work, family structures that confront myths of the nuclear family, non-Western motherhoods, and disability. Feminist artists and activists have long confronted cultural constructions of motherhood and the pregnant,…

Physician Assimilation in Medical Schools: Dualisms of Biomedical and Biopsychosocial Ideologies in the Discourse of Physician Educators.

PubMed

Olufowote, James O; Wang, Guoyu E

2017-06-01

Although health communication research and popular literature on physicians have heightened awareness of the dualisms physicians face, research is yet to focus on the discourse of physician educators who assimilate students into medicine for dualisms of the biomedical (BMD) and biopsychosocial (BPS) ideologies. The study drew on a dualism-centered model to analyze the discourse of 19 behavioral science course directors at 10 medical schools for the emergence of dualisms in instantiations of BPS ideologies and for the management of dualism in discourse that instantiated both BMD and BPS ideologies as part of the curriculum. Dualism emerged in the BPS ideologies of "patient-centeredness" and "cultural competence." While a dualism between "patients' data" and "patients' stories" emerged in the patient-centeredness ideology, a dualism between enhancing "interaction skill" and "understanding" emerged in the cultural competence ideology. Moreover, the study found educator discourse managing dualism between BMD and BPS ideologies through the strategies of "connection" and "separation." The study concludes with a discussion and the implications for theory and research.

Who Cares? Infant Educators' Responses to Professional Discourses of Care

ERIC Educational Resources Information Center

Davis, Belinda; Degotardi, Sheila

2015-01-01

This paper explores the construction of "care" in early childhood curriculum and practice. An increasing number of infants are attending formal early childhood settings in Australia (Australian Bureau of Statistics, 2011. "Childhood education and care, Australia, June 2011." (4402.0). Retrieved from…

Constitutions of Nature by Teacher Practice and Discourse in Ontario Grade 9 and 10 Academic Science

NASA Astrophysics Data System (ADS)

Hoeg, Darren Glen

This thesis presents an ethnographic study, based broadly on principles and methods of institutional ethnography, on the constitution of nature by nine Ontario Grade 9 and 10 Academic Science teachers. The intent of this methodological approach is to examine how the daily practice of participants works toward constituting nature in specific ways that are coordinated by the institution (Ontario public school and/or school science). Critical Discourse Analysis and general inductive analysis were performed on interview transcripts, texts related to teaching science selected by participants, and policy documents (i.e. curriculum; assessment policy) that coordinate science teacher practice. Findings indicate specific, dominant, and relatively uniform ontological and epistemological constitutions of nature. Nature was frequently constituted as a remote object, distant from and different than students studying it. More complex representations included constituting nature as a model, machine, or mathematical algorithm. Epistemological constitutions of nature were enacted through practices that engaged students in manipulating nature; controlling nature, and dominating nature. Relatively few practices that allow students to construct different constitutions of nature than those prioritized by the institution were observed. Dominant constitutions generally assume nature is simply the material to study, from which scientific knowledge can be obtained, with little ethical or moral consideration about nature itself, or how these constitutions produce discourse and relationships that may be detrimental to nature. Dominant constitutions of nature represent a type of objective knowledge that is prioritized, and made accessible to students, through science activities that attain a position of privilege in local science teacher cultures. The activities that allow students to attain the requisite knowledge of nature are collected, collated, and shared among existing science teachers. Activities are adapted to meet the knowledge requirements of the curriculum, which is institutionally coordinated by a system of management, based on accountability and performance. Thus, teachers come to see teaching practice that 'works' as contained in those science activities that engage students in learning nature as a specific representation (model/machine) or through science methods that control students learning so that they arrive at the correct knowledge. This allows teachers to assess and evaluate students' acquisition of the institutionally valued knowledge of nature. This system of coordination is sustained through discourse that enables teaching practices that aligns with institutional priorities of measuring performance, while at the same time, limiting teachers from being able to conceive of other teaching practices that might enable different constitutions of nature.

Science Teacher Decision-Making in a Climate of Heightened Accountability: A Rhizomatic Case Study Analysis of Two Science Departments in New York City

NASA Astrophysics Data System (ADS)

Purohit, Kiran Dilip

Secondary science teachers make many daily decisions in the enactment of curriculum. Although curriculum materials are widely available to address science content, practices, and skills, the consideration that goes into deciding how and whether to use such materials is complicated by teachers' beliefs about science, their understandings of school-level accountability and testing measures, and their perspectives on the adolescent students they teach. This study addresses the need to understand how teachers consider multiple forces in their enactment of science curriculum. The purpose of this study was to explore the ways that discourses around accountability, science, and science education emerge in the narratives around teachers' decision-making in secondary science classrooms. Using a case study approach, I worked at two school sites with two pairs of science teachers. We established criteria for critical incidents together, then teachers identified critical decision-making moments in their classrooms. We analyzed those incidents together using a consultancy protocol, allowing teachers to focus their thinking on reframing the incidents and imagining other possible outcomes. Using post-structuralist rhizomatics, I assembled analyses of teachers' discussions of the critical incidents in the form of dramatization--scenes and monologues. I then developed two major interpretive strands. First, I connected teachers' sense of having "no time" to blocs of affect tied to larger discourses of national security, teacher accountability, and the joy of scientific discovery. Second, I demonstrated how teachers' concern in following logical pathways and sequences in science relates to the imposition of accountability measures that echo the outcomes-driven logic of the learning sciences. Across both interpretations, I found accountability to be complex, multidirectional, and unpredictable in how it works on and through teachers as they make decisions. Research in this area has important practical implications in the fields of professional development, curriculum development, and school change. As more states (including New York) adopt standards derived from the Next Generation Science Standards (NGSS), the importance of privileging teachers' investment and critical decision-making in the process of new curriculum development is vital. I suggest that tools like video-based coaching and consultancy protocol discussions support this kind of thoughtful curricular change.

An Overview of Discourse Analysis and Its Usefulness in TESOL.

ERIC Educational Resources Information Center

Milne, Geraldine Veronica

This paper provides an overview of discourse analysis from a linguistic point of view, discussing why it is relevant to Teaching English to Speakers of Other Languages (TESOL). It focuses on the following: discourse and discourse analysis; discourse analysis and TESOL; approaches to discourse analysis; systemic functional linguistics; theme and…

Academic Community: Discourse or Discord? Higher Education Policy Series 20.

ERIC Educational Resources Information Center

Barnett, Ronald, Ed.

This collection of 12 author-contributed papers examines the notion of "academic community" within and among institutions of higher education. Papers are grouped into four sections which examine the idea of academic community, community through academic inquiry, community through curriculum, and community through organization,…

Contracting for nurse education: nurse leader experiences and future visions.

PubMed

Moule, P

1999-02-01

The integration of nurse education into higher education establishments following Working for Patients, Working Paper 10 (DOH 1989a) has seen changes to the funding and delivery of nurse education. The introduction of contracting for education initiated a business culture which subsumed previous relationships, affecting collaborative partnerships and shared understanding. Discourse between the providers and purchasers of nurse education is vital to achieve proactive curriculum planning, which supports the development of nursing practitioners who are fit for award and fit for purpose. Research employed philosophical hermeneutics to guide the interviewing of seven nurse leaders within one region. Data analysis occurred within a hermeneutic circle and was refined using NUDIST. Two key themes were seen as impacting on the development of an effective educational strategy. Firstly, the development of collaborative working was thought to have been impeded by communication difficulties between the Trusts and higher education provider. Secondly, there was concern that curriculum developments would support the future evolution of nursing, acknowledging the professional issues impacting on nursing roles. The research findings suggest purchasers and providers of nurse education must move towards achieving mutual understanding and collaborate in developing a curriculum which will prepare nurses for practice and for award.

Science-for-Teaching Discourse in Science Teachers' Professional Learning Communities

NASA Astrophysics Data System (ADS)

Lohwasser, Karin

Professional learning communities (PLCs) provide an increasingly common structure for teachers' professional development. The effectiveness of PLCs depends on the content and quality of the participants' discourse. This dissertation was conducted to add to an understanding of the science content needed to prepare to teach science, and the discourse characteristics that create learning opportunities in teachers' PLCs. To this end, this study examined how middle school science teachers in three PLCs addressed science-for-teaching, and to what effect. Insight into discourse about content knowledge for teaching in PLCs has implications for the analysis, interpretation, and support of teachers' professional discourse, their collaborative learning, and consequently their improvement of practice. This dissertation looked closely at the hybrid space between teachers' knowledge of students, of teaching, and of science, and how this space was explored in the discourse among teachers, and between teachers and science experts. At the center of the study were observations of three 2-day PLC cycles in which participants worked together to improve the way they taught their curriculum. Two of the PLC cycles were supported, in part, by a science expert who helped the teachers explore the science they needed for teaching. The third PLC worked without such support. The following overarching questions were explored in the three articles of this dissertation: (1) What kind of science knowledge did teachers discuss in preparation for teaching? (2) How did the teachers talk about content knowledge for science teaching, and to what effect for their teaching practice? (3) How did collaborating teachers' discursive accountabilities provide opportunities for furthering the teachers' content knowledge for science teaching? The teachers' discourse during the 2-day collaboration cycles was analyzed and interpreted based on a sociocultural framework that included concepts from the practice-based theory of content knowledge for teaching developed by D. L. Ball, Thames, and Phelps (2008) and the Accountable Talk framework by Michaels, O'Connor, & Resnick (2008). The study's findings could provide justification for and ideas on how to provide targeted support for PLCs to make teachers' work on science knowledge more applicable to lesson planning, teaching, and student learning.

"Exergaming," Corporate Interests and the Crisis Discourse of Childhood Obesity

ERIC Educational Resources Information Center

Vander Schee, Carolyn J.; Boyles, Deron

2010-01-01

In this paper we explore "exergaming" in schools, the latest trend influencing the physical education (PE) curriculum. Throughout the paper we investigate the various proponents of exergaming including the gaming industry, academic researchers and PE teachers. Our inquiry takes a closer look at exergaming as a pedagogical trend and…

Planning for Development or Decline? Education Policy for Chinese Language in Singapore

ERIC Educational Resources Information Center

Curdt-Christiansen, Xiao Lan

2014-01-01

This article examines how political discourse, language ideologies, recent Chinese curriculum reforms, and their representations in the media are inextricably related. Using the "Speak Mandarin Campaign" as background for the inquiry, I focus on textual features of the various media sources, TV advertisements, campaign slogans, official…

Place, Sustainability and Literacy in Environmental Education: Frameworks for Teaching and Learning

ERIC Educational Resources Information Center

Green, Monica

2012-01-01

The "ecologisation" of Australian primary schools brings new opportunities for curriculum expansion and renewal for sustainability education. My contribution to the broader discussion of place, geography, sustainability and literacy stems from an interest in how children are brought into contact with sustainability discourses via sensory…

Discourses of Inclusion in Initial Teacher Education: Unravelling a New Zealand "Number Eight Wire" Knot

ERIC Educational Resources Information Center

O'Neill, John; Bourke, Roseanna; Kearney, Alison

2009-01-01

Institutional politics and diversity of ideological positions create challenges for teaching staff with polarised beliefs about inclusive education. This paper provides a methodological justification for a longitudinal study of the experience of developing an integrated "inclusive education" curriculum in one initial teacher education…

More than One "Right" Answer

ERIC Educational Resources Information Center

Loper, Suzanna; Baker, Josey

2009-01-01

In this article, the authors present a sequence of activities from a curriculum about light for third and fourth graders that supports students in learning to disagree like scientists. This sequence of activities helps students discuss reasons for the discrepancies in their data, use the language of argumentation in classroom discourse, and get a…

Different Histories? Reading Dartmouth … Against the Grain

ERIC Educational Resources Information Center

Green, Bill

2016-01-01

The Dartmouth Seminar is rightly understood as a key event in English curriculum history--indeed, "a pivotal moment," as one commentator put it. Nonetheless questions can still be asked about the nature of its significance, both "discursively," with regard to the discourse (and rhetoric) of post-Dartmouth English teaching, and…

Essence or Practice? Conflicting Cultural Values in Chinese EFL Textbooks: A Discourse Approach

ERIC Educational Resources Information Center

Xiong, Tao

2012-01-01

While increasing attention is being paid to the ideological debate on Confucian-influenced cultural values communicated in Chinese language textbooks, EFL textbooks remain under-examined since the TEFL/TESOL is typically assumed to be "technical" and "neutral". Drawing on critical theoretical perspectives on curriculum,…

Cumulative and Segmented Learning: Exploring the Role of Curriculum Structures in Knowledge-Building

ERIC Educational Resources Information Center

Maton, Karl

2009-01-01

The present article extends Basil Bernstein's theorisation of "discourses" and "knowledge structures" to explore the potential of educational knowledge structures to enable or constrain cumulative learning, where students can transfer knowledge across contexts and build knowledge over time. It offers a means of overcoming…

RhizomANTically Becoming-Cyborg: Performing Posthuman Pedagogies

ERIC Educational Resources Information Center

Gough, Noel

2004-01-01

This paper is a narrative experiment inspired by Deleuze and Guattari's (1987) figuration of the rhizome. It is a textual assemblage of popular and academic representations of cyborgs that might question, provoke, and challenge some of the dominant discourses and assumptions of curriculum, teaching, and learning. Emboldened by Deleuze's penchant…

Children's Outdoor Environment in Icelandic Educational Policy

ERIC Educational Resources Information Center

Norðdahl, Kristín; Jóhannesson, Ingólfur Ásgeir

2015-01-01

The aim of this study is to investigate what characterizes the discourse on the role of the outdoor environment in young children's learning in educational policy documents in Iceland. Policy documents, laws and regulations, national curriculum guides for pre- and compulsory school levels, and documents from municipalities were analyzed. A…

The Persistence of Myth in Curriculum Discourse.

ERIC Educational Resources Information Center

Cornbleth, Catherine

Myth is integral to modern as well as ancient societies in its service to multiple interrelated social functions. Among these are to explain phenomena and direct action, to justify particular interests or practices, to dramatize ideals, and to provide cultural cohesion. Three prevailing myths that are especially problematic are the myths of…

The Roles of Engineering Notebooks in Shaping Elementary Engineering Student Discourse and Practice

ERIC Educational Resources Information Center

Hertel, Jonathan D.; Cunningham, Christine M.; Kelly, Gregory J.

2017-01-01

Engineering design challenges offer important opportunities for students to learn science and engineering knowledge and practices. This study examines how students' engineering notebooks across four units of the curriculum "Engineering is Elementary" (EiE) support student work during design challenges. Through educational ethnography and…

On the Limits of the Human in the Curriculum Field

ERIC Educational Resources Information Center

de Oliveira, Thiago Ranniery Moreira; Lopes, Danielle Bastos

2016-01-01

Humanism and the concept of the human that informs pedagogical discourse have been increasingly questioned by what has been called "post-human times." In this paper, we situate Paulo Freire's (1970) "Pedagogy of the Oppressed," and Nathan Snaza and John Weaver's (2014) "Posthumanism and Educational Research" within…

The First Three Years: Experiences of Early Career Teachers

ERIC Educational Resources Information Center

Fenwick, Ashley

2011-01-01

This study considers two discourses of current relevance to national and international educators--early professional learning (EPL) and curriculum change. Induction arrangements for early career teachers (ECTs), EPL and informal learning have received considerable attention in the past few years. Changes to induction inevitably have knock-on…

Visualizing the Collective Learner through Decentralized Networks

ERIC Educational Resources Information Center

Castro, Juan Carlos

2015-01-01

Understandings of decentralized networks are increasingly used to describe a way to structure curriculum and pedagogy. It is often understood as a structural model to organize pedagogical and curricular relationships in which there is no center. While this is important it also bears introducing into the discourse that decentralized networks are…

The Multi-Modal Redesign of School Texts

ERIC Educational Resources Information Center

Walsh, Christopher S.

2009-01-01

Multiliteracies-related research is just emerging from the formal discourse of pedagogical theorising and how it may look in practice needs further exploration. This research, initiated under that warrant, presents practitioner research and the enactment of a multiliteracies curriculum with Year 8 students in New York City's Chinatown. The study…

The Trouble with "Rainbow Boys"

ERIC Educational Resources Information Center

Crisp, Thomas

2008-01-01

Few pieces of GLBTQ fiction have received the popular and scholarly acclaim awarded to Alex Sanchez's "Rainbow Boys" series. Although "problem novels" are rarely taken seriously as literature, the books--the first novel in particular--have joined the few pieces of GLBTQ literature incorporated into educational discourse and curriculum. In this…

Role of Druze High Schools in Israel in Shaping Students' Identity and Citizenship

ERIC Educational Resources Information Center

Court, Deborah; Abbas, Randa

2010-01-01

This study investigated how two Israeli Druze high schools shape the identity and citizenship of adolescents through curriculum, teaching, discourse, social activities and national ceremonies. Data were collected through interviews with teachers, the two school principals, policymakers for Druze education in the Ministry of Education, and…

Feminist Art Curriculum: Politicizing the Personal via Cyberpost Activism

ERIC Educational Resources Information Center

Motter, Jennifer L.

2012-01-01

Exploring the theory the personal is political, this critical emancipatory case study seeks to empower women and disrupt virtual world discourses via women's intervention of voice and visibility in informal learning sites. Using critical emancipatory methodology, I worked with five women to develop strategic online social network…

Moving beyond Dance, Dress, and Dining in Multicultural Canada

ERIC Educational Resources Information Center

Sensoy, Ozlem; Sanghera, Raj; Parmar, Geetu; Parhar, Nisha; Nosyk, Lianne; Anderson, Monica

2010-01-01

The mainstream curriculum is extremely efficient in furthering a neoliberal multicultural discourse, what is described as the dance, dress, and dining, or heroes and holidays, or Taco Tuesday approaches to diversity. Given this, doing anything else is an ongoing challenge. This paper shares details of a government-university-school collaboration…

Academic Success in Context-Based Chemistry: Demonstrating Fluid Transitions between Concepts and Context

ERIC Educational Resources Information Center

King, Donna Therese; Ritchie, Stephen M.

2013-01-01

Curriculum developers and researchers have promoted context-based programmes to arrest waning student interest and participation in the enabling sciences at high school and university. Context-based programmes aim for student connections between scientific discourse and real-world contexts to elevate curricular relevance without diminishing…

Excavating Diotima: Rehistoricizing Pre-Aristotelian Classical Rhetoric.

ERIC Educational Resources Information Center

Welch, Kathleen Ethel

Because canon formation directly influences curriculum construction, classical Greek rhetorical studies must make an assessment of how women's presence in these historical discourses has been at best marginalized, at worst erased. The structural oppression of women as a class and the institution of slavery need to be included in school curricula…

Research into Practice: The Influence of Discourse Studies on Language Descriptions and Task Design in Published ELT Materials

ERIC Educational Resources Information Center

Gilmore, Alex

2015-01-01

Discourse studies is a vast, multidisciplinary, and rapidly expanding area of research, embracing a range of approaches including discourse analysis, corpus analysis, conversation analysis, interactional sociolinguistics, critical discourse analysis, genre analysis and multimodal discourse analysis. Each approach offers its own unique perspective…

Discourse analysis: towards an understanding of its place in nursing.

PubMed

Crowe, Marie

2005-07-01

This paper describes how discourse analysis, and in particular critical discourse analysis, can be used in nursing research, and provides an example to illustrate the techniques involved. Discourse analysis has risen to prominence in the 1980s and 1990s in disciplines such as the social sciences, literary theory and cultural studies and is increasingly used in nursing. This paper investigates discourse analysis as a useful methodology for conducting nursing research. Effective clinical reasoning relies on employing several different kinds of knowledge and research that draw on different perspectives, methodologies and techniques to generate breadth of knowledge and depth of understanding of clinical practices and patients' experiences of those practices. The steps in a discourse analysis include: choosing the text, and identifying the explicit purpose of the text, the processes used for claiming authority connections to other discourses, construction of major concepts, processes of naming and categorizing, construction of subject positions, construction of reality and social relations and implications for the practice of nursing. The limitations of discourse analysis, its relationship to other qualitative approaches and questions for evaluating the rigour of research using discourse analysis are also explored. The example of discourse analysis shows how a text influences the practice of nursing by shaping knowledge, values and beliefs. Discourse analysis can make a contribution to the development of nursing knowledge by providing a research strategy to examine dominant discourses that influence nursing practice.

Discursive Space(s) in Science Curriculum Materials in Canada, Australia and Aotearoa/New Zealand

ERIC Educational Resources Information Center

Ninnes, Peter

2002-01-01

I examine how science curricula are complicit in maintaining the dominance of knowledge production by major powers, particularly the USA, through their efforts to tell the "truth" about certain topics, and whether resistant counter-discourses are being mounted, especially in "peripheral" states such as Canada, Australia, and…

Persuasive Writing, A Curriculum Design: K-12.

ERIC Educational Resources Information Center

Bennett, Susan G., Ed.

In the spirit of the Texas Hill Country Writing Project and in response to the requirements of the Texas Assessment of Basic Skills, this guide presents writing assignments reflecting a commitment to a unified writing program for kindergarten through grade twelve. The framework for the assignments is adopted from the discourse theory of James…

Program and Institutional Predictors of Environmental Justice Inclusion in U.S. Post-Secondary Environmental and Sustainability Curricula

ERIC Educational Resources Information Center

Carlos Garibay, Juan; Ong, Paul; Vincent, Shirley

2016-01-01

Environmental justice (EJ) issues and perspectives, which emphasize the disproportionate environmental hazards experienced by low-income communities and communities of color, are often excluded from higher education sustainability discourses and curriculum. Utilizing a national sample of 297 interdisciplinary environmental and sustainability (IES)…

Spirituality Expressed in Creative Learning: Young Children's Imagining Play as Space for Mediating Their Spirituality

ERIC Educational Resources Information Center

Goodliff, Gill

2013-01-01

Historically underpinning principles of the English curriculum framework for children from birth to five years explicitly acknowledged a spiritual dimension to children's uniqueness and well-being. Yet spirituality receives scant reference in the discourse of creative learning and teaching. This paper considers the relationship of spirituality to…

Bringing Knowledge Back In: Perspectives from Liberal Education

ERIC Educational Resources Information Center

Deng, Zongyi

2018-01-01

From the vantage point of liberal education, this article attempts to contribute to the conversation initiated by Michael Young and his colleagues on 'bringing knowledge back' into the current global discourse on curriculum policy and practice. The contribution is made through revisiting the knowledge-its-own-end thesis associated with Newman and…

From Command to Constructivism: Canadian Secondary School Physical Education Curriculum and "Teaching Games for Understanding"

ERIC Educational Resources Information Center

Singleton, Ellen

2009-01-01

Canadian physical educators have fought long and hard to be recognized as legitimate contributors to school curricula. In claiming alliances with discourses of medicine and morality, science and psychology, proponents of physical education have sought to be recognized and validated within the educational milieu. These claims have fundamentally…

AITIA and KAIROS: Classical Rhetoric in the Writing across the Curriculum Program.

ERIC Educational Resources Information Center

Gates, Rosemary L.

Three areas of the classical rhetoric of Aristotle, adapted for the modern discourse of inquiry and demonstration, provide a systematic framework for students to understand thought, investigation, and writing in other disciplines: aitia, kairos, and the enthymeme and the example. Aitia, or cause, has four aspects--the material cause, the formal…

Pedagogy Research through the Years in RQES

ERIC Educational Resources Information Center

Lee, Amelia M.; Solmon, Melinda A.

2005-01-01

This paper examines the growth in research on teaching, curriculum, and teacher education in Research Quarterly for Exercise and Sport, describing how this body of work has evolved over the past 75 years. The research stream progressed from "expert" discourses about what physical education should be to scientific approaches that have generated a…

Employability and Higher Education: Contextualising Female Students' Workplace Experiences to Enhance Understanding of Employability Development

ERIC Educational Resources Information Center

Gracia, Louise

2009-01-01

Current political and economic discourses position employability as a responsibility of higher education, which deploys mechanisms such as supervised work experience (SWE) to embed employability skills development into the undergraduate curriculum. However, workplaces are socially constructed complex arenas of embodied knowledge that are gendered.…

Radical Hope: Or, the Problem of Uncertainty in History Education

ERIC Educational Resources Information Center

Farley, Lisa

2009-01-01

Curricular questions of what and how knowledge should matter take on particular urgency when the knowledge at stake refers to cultural devastation in history. Whereas narratives of progress and discourses of "protecting the child" continue to dominate the public imaginary, a number of curriculum theorists have begun to explore the multiple ways in…

Social Studies--The Next Generation: Re-Searching in the Postmodern. Counterpoints, Studies in the Postmodern Theory of Education Volume 272

ERIC Educational Resources Information Center

Segall, Avner, Ed.; Heilman, Elizabeth E., Ed.; Cherryholmes, Cleo H., Ed.

2006-01-01

This book broadens the imagination within social studies education by highlighting current, cutting-edge scholarship incorporating critical discourses. Drawing on postmodern, poststructural, postcolonial, and feminist theories often borrowed from cultural studies, curriculum theory, critical geography, women's studies, and queer studies, the…

Global Perspectives for Global Professionals in the UK: Engaging Students within Engineering and Health

ERIC Educational Resources Information Center

Blum, Nicole; Bourn, Douglas

2008-01-01

The discourses around globalisation and internationalisation within higher education to date have tended to focus on institutional change. While recognising the importance of these debates, this paper suggests that issues around curriculum change and teaching and learning through global professions such as health and engineering have so far been…

Making Curriculum from Scratch: "Testimonio" in an Urban Classroom

ERIC Educational Resources Information Center

Cruz, Cindy

2012-01-01

"Testimonio," as a genre of the dispossessed, the migrant, and the queer, is a response to larger discourses of nation-building and has the potential to undermine the larger narratives that often erase and make invisible the expendable and often disposable labor and experiences of immigrants, the working class, African Americans, and…

Secondary Science Teachers' and Students' Beliefs about Engaging in Whole-Class Discussions

ERIC Educational Resources Information Center

Silva Pimentel, Diane

2012-01-01

Reform movements in science education have repeatedly called for more dialogic and student-centered discussions during science lessons. The approach secondary science teachers take towards talk during whole-class discussions continues to be predominantly teacher-centered even when curriculum materials are designed to support a shift in discourse.…

The Contested Curriculum: Academic Learning and Employability in Higher Education

ERIC Educational Resources Information Center

Speight, Sarah; Lackovic, Natasa; Cooker, Lucy

2013-01-01

This article explores the discourse of employability in higher education by investigating the understanding of different stakeholder groups (students, staff, employers) of the University of Nottingham (UK and China), and their fit to each other and to the educational literature. It finds that, while theories of life-long or life-wide learning…

Transformative Multicultural Science Curriculum: A Case Study of Middle School Robotics

ERIC Educational Resources Information Center

Grimes, Mary Katheryn

2012-01-01

Multicultural Science has been a topic of research and discourse over the past several years. However, most of the literature concerning this topic (or paradigm) has centered on programs in tribal or Indigenous schools. Under the framework of instructional congruence, this case study explored how elementary and middle school students in a…

Environmental Education across Cultures: Beyond the Discourse of Shallow Environmentalism

ERIC Educational Resources Information Center

Stibbe, Arran

2004-01-01

Environmental education has increasingly become part of the English as a Foreign Language (EFL) curriculum worldwide. This article analyses 26 EFL textbooks used in Japan, to discover what kind of environmental education they offer, and what this says about intercultural communication in the teaching/learning process. The results show how…

Consultation with Aboriginal and Torres Strait Islander People in Early Childhood Education: The Impact of Colonial Discourses

ERIC Educational Resources Information Center

Miller, Melinda G.

2015-01-01

In Australian early years education, consultation and partnerships with Aboriginal and Torres Strait Islander people are central to embedding Indigenous perspectives. Building sustained and reciprocal partnerships with Aboriginal and Torres Strait Islander people supports access to local knowledges and perspectives to inform curriculum planning,…

Governmentality, student autonomy and nurse education.

PubMed

Darbyshire, Chris; Fleming, Valerie E M

2008-04-01

This paper is a report of a study to explore how governmental practices operated in nurse education. Background. Since the 1980s nurse education internationally has been strongly influenced by educational theories that aim to promote student autonomy by encouraging self-direction and critical thinking. Newer curriculum models advocate transformative approaches leading to greater emancipation, social equity and inclusion. Although these changes have been positively evaluated there had been limited critical research on how student behaviour is governed. A discourse analytic study was conducted from 2000 to 2004 using interviews (n = 30) with a purposive sample students and teachers in one United Kingdom university. Data were also collated from the course curriculum and student handbook for the students' programme. Data were analysed to identify how student behaviour is governed. Two governing practices are described: control and technologies of the self. These practices contribute to an overall system of governing student behaviour that creates tension between the avowed progressive empowerment discourse and taken for granted everyday educational practices. Students are subjected to a range of governmental and disciplinary strategies and, through a process of normalization, ultimately become their own supervisors within the system. The tensions between the demands of a professional outcome-based nursing programme and notions of empowerment and student autonomy have not been resolved. Instead, present educational practice is characterized by normalizing discursive practices that aim to produce a specific version of a student subject as autonomous learner. Thus, discourses of both empowerment and professional behaviour govern students.

Conceptual Demand of Practical Work in Science Curricula. A Methodological Approach

NASA Astrophysics Data System (ADS)

Ferreira, Sílvia; Morais, Ana M.

2014-02-01

This article addresses the issue of the level of complexity of practical work in science curricula and is focused on the discipline of Biology and Geology at high school. The level of complexity is seen in terms of the emphasis on and types of practical work and, most importantly, in terms of its level of conceptual demand as given by the complexity of scientific knowledge, the degree of inter-relation between knowledges, and the complexity of cognitive skills. The study also analyzes recontextualizing processes that may occur within the official recontextualizing field. The study is psychologically and sociologically grounded, particularly on Bernstein's theory of pedagogic discourse. It uses a mixed methodology. The results show that practical work is poorly represented in the curriculum, particularly in the case of laboratory work. The level of conceptual demand of practical work varies according to the text under analysis, between the two subjects Biology and Geology, and, within each of them, between general and specific guidelines. Aspects studied are not clearly explicated to curriculum receivers (teachers and textbooks authors). The meaning of these findings is discussed in the article. In methodological terms, the study explores assumptions used in the analysis of the level of conceptual demand and presents innovative instruments constructed for developing this analysis.

Sex Education Representations in Spanish Combined Biology and Geology Textbooks

NASA Astrophysics Data System (ADS)

García-Cabeza, Belén; Sánchez-Bello, Ana

2013-07-01

Sex education is principally dealt with as part of the combined subject of Biology and Geology in the Spanish school curriculum. Teachers of this subject are not specifically trained to teach sex education, and thus the contents of their assigned textbooks are the main source of information available to them in this field. The main goal of this study was to determine what information Biology and Geology textbooks provide with regard to sex education and the vision of sexuality they give, but above all to reveal which perspectives of sex education they legitimise and which they silence. We analysed the textbooks in question by interpreting both visual and text representations, as a means of enabling us to investigate the nature of the discourse on sex education. With this aim, we have used a qualitative methodology, based on the content analysis. The main analytical tool was an in-house grid constructed to allow us to analyse the visual and textual representations. Our analysis of the combined Biology and Geology textbooks for Secondary Year 3 revealed that there is a tendency to reproduce models of sex education that take place within a framework of the more traditional discourses. Besides, the results suggested that the most of the sample chosen for this study makes a superficial, incomplete, incorrect or biased approach to sex education.

Discourse on Discourse. Workshop Reports from the Macquarie Workshop on Discourse Analysis (Sydney, New South Wales, Australia, February 21-25, 1983). Occasional Papers Number 7.

ERIC Educational Resources Information Center

Hasan, Ruqaiya, Ed.

Four group summary papers from an Australian national workshop on discourse analysis discuss verbal and written discourse and the classroom. Papers reflect the four workshop discussion groups of casual conversation, classroom discourse, expository discourse, and literary narrative. They include: "On Casual Conversation" (M. A. K.…

Discourse Analysis and Language Learning [Summary of a Symposium].

ERIC Educational Resources Information Center

Hatch, Evelyn

1981-01-01

A symposium on discourse analysis and language learning is summarized. Discourse analysis can be divided into six fields of research: syntax, the amount of syntactic organization required for different types of discourse, large speech events, intra-sentential cohesion in text, speech acts, and unequal power discourse. Research on speech events and…

A Resource Bulletin for Teachers of English--Grade 10: The Worlds of Discourse.

ERIC Educational Resources Information Center

Baltimore County Board of Education, Towson, MD.

This sequential curriculum guide for grade ten uses a sequence which encourages the teacher to begin with student experience and language and to progress to a variety of learning experiences which integrate all elements of the language arts and which permit students to discover their own generalizations and periodically evaluate their own…

Retelling Basic Writing at a Regional Campus: Iconic Discourse and Selective Function Meet Social Class

ERIC Educational Resources Information Center

Tassoni, John Paul

2005-01-01

This article relates case histories of basic writing programs at regional campuses in Florida, and the perceived need to incorporate concerns of social class into basic writing curriculum. Attention to class helps scholars identify institutional patterns that distance basic writing from the university's mainstream business. This author describes a…

Power Discourse and Educational Policy in Pakistan: Challenges for a Developing Society in the Era of Globalization

ERIC Educational Resources Information Center

Talbani, Aziz

2011-01-01

The article examines the ideological forces that are influencing educational policies and curriculum debates in Pakistan. In Pakistan, ideology dominates education and addressing contemporary global economic and cultural challenges are not a priority. As the result, the government of Pakistan has failed to address the economic woes of people,…

New Zealand Perspectives on Early Childhood Education: Naku Te Rourou Nau Te Rourou Ka Ora Ai Te Iwi

ERIC Educational Resources Information Center

Tesar, Marek

2016-01-01

This special issue focuses on histories, pedagogies, policies, philosophies and alternative perspectives in early childhood education. "Te Whariki" is heralded as the first bicultural curriculum not only in New Zealand, but in the world. Its importance is reflected in national and international research and early childhood discourses.…

It Takes Two to Tango: Studying How Students Constitute Political Subjects in Discourses on Sustainable Development

ERIC Educational Resources Information Center

Lundegard, Iann; Wickman, Per-Olof

2012-01-01

A great deal of the ongoing discussion about environmental education and education for sustainable development has to do with democracy and deliberation. Here, for example, the normative approach has been challenged. As an alternative, there is sometimes a call for a curriculum and education that is characterized by democracy, participation, and…

Boundary Objects and Curriculum Change: The Case of Integrated versus Subject-Based Teaching

ERIC Educational Resources Information Center

Hultén, Magnus

2013-01-01

The article examines the stability and success of ideas within pedagogical discourses. Why do certain ideas attract actors and how does change come about? These general questions are dealt with through considering the example of the swift spread of an interdisciplinary idea, "arbetsområde" (translated to "spheres of work") in…

Teaching about Faith-Based Organizations in the Social Work Curriculum: Perspectives of Social Work Educators

ERIC Educational Resources Information Center

Pandya, Samta P.

2016-01-01

Faith-based organizations (FBOs) have an important presence in contemporary civil society and have gained further prominence through their repertoire of social welfare and services. This study engaged social work educators (n = 316) across nine countries to examine their perceptions of including discourses on faith and FBOs in the social work…

Latinx Popular Culture Imaginaries: Examining Puerto Rican Children's Social Discourses in Interpreting Telenovelas

ERIC Educational Resources Information Center

Medina, Carmen Liliana; Costa, María del Rocío; Soto, Nayda

2017-01-01

In this paper, we present a collaboration project within one urban Puerto Rican classroom, focused on constructing a critical literacy inquiry curriculum grounded in the students' out-of-school literacy practices in their communities, including their experiences with media and popular culture. We focused on a critical literacy and media inquiry…

Mismatches between Legislative Policy and School Practice in Religious Education: The Scottish Case

ERIC Educational Resources Information Center

Matemba, Yonah H.

2015-01-01

Religious education (RE) is arguably one of the most legislated curriculum areas anywhere in the world, and yet in countries where legislation and educational policy exist to support its provision, how schools implement the subject in practice has not received much attention in the discourse. This article attempts to address this lacuna by…

Values and Visibility: The Implementation and Assessment of Citizenship Education in Schools

ERIC Educational Resources Information Center

Pike, Mark A.

2007-01-01

This article demonstrates that while the more obvious and visible forms of citizenship education (such as introducing it as a new subject on the timetable and a public examination option) are being endorsed and promoted in official discourse, less visible forms (such as attending to ethics and values across the curriculum or the impact of…

Films for a New DEEL: Documentary Films in the Educational Leadership Classroom

ERIC Educational Resources Information Center

Polizzi, Joseph A.; San Clementi, Erin

2013-01-01

The discourse on the use of film in the educational leadership classroom is often limited to the viewing of Hollywood features or industry films created for training purposes. We were motivated by an interest in finding new, valuable curriculum material and mediums that can inform and transform the work of education administrators. Guiding the…

What Shall We Tell the Children? International Perspectives on School History Textbooks. Research in Curriculum and Instruction

ERIC Educational Resources Information Center

Foster, Stuart J., Ed.; Crawford, Keith A., Ed.

2006-01-01

The pages of this book illustrate that as instruments of socialization and sites of ideological discourse textbooks are powerful artefacts in introducing young people to a specific historical, cultural and socioeconomic order. Crucially, exploring the social construction of school textbooks and the messages they impart provides an important…

Tracing Discourses of Health and the Body: Exploring Pre-Service Primary Teachers' Constructions of "Healthy" Bodies

ERIC Educational Resources Information Center

Welch, Rosie; Wright, Jan

2011-01-01

Contemporary notions of childhood overweight and obesity have become increasingly influential in curriculum and pedagogy in school-based Health and Physical Education (HPE). Teachers' delivery of HPE subject matter and related school practices are likely to have a considerable impact on the attitudes and beliefs of the children they teach,…

From Aspirations to Practice: Curriculum Challenges for a New "Twenty-First-Century" Secondary School

ERIC Educational Resources Information Center

McPhail, Graham J.

2016-01-01

This paper reports on the initial stages of an empirical study of a new secondary school in New Zealand. The school vision and organisation reflect current international twenty-first-century learning discourse by confronting long-established beliefs concerning the nature of education and knowledge and the roles of teachers and students. The…

Narratives of Infants' Encounters with Curriculum: The Benediction as Invitation to Participate

ERIC Educational Resources Information Center

Cheeseman, Sandra; Sumsion, Jennifer

2016-01-01

Images of children as strong and capable rights-holders have nestled comfortably into the vernacular of early childhood education and care discourses. Promoting a view of children as entitled to contribute to decisions that affect them, these images are now framing themes of many curricular guides and learning frameworks. The inclusion of infants…

Film Choices for Screening Literacy: The "Pygmalion Template" in the Curriculum as Contact Zone

ERIC Educational Resources Information Center

Verdoodt, Ive; Rutten, Kris; Soetaert, Ronald; Mottart, Andre

2010-01-01

This study discusses the representation of (the) literacy (myth) in popular movies and a teaching and research project on cinematic literacy narratives. It attempts to reveal the existence of a powerful 'Pygmalion template' in contemporary movie culture. Focusing on a discourse or culture clash 'Pygmalion movies' simultaneously contribute to the…

Captain America, Tuskegee, Belmont, and Righteous Guinea Pigs: Considering Scientific Ethics through Official and Subaltern Perspectives

ERIC Educational Resources Information Center

Weinstein, Matthew

2008-01-01

With an eye towards a potential scientific ethics curriculum, this paper examines four contrasting discourses regarding the ethics of using human subjects in science. The first two represent official statements regarding ethics. These include the U.S.'s National Science Education Standards, that identify ethics with a professional code, and the…

The Co-Articulation of National Identity and Interculturalism in the Irish Curriculum: Educating for Democratic Citizenship?

ERIC Educational Resources Information Center

Bryan, Audrey

2008-01-01

This article considers social and educational policy responses to increasing ethnic diversity in the Republic of Ireland and related concerns about the intensification of racism in Irish society in the "Celtic Tiger" era. Drawing on approaches which emphasise the extent to which discourses on "race" and multiculturalism are…

Body and Narrative as Cultural Text: Toward a Curriculum of Continuity and Connection.

ERIC Educational Resources Information Center

Gough, Noel; Kesson, Kathleen

As suggested by current work being done in narrative inquiry, modern environmental educators participate in numerous stories by which they construct and reconstruct their personal and professional worlds. Modernist discourses have cultivated stories of the earth in which the earth is depicted as an object of instrumental value, a machine, rather…

Diverse Lessons (Undergraduate Program at Texas A&M)

ERIC Educational Resources Information Center

Kerschbaum, Stephanie L.; Killingsworth, M. Jimmie

2007-01-01

The number of first-year writing and writing­-across-the-curriculum programs has been increasing at institutions across the United States, but a similar rise has not been seen in the growth of concentrations in rhetoric and writing as an undergraduate major or minor. In this program profile, the authors describe how the Discourse Studies faculty…

Citation Analysis and Discourse Analysis Revisited

ERIC Educational Resources Information Center

White, Howard D.

2004-01-01

John Swales's 1986 article "Citation analysis and discourse analysis" was written by a discourse analyst to introduce citation research from other fields, mainly sociology of science, to his own discipline. Here, I introduce applied linguists and discourse analysts to citation studies from information science, a complementary tradition not…

Assessing the Validity of Discourse Analysis: Transdisciplinary Convergence

ERIC Educational Resources Information Center

Jaipal-Jamani, Kamini

2014-01-01

Research studies using discourse analysis approaches make claims about phenomena or issues based on interpretation of written or spoken text, which includes images and gestures. How are findings/interpretations from discourse analysis validated? This paper proposes transdisciplinary convergence as a way to validate discourse analysis approaches to…

Discourse Analysis and the Study of Educational Leadership

ERIC Educational Resources Information Center

Anderson, Gary; Mungal, Angus Shiva

2015-01-01

Purpose: The purpose of this paper is to provide an overview of the current and past work using discourse analysis in the field of educational administration and of discourse analysis as a methodology. Design/Methodology/Approach: Authors reviewed research in educational leadership that uses discourse analysis as a methodology. Findings: While…

Critical Narrative Analysis: The Interplay of Critical Discourse and Narrative Analyses

ERIC Educational Resources Information Center

Souto-Manning, Mariana

2014-01-01

In this article, I question the micro-macro separation in discourse analysis, the separation of personal and institutional discourses. I apply a mostly macroanalytic perspective (critical discourse analysis [CDA]) to inform a predominantly microanalytic perspective (analysis of conversational narratives) and vice versa. In the combination of these…

Learning about gender on campus: an analysis of the hidden curriculum for medical students.

PubMed

Cheng, Ling-Fang; Yang, Hsing-Chen

2015-03-01

Gender sensitivity is a crucial factor in the provision of quality health care. This paper explores acquired gendered values and attitudes among medical students through an analysis of the hidden curriculum that exists within formal medical classes and informal learning. Discourse analysis was adopted as the research method. Data were collected from the Bulletin Board System (BBS), which represented an essential communication platform among students in Taiwan before the era of Facebook. The study examined 197 gender-related postings on the BBS boards of nine of 11 universities with a medical department in Taiwan, over a period of 10 years from 2000 to 2010. The five distinctive characteristics of the hidden curriculum were as follows: (i) gendered stereotypes of physiological knowledge; (ii) biased treatment of women; (iii) stereotyped gender-based division of labour; (iv) sexual harassment and a hostile environment, and (v) ridiculing of lesbian, gay, bisexual and transgender (LGBT) people. Both teachers and students co-produced a heterosexual masculine culture and sexism, including 'benevolent sexism' and 'hostile sexism'. As a result, the self-esteem and learning opportunities of female and LGBT students have been eroded. The paper explores gender dynamics in the context of a hidden curriculum in which heterosexual masculinity and stereotyped sexism are prevalent as norms. Both teachers and students, whether through formal medical classes or informal extracurricular interactive activities, are noted to contribute to the consolidation of such norms. The study tentatively suggests three strategies for integrating gender into medical education: (i) by separating physiological knowledge from gender stereotyping in teaching; (ii) by highlighting the importance of gender sensitivity in the language used within and outside the classroom by teachers and students, and (iii) by broadening the horizons of both teachers and students by recounting examples of the lived experiences of those who have been excluded and discriminated against, particularly members of LGBT and other minorities. © 2015 John Wiley & Sons Ltd.

Sexuality and mental health nursing in Ireland: weaving the veil of socialised inhibition.

PubMed

Higgins, Agnes; Barker, Philip; Begley, Cecily M

2009-04-01

The World Health Organisation first identified, in 1975, the need for health professionals to be educated in the area of sexuality. Since then, studies exploring aspects of educational preparation of general nurses in relation to sexuality, found that there was an 'absence' of education in this area of practice. This paper reports findings on the educational discourses that shape mental health nurses' understandings of sexuality. Unstructured interviews were conducted with 27 consenting mental health nurses working in the Republic of Ireland. Data were analysed using the principles of Grounded Theory. Findings suggest that participants were exposed to a subtle network of legitimised sexual discourses during primary, secondary, and professional socialisation. These discourses provided participants with a view of sexuality that emphasised taboo, privatisation, pathology, and control. Social, political, or rights-based discourses that could have provided participants with the knowledge and clinical competence necessary to include sexuality in an open and confident manner within the horizons of nursing practice were absent. These findings challenge educators involved in curriculum development to rethink the fundamental philosophy that is shaping mental health nursing curricula. They also challenge educators to rethink their ideas around the meaning of 'absence' in relation to education.

Assessing the validity of discourse analysis: transdisciplinary convergence

NASA Astrophysics Data System (ADS)

Jaipal-Jamani, Kamini

2014-12-01

Research studies using discourse analysis approaches make claims about phenomena or issues based on interpretation of written or spoken text, which includes images and gestures. How are findings/interpretations from discourse analysis validated? This paper proposes transdisciplinary convergence as a way to validate discourse analysis approaches to research. The argument is made that discourse analysis explicitly grounded in semiotics, systemic functional linguistics, and critical theory, offers a credible research methodology. The underlying assumptions, constructs, and techniques of analysis of these three theoretical disciplines can be drawn on to show convergence of data at multiple levels, validating interpretations from text analysis.

Queering the Teacher as a Text in the English Language Arts Classroom: Beyond Books, Identity Work and Teacher Preparation

ERIC Educational Resources Information Center

Kedley, Kate E.

2015-01-01

Classrooms reflect and contribute to normative sex, gender and sexuality categories in school culture, rules and rituals. Texts, materials, curriculum and the discourse we employ as educators perpetuate the pervasiveness of these categories. This paper explores some of the less visible ways in which sex and gender categories are constructed in US…

Planning and Instruction and the Social Studies Curriculum: A Discourse on Design and Delivery Systems.

ERIC Educational Resources Information Center

Peters, Richard

A model for Continuous-Integrated-Sequential (C/I/S) curricula for social studies education is presented. The design advocated involves ensuring continuity of instruction from grades K-12, an integration of social studies disciplines, and a sequential process of refining and reinforcing concept and skills from grade-to-grade along the K-12…

Role of Teacher-Initiated Discourses in Students' Development of Representational Fluency in Chemistry: A Case Study

ERIC Educational Resources Information Center

Warfa, Abdi-Rizak M.; Roehrig, Gillian H.; Schneider, Jamie L.; Nyachwaya, James

2014-01-01

Cooperative learning and inquiry-based pedagogies often present a new paradigm for science teachers in which their traditional role as expert content givers shifts to one of facilitation and coaching. Previous research on these pedagogies in chemistry mainly focused on the structure of the curriculum materials used with these pedagogies and their…

Black Women's Bodies, Ideology, and the Public Curriculum of the Pro- and Anti-Choice Movements in the US

ERIC Educational Resources Information Center

Davidson, Maria del Guadalupe

2018-01-01

This paper explores how opposite sides of the abortion debate employ a discourse of endangerment to mobilise political support for their ideologies about black women's bodies. I examine the role of black women within that rhetorical strategy through various rhetorical artefacts. To analyse these artefacts, I employ the theoretical framework of…

Making Art Invisible: Visual Education and the Cultural Stagnation of Neo-Liberal Rationality

ERIC Educational Resources Information Center

Peers, Chris

2011-01-01

The popularity of visual literacy may have resulted, in part, from some school authorities rushing the process of determining school curriculum. This article argues that the haste is reflective of pressure placed on educational discourse to conform to neo-liberal reforms of the sector, and is not the result of a careful and complex debate within…

Teachers' Views on the Construction, Management and Delivery of an Externally Prescribed Physical Education Curriculum: Higher Grade Physical Education

ERIC Educational Resources Information Center

MacPhail, Ann

2007-01-01

Background: The level of influence teachers have over changing developments in curricula to suit their individual schools is not matched by the influence they possess in the development of such curricula outside of the school context. Bernstein's model of the social construction of pedagogic discourse allows examination of the development,…

Multicultural Education--Good for Business but Not for the State? The IB Curriculum and Global Capitalism

ERIC Educational Resources Information Center

Resnik, Julia

2009-01-01

In the 1970s and the 1980s, multicultural education spread in many countries. However, in the mid-1980s the golden age of multiculturalism came to an end. Neo-conservative political forces attacked multicultural policies and progressively a neo-liberal discourse pervaded economic and social policies, also affecting national education systems. In…

The Position of Dance in Physical Education

ERIC Educational Resources Information Center

Mattsson, Torun; Lundvall, Suzanne

2015-01-01

Dance has been a part of the physical education (PE) curriculum in several countries for a long time. In spite of this, studies demonstrate that the position of dance in the subject of PE is contested and that little time is devoted to dance. The overall aim of this article is to examine the position of dance as a pedagogical discourse in Swedish…

Developing a New Framework for Integration and Teaching of Computer Aided Architectural Design (CAAD) in Nigerian Schools of Architecture

ERIC Educational Resources Information Center

Uwakonye, Obioha; Alagbe, Oluwole; Oluwatayo, Adedapo; Alagbe, Taiye; Alalade, Gbenga

2015-01-01

As a result of globalization of digital technology, intellectual discourse on what constitutes the basic body of architectural knowledge to be imparted to future professionals has been on the increase. This digital revolution has brought to the fore the need to review the already overloaded architectural education curriculum of Nigerian schools of…

Scientists in the making: An ethnographic investigation of scientific processes as literate practice in an elementary classroom

NASA Astrophysics Data System (ADS)

Crawford, Teresa Jo

This study explored the issue of literacy in science by examining how the social and academic literate practices in an elementary classroom formed the basis for learning across the curriculum, with a specific focus on the disciplinary field of science. Through the study of classroom interaction, issues related to student knowledge and ability were addressed as they pertain to scientific literacy in the context of science education reform. The theoretical framework guiding this study was drawn from sociocultural studies of scientific communities and interactional ethnography in education. To investigate the literate practices of science in a school setting, data were collected over a two-year period with the same teacher in her third grade and then her fourth/fifth grade classroom. Data were collected through participant observation in the form of fieldnotes, video data, interviews, and various artifacts (e.g., writings, drawings, teaching protocols). Using ethnographic and sociolinguistic methods of analysis this work examined classroom members' discursive practices to illustrate the role that discourse plays in creating opportunities for engagement in, and access to, scientific knowledge. These analyses revealed that the discursive actions and practices among members of this classroom shaped a particular type of learning environment that was process-oriented and inquiry based. It was shown that this learning environment afforded opportunities for students to engage in the processes of science outside the official, planned curriculum, often leading to whole class scientific investigations and discussions. Additionally, within this classroom community students were able to draw on multiple discourses to display their knowledge of scientific concepts and practices. Overall, this study found that the literate practices of this classroom community, as they were socially constructed among members, contributed to opportunities for students to practice science and demonstrate scientific literacy.

Education for change in a post-modern world: redefining revolution.

PubMed

Cameron, P; Willis, K; Crack, G

1995-10-01

Social and behavioural sciences are established components in the curriculum of undergraduate nursing degrees. The purpose is to introduce future and practising nurses to the social and political influences which inform their workplaces and practices. Inevitably an awareness of the structural barriers and the powerful political interests involved in health can lead to feelings of powerlessness and despair of achieving change. Yet the skills of critical analysis and political awareness developed in study such as this are essential for health workers in the increasingly complex and politically charged domain in which they work. This paper will explore problems and barriers encountered in development of curriculum and teaching social and behavioural sciences in health. It will propose an alternative conceptual model, based on post-structuralism, as one way of addressing these barriers. This approach shifts the focus from meta-theoretical sociological concepts such as class, gender and culture, to one of examining subject positions, discourse, contestation and local action, thus enabling the exploration and development of possibilities for change. The paper will also provide a case study to illustrate this alternative approach.

Lexical Discourse Analysis in Translation

ERIC Educational Resources Information Center

Al Khotaba, Eissa; Al Tarawneh, Khaled

2015-01-01

Lexical Discourse very often depend on lexis. Lexical Discourse analysis, however, has not yet been given enough consideration of the phenomenon of translation. This paper investigates lexical discourse analysis in translation from one language to another. This qualitative study comprises 15 text translated by M.A. students at the Department of…

Constructing Israeli and Palestinian Identity: A Multimodal Critical Discourse Analysis of World History Textbooks and Teacher Discourse

ERIC Educational Resources Information Center

Osborn, Daniel

2017-01-01

This research critically evaluates the depiction of Israelis and Palestinians in World History textbooks and World History teachers' instructional discourse. Employing a Multimodal Critical Discourse Analysis methodology, this study offers a comparison between written narratives and spoken discourse in order to analyze the portrayals found in…

[Discourse analysis: research potentialities to gender violence].

PubMed

de Azambuja, Mariana Porto Ruwer; Nogueira, Conceição

2009-01-01

In the last few years we see the growing use of the terms 'discourse' and 'discourses analysis' in academic and research contexts, frequently without a precise definition. This fact opens space for critics and mistakes. The aim of this paper is to show a brief contextualization of discursive studies, as well as tasks/steps to Discourse Analysis process by the Social Construcionism perspective. As examples we used fragments of an interview with a Family Doctor about gender violence. In the results we detach the potential of Discourse Analysis to deconstruct the existing discourses to subsequently (re)construction in the way to a more holistic view about gender violence problem.

Discourse analysis and the impact of the philosophy of Enlightenment in nursing research.

PubMed

Beedholm, Kirsten; Lomborg, Kirsten; Frederiksen, Kirsten

2014-06-01

Discourse analysis has been introduced into nursing research as an approach which has the potential to offer new perspectives and to pose new questions to taken-for-granted assumptions. However, critique has arisen that when applied to nursing studies, the epistemological foundation of the discourse analysis is often overlooked. It is furthermore claimed that the methodological inspiration does not lead to any new insights and that these studies can hardly be differentiated from more traditional studies. This study supports this critique, arguing that the challenges of implementing discourse analysis in nursing research reflect a dominant pattern of thought in the discourse of the nursing profession that have held sway throughout the last century. We argue that this pattern of thought stems from the Western philosophy of consciousness and the conception of the sovereign subject. By applying a discourse analytical perspective to the discourse of the nursing profession itself, this study elucidates the challenges of applying discourse analysis in nursing research. © 2013 John Wiley & Sons Ltd.

Preparation for workplace adversity: Student narratives as a stimulus for learning.

PubMed

Hanson, Julie; McAllister, Margaret

2017-07-01

Nursing students are not always well prepared for the kind of adverse events they may experience in the workplace and yet it seems apparent that future students could benefit from learning about such experiences so that they can be avoided, or their impact minimised. This research aimed to identify nursing students' experiences of adversity, collaborate with students to discern important lessons for future students in their experiences, and make recommendations for other educators on how to use these adversity stories as lessons. Seven Australian nursing students were interviewed using critical incident technique consisting of 7 questions. This paper focuses on the responses to the questions: "Does this story's message have a place in the curriculum?" and "How would you teach this lesson?" Data were analysed using critical discourse analysis. Four recurring discourses emerged including: power relationships are a two-way street; learn from mistakes to prevent mistakes; begin cultural consciousness-raising in first year, first semester; and become critically self-aware. Narratives derived from original stories of adversity may be a valuable source of learning about the realities of the workplace but to benefit fully, educators need to assist students to notice and analyse embedded messages. Copyright © 2017 Elsevier Ltd. All rights reserved.

Matters of Care in Alberta's "Inspiring Education" Policy: A Critical Feminist Discourse Analysis

ERIC Educational Resources Information Center

Bohachyk, Laura

2016-01-01

Using the ethics of care as a theoretical lens, alongside the techniques of discourse analysis, I critically analyze texts from Alberta's Inspiring Education policies. On the basis of this analysis, I identify two discourses: the sentimental treatment of care and the "facilitator discourse." I argue that a caring teacher-student…

The Construction of Cultural Values and Beliefs in Chinese Language Textbooks: A Critical Discourse Analysis

ERIC Educational Resources Information Center

Liu, Yongbing

2005-01-01

This article examines the discourses of cultural values and beliefs constructed in Chinese language textbooks currently used for primary school students nationwide in China. By applying story grammar analysis in the framework of critical discourse analysis, the article critically investigates how the discourses are constructed and what ideological…

Gender, sexuality and the discursive representation of access and equity in health services literature: implications for LGBT communities

PubMed Central

2011-01-01

Background This article considers how health services access and equity documents represent the problem of access to health services and what the effects of that representation might be for lesbian, gay, bisexual and transgender (LGBT) communities. We conducted a critical discourse analysis on selected access and equity documents using a gender-based diversity framework as determined by two objectives: 1) to identify dominant and counter discourses in health services access and equity literature; and 2) to develop understanding of how particular discourses impact the inclusion, or not, of LGBT communities in health services access and equity frameworks.The analysis was conducted in response to public health and clinical research that has documented barriers to health services access for LGBT communities including institutionalized heterosexism, biphobia, and transphobia, invisibility and lack of health provider knowledge and comfort. The analysis was also conducted as the first step of exploring LGBT access issues in home care services for LGBT populations in Ontario, Canada. Methods A critical discourse analysis of selected health services access and equity documents, using a gender-based diversity framework, was conducted to offer insight into dominant and counter discourses underlying health services access and equity initiatives. Results A continuum of five discourses that characterize the health services access and equity literature were identified including two dominant discourses: 1) multicultural discourse, and 2) diversity discourse; and three counter discourses: 3) social determinants of health (SDOH) discourse; 4) anti-oppression (AOP) discourse; and 5) citizen/social rights discourse. Conclusions The analysis offers a continuum of dominant and counter discourses on health services access and equity as determined from a gender-based diversity perspective. The continuum of discourses offers a framework to identify and redress organizational assumptions about, and ideological commitments to, sexual and gender diversity and health services access and equity. Thus, the continuum of discourses may serve as an important element of a health care organization's access and equity framework for the evaluation of access to good quality care for diverse LGBT populations. More specfically, the analysis offers four important points of consideration in relation to the development of a health services access and equity framework. PMID:21957894

Gender, sexuality and the discursive representation of access and equity in health services literature: implications for LGBT communities.

PubMed

Daley, Andrea E; Macdonnell, Judith A

2011-09-29

This article considers how health services access and equity documents represent the problem of access to health services and what the effects of that representation might be for lesbian, gay, bisexual and transgender (LGBT) communities. We conducted a critical discourse analysis on selected access and equity documents using a gender-based diversity framework as determined by two objectives: 1) to identify dominant and counter discourses in health services access and equity literature; and 2) to develop understanding of how particular discourses impact the inclusion, or not, of LGBT communities in health services access and equity frameworks.The analysis was conducted in response to public health and clinical research that has documented barriers to health services access for LGBT communities including institutionalized heterosexism, biphobia, and transphobia, invisibility and lack of health provider knowledge and comfort. The analysis was also conducted as the first step of exploring LGBT access issues in home care services for LGBT populations in Ontario, Canada. A critical discourse analysis of selected health services access and equity documents, using a gender-based diversity framework, was conducted to offer insight into dominant and counter discourses underlying health services access and equity initiatives. A continuum of five discourses that characterize the health services access and equity literature were identified including two dominant discourses: 1) multicultural discourse, and 2) diversity discourse; and three counter discourses: 3) social determinants of health (SDOH) discourse; 4) anti-oppression (AOP) discourse; and 5) citizen/social rights discourse. The analysis offers a continuum of dominant and counter discourses on health services access and equity as determined from a gender-based diversity perspective. The continuum of discourses offers a framework to identify and redress organizational assumptions about, and ideological commitments to, sexual and gender diversity and health services access and equity. Thus, the continuum of discourses may serve as an important element of a health care organization's access and equity framework for the evaluation of access to good quality care for diverse LGBT populations. More specfically, the analysis offers four important points of consideration in relation to the development of a health services access and equity framework.

Turning the Lens: Reflexivity in Research & Teaching with Critical Discourse Analysis

ERIC Educational Resources Information Center

Warburton, Trevor

2016-01-01

This article explores the use of Critical Discourse Analysis in truth-telling in education research. I argue that without critical reflexivity Critical Discourse Analysis can become a means of reinforcing and reinscribing some of the same dominant discourses that we critique. Here I suggest the recognition that in the role of teacher and…

"This is How We Do This and This Is the Way It Is." Teachers' Choice of Mathematics Compass

ERIC Educational Resources Information Center

Gadanidis, George; Kotsopoulos, Donna

2009-01-01

This article explores the factors that may cause teachers to defer to the textbook as the ultimate authority on curriculum and pedagogy, drawing on Bakhtin's notion of authoritative and personally persuasive discourse. We found that although teachers deferred to the textbook as the "authority" of what should be taught, they did not fully implement…

Putting Threshold Concepts to Work in Health Sciences: Insights for Curriculum Design from a Qualitative Research Synthesis

ERIC Educational Resources Information Center

Barradell, Sarah; Peseta, Tai

2017-01-01

The idea of threshold concepts (TC) has been well received across the higher education community. However the concept's framework is still evolving and the literature uses the framework in different ways. Just over a decade since the idea first captured interest, it is opportune to explore the nature of that discourse, and the kinds of enquiry…

Teaching Science in Diverse Settings: Marginalized Discourses and Classroom Practice. Counterpoints: Studies in the Postmodern Theory of Education.

ERIC Educational Resources Information Center

Barton, Angela Calabrese, Ed.; Osborne, Margery D., Ed.

The essays in this book draw from current debates concerning schooling and the need for liberatory education; the social construction of science and identity; and systems of race, class, and gender oppression and domination. These works aim to pose such questions as: (1) How can we shape practice and curriculum to address the needs of diverse…

"Here the Scientists Explain What I Said." Coordination Practices Elicited during the Enactment of the Results and Discussion Sections of Adapted Primary Literature

ERIC Educational Resources Information Center

Falk, Hedda; Yarden, Anat

2009-01-01

Adapted primary literature (APL) is a novel text genre that retains the authentic characteristics of primary literature. Learning through APL represents an educational intervention with an authentic scientific context. In this case study, we analyzed the 80-min discourse developed during the enactment of an article from an APL-based curriculum in…

Discovering: Students' meanings for research

NASA Astrophysics Data System (ADS)

Rymer, John Ewan

The call for science education reforms in the mid-1980s resulted in the implementation of a new Alberta senior high school science curriculum in 1992. The reformed curriculum reflected the call for increased authentic practice in the sciences. Part of my interpretation of this curriculum included a month long field biology research project. The students' scientific understandings while involved in this project have been a source of wonder and curiosity for me. As teacher researcher, I sought to interpret the meanings students held for scientific research as they progressed through their self-directed investigations. In an urban high school two of my Biology 20 classes comprised of a total of fifty-four students were involved in this study. Using data collected from student questionnaire responses, student field notebooks and recorded conversations my interpretations were developed. Based on these interpretations it appeared that students' understandings of research altered slightly through the course of the field project. Initially, I interpreted students' meanings for scientific research to include the notion that an independent external world exists which may be methodologically studied. Research was both purposeful and personal, seeking to discover new knowledge through the use of advanced technologies. Over the course of the biology project the students' meanings came to include the sense that research involved dealing with the uncertainty of novelty. Research became dynamic in nature and was seen to be never ending. It became apparent from students' conversations with me that students were aware school social structures and responded to the research project through their understanding of these structures. The potential benefits desired in the reformers' call for authentic scientific practice may have been subverted to a degree by the students' acceptance of school social structures and their underlying discourse. As a result, the implementation of authentic science within the parameters of contemporary school discourse is questioned. I also realized my personal connection to the discourse and structures of schooling. As a result, my initial assumptions and practices in the biology project's implementation had to be reconsidered. This is one of the benefits of teacher research considered in my reflections.

Linguistic analysis of discourse in aphasia: A review of the literature.

PubMed

Bryant, Lucy; Ferguson, Alison; Spencer, Elizabeth

This review examined previous research applications of linguistic discourse analysis to assess the language of adults with aphasia. A comprehensive literature search of seven databases identified 165 studies that applied linguistic measures to samples of discourse collected from people with aphasia. Analysis of methodological applications revealed an increase in published research using linguistic discourse analysis over the past 40 years, particularly to measure the generalisation of therapy outcomes to language in use. Narrative language samples were most frequently subject to analysis though all language genres were observed across included studies. A total of 536 different linguistic measures were applied to examine language behaviours. Growth in the research use of linguistic discourse analysis and suggestions that this growth may be reflected in clinical practice requires further investigation. Future research directions are discussed to investigate clinical use of discourse analysis and examine the differences that exist between research and clinical practice.

Discourse Analysis in Ethnographic Research.

ERIC Educational Resources Information Center

Poole, Deborah

1990-01-01

Reviews the contribution of ethnographic research to discourse analysis, focusing on discourse practices as a reflection of cultural context; educational applications and the discontinuity issue; literacy as a focus of discourse-oriented ethnographic research; and implications for applied linguistics. A 9-citation annotated and a 50-citation…

Discourse Communities--Local and Global.

ERIC Educational Resources Information Center

Killingsworth, M. Jimmie

1992-01-01

Argues that rhetorical theory needs to keep alive competing concepts of discourse communities, so that alternatives exist in the description and analysis of discourse practices. Proposes distinguishing between two kinds of discourse communities--the local and the global--so that rhetorical analysis can achieve the necessary critical edge,…

An emerging discourse: toward epistemic diversity in nursing.

PubMed

Georges, Jane M

2003-01-01

Grounded in a postmodern feminist methodology, this article undertakes an initial analysis of a newly emerging discourse in contemporary nursing academia in the United States. Two currently prominent discourses in nursing, a dominant discourse informed by the processes and values of "science" in the Enlightenment sense and a concurrent marginalized discourse informed by postmodernism, are described as a context for the emerging discourse. A genealogy informed by the work of Foucault is presented as a basis for an analysis of the power effects resulting from the conflict between these 2 discourses. Finally, 3 recent texts in nursing are analyzed and common themes identified as indicative of a new intertextual discourse, termed "epistemic diversity," emerging from this discursive conflict.

Multimodal Discourse Analysis of the Movie "Argo"

ERIC Educational Resources Information Center

Bo, Xu

2018-01-01

Based on multimodal discourse theory, this paper makes a multimodal discourse analysis of some shots in the movie "Argo" from the perspective of context of culture, context of situation and meaning of image. Results show that this movie constructs multimodal discourse through particular context, language and image, and successfully…

Gender, Discourse, and "Gender and Discourse."

ERIC Educational Resources Information Center

Davis, Hayley

1997-01-01

A critic of Deborah Tannen's book "Gender and Discourse" responds to comments made about her critique, arguing that the book's analysis of the relationship of gender and discourse tends to seek, and perhaps force, explanations only in those terms. Another linguist's analysis of similar phenomena is found to be more rigorous. (MSE)

What supervisors say in their feedback: construction of CanMEDS roles in workplace settings.

PubMed

Renting, Nienke; Dornan, Tim; Gans, Rijk O B; Borleffs, Jan C C; Cohen-Schotanus, Janke; Jaarsma, A Debbie C

2016-05-01

The CanMEDS framework has been widely adopted in residency education and feedback processes are guided by it. It is, however, only one of many influences on what is actually discussed in feedback. The sociohistorical culture of medicine and individual supervisors' contexts, experiences and beliefs are also influential. Our aim was to find how CanMEDS roles are constructed in feedback in a postgraduate curriculum-in-action. We applied a set of discourse analytic tools to written feedback from 591 feedback forms from 7 hospitals, including 3150 feedback comments in which 126 supervisors provided feedback to 120 residents after observing their performance in authentic settings. The role of Collaborator was constructed in two different ways: a cooperative discourse of equality with other workers and patients; and a discourse, which gave residents positions of power-delegating, asserting and 'taking a firm stance'. Efficiency-being fast and to the point emerged as an important attribute of physicians. Patients were seldom part of the discourses and, when they were, they were constructed as objects of communication and collaboration rather than partners. Although some of the discourses are in line with what might be expected, others were in striking contrast to the spirit of CanMEDS. This study's findings suggest that it takes more than a competency framework, evaluation instruments, and supervisor training to change the culture of workplaces. The impact on residents of training in such demanding, efficiency-focused clinical environments is an important topic for future research.

Change and Continuity in Arab Iraqi Education: Sunni and Shi'i Discourse in Iraqi Textbooks before and after 2003

ERIC Educational Resources Information Center

Rohde, Achim

2013-01-01

This article investigates Iraqi schooling during the 1990s under Ba'thist rule and after the regime's fall in 2003 and compares the treatment of Islam in the curriculum. I focus on the degree to which Iraqi textbooks under Saddam Hussein contained a Sunni bias and the changes introduced immediately after the 2003 US invasion of Iraq in 2003. To…

From "Somatic Scandals" to "A Constant Potential for Violence"? The Culture of Dissection, Brain-Based Learning, and the Rewriting/Rewiring of "The Child"

ERIC Educational Resources Information Center

Baker, Bernadette

2015-01-01

Within educational research across Europe and the US, one of the most rapidly traveling discourses and highly funded pursuits of the moment is brain-based learning (BBL). BBL is an approach to curriculum and pedagogical decision-making that is located within the new field of educational neuroscience. In some strands of BBL research the structure…

Examining Teacher Talk in an Engineering Design-Based Science Curricular Unit

NASA Astrophysics Data System (ADS)

Aranda, Maurina L.; Lie, Richard; Selcen Guzey, S.; Makarsu, Murat; Johnston, Amanda; Moore, Tamara J.

2018-03-01

Recent science education reforms highlight the importance for teachers to implement effective instructional practices that promote student learning of science and engineering content and their practices. Effective classroom discussion has been shown to support the learning of science, but work is needed to examine teachers' enactment of engineering design-based science curricula by focusing on the content, complexity, structure, and orchestration of classroom discussions. In the present study, we explored teacher-student talk with respect to science in a middle school curriculum focused on genetics and genetic engineering. Our study was guided by the following major research question: What are the similarities and differences in teacher talk moves that occurred within an engineering design-based science unit enacted by two teachers? Through qualitative and quantitative approaches, we found that there were clear differences in two teachers' use of questioning strategies and presentation of new knowledge that affected the level of student involvement in classroom discourse and the richness and details of student contributions to the conversations. We also found that the verbal explanations of science content differed between two teachers. Collectively, the findings in this study demonstrate that although the teachers worked together to design an engineering designed-based science curriculum unit, their use of different discussion strategies and patterns, and interactions with students differed to affect classroom discourse.

Evaluating Learning Technology Content with Discourse Analysis

ERIC Educational Resources Information Center

Duvall, Matthew

2016-01-01

The researcher combined qualitative media analysis with tools for discourse analysis to review Blackboard Collaborate™, a tool often used in online education. Technology design references Discourses which dictate how and why these tools should be used. The analysis showed Collaborate™ uses sign systems and knowledge, along with politics, to…

Promising Ideas for Collective Advancement of Communal Knowledge Using Temporal Analytics and Cluster Analysis

ERIC Educational Resources Information Center

Lee, Alwyn Vwen Yen; Tan, Seng Chee

2017-01-01

Understanding ideas in a discourse is challenging, especially in textual discourse analysis. We propose using temporal analytics with unsupervised machine learning techniques to investigate promising ideas for the collective advancement of communal knowledge in an online knowledge building discourse. A discourse unit network was constructed and…

Critical Instance Analysis of News English Discourse

ERIC Educational Resources Information Center

Pang, Hongmei; Wu, Sijun

2009-01-01

Critical discourse analysis (CDA) thought that the discourse was concrete social practice, and the language served for the potency, and the discourse embodied the ideology. Two presses about the case that the US Mattel Toy Company recalled toys "Made in China" in Washington Post (newspaper) and New York Times (newspaper) were taken as…

Mapping Mathematics in Classroom Discourse

ERIC Educational Resources Information Center

Herbel-Eisenmann, Beth A.; Otten, Samuel

2011-01-01

This article offers a particular analytic method from systemic functional linguistics, "thematic analysis," which reveals the mathematical meaning potentials construed in discourse. Addressing concerns that discourse analysis is too often content-free, thematic analysis provides a way to represent semantic structures of mathematical content,…

Searching for scientific literacy and critical pedagogy in socioscientific curricula: A critical discourse analysis

NASA Astrophysics Data System (ADS)

Cummings, Kristina M.

The omnipresence of science and technology in our society require the development of a critical and scientifically literate citizenry. However, the inclusion of socioscientific issues, which are open-ended controversial issues informed by both science and societal factors such as politics, economics, and ethics, do not guarantee the development of these skills. The purpose of this critical discourse analysis is to identify and analyze the discursive strategies used in intermediate science texts and curricula that address socioscientific topics and the extent to which the discourses are designed to promote or suppress the development of scientific literacy and a critical pedagogy. Three curricula that address the issue of energy and climate change were analyzed using Gee's (2011) building tasks and inquiry tools. The curricula were written by an education organization entitled PreSEES, a corporate-sponsored group called NEED, and a non-profit organization named Oxfam. The analysis found that the PreSEES and Oxfam curricula elevated the significance of climate change and the NEED curriculum deemphasized the issue. The PreSEES and Oxfam curricula promoted the development of scientific literacy while the NEED curricula suppressed its development. The PreSEES and Oxfam curricula both promoted the development of the critical pedagogy; however, only the Oxfam curricula provided authentic opportunities to enact sociopolitical change. The NEED curricula suppressed the development of critical pedagogy. From these findings, the following conclusions were drawn. When socioscientific issues are presented with the development of scientific literacy and critical pedagogy, the curricula allow students to develop fact-based opinions about the issue. However, curricula that address socioscientific issues without the inclusion of these skills minimize the significance of the issue and normalize the hegemonic worldview promoted by the curricula's authors. Based on these findings, additional research is necessary to confirm the connection between the way curricula address a socioscientific issue and develop or suppress scientific literacy. Additionally, further analysis is necessary to confirm the connection between corporate-sponsored curricula and the suppression of socioscientific issues, scientific literacy, and critical pedagogy. Finally, this study addressed only the intended results of the curricula. Further research is necessary to measure the actual impacts of these curricula on students.

Disclosing discourses: biomedical and hospitality discourses in patient education materials.

PubMed

Öresland, Stina; Friberg, Febe; Määttä, Sylvia; Öhlen, Joakim

2015-09-01

Patient education materials have the potential to strengthen the health literacy of patients. Previous studies indicate that readability and suitability may be improved. The aim of this study was to explore and analyze discourses inherent in patient education materials since analysis of discourses could illuminate values and norms inherent in them. Clinics in Sweden that provided colorectal cancer surgery allowed access to written information and 'welcome letters' sent to patients. The material was analysed by means of discourse analysis, embedded in Derrida's approach of deconstruction. The analysis revealed a biomedical discourse and a hospitality discourse. In the biomedical discourse, the subject position of the personnel was interpreted as the messenger of medical information while that of the patients as the carrier of diagnoses and recipients of biomedical information. In the hospitality discourse, the subject position of the personnel was interpreted as hosts who invite and welcome the patients as guests. The study highlights the need to eliminate paternalism and fosters a critical reflective stance among professionals regarding power and paternalism inherent in health care communication. © 2015 John Wiley & Sons Ltd.

From Moves to Sequences: Expanding the Unit of Analysis in the Study of Classroom Discourse

ERIC Educational Resources Information Center

Lefstein, Adam; Snell, Julia; Israeli, Mirit

2015-01-01

What is the appropriate unit of analysis for the study of classroom discourse? One common analytic strategy employs individual discourse moves, which are coded, counted and used as indicators of the quality of classroom talk. In this article we question this practice, arguing that discourse moves are positioned within sequences that critically…

Analyzing Discourse: Text and Talk. Georgetown University Round Table on Languages and Linguistics (Washington, D.C., 1981).

ERIC Educational Resources Information Center

Tannen, Deborah, Ed.

The Georgetown Round Table on discourse analysis dealt with the following aspects of the topic: Emerson's essay on language; oral remembering and narrative structures; persuasive discourse; social construction of topical cohesion; discourse as an interactional achievement; the place of intonation; topic as the unit of analysis in a criminal law…

Tensions between Discourses of Development, Religion, and Human Capital in Early Childhood Education Policy Texts: The Case of Indonesia

ERIC Educational Resources Information Center

Formen, Ali; Nuttall, Joce

2014-01-01

In this paper we consider how particular discourses have come to dominate early childhood education (ECE) policy in Indonesia. We briefly explain the governance of Indonesian ECE and then our approach to policy analysis using critical discourse analysis. Three prevalent discourses are identified and discussed: "developmentalism",…

Discourses of Education and Constitutions of Class: Public Discourses on Education in Swedish PBS Television

ERIC Educational Resources Information Center

Reimers, Eva

2014-01-01

Drawing on post-structural perspectives and analysis of television programs on education, the article investigates the public educational discourse in Sweden. It shows how a dominant neoliberal educational discourse is articulated together with a discourse of equal education, where the two discourses influence and subvert each other so that…

High School Science Teachers' Interpretations and Perceptions of Reform and Literacy in the Discipline of Science

NASA Astrophysics Data System (ADS)

Lesinski-Roscoe, Rachel A.

This qualitative study sought to gain an understanding of science teachers' perceptions of reform and their role in implementing reform and science-based literacy practices in the classroom, as well as gain an understanding of science teachers' knowledge of disciplinary literacy as the implied framework of reform (i.e., the Next Generation Science Standards). Four focal participants from a suburban, middle-class high school district comprised of two high schools participated in semi-structured interviews, observations, and a stimulated recall task and interview. Data analysis revealed some of the Discourse memberships in which participants claimed membership and the tensions that resulted from those memberships. From this data, a theory emerged of the role of third space in navigating these tensions, and a model for developing a third space is presented, which literacy professionals can reference when working to develop collaborative relationships with science teachers in order to scaffold science-specific literacy practices for student engagement. The information in this study prompts future research regarding the ability of science teachers and literacy professionals to navigate Discourses in a Field Code Changed third space using a disciplinary literacy approach to developing curriculum in order to apprentice students into the discipline of science and develop a citizenry of scientifically literate individuals.

Concluding Essay: On Applied Linguistics and Discourse Analysis.

ERIC Educational Resources Information Center

Kaplan, Robert B.

1990-01-01

Discusses trends and problems in regarding discourse analysis as a viable paradigm that can govern research, focusing on such issues as the wide diversity and variety of research that can be considered discourse analysis, the predominant focus on English language, research approaches, and undefined variables affecting research outcomes. (seven…

Food marketing targeting children: unveiling the ethical perspectives in the discourse on self-regulation.

PubMed

Silva, Dillian Adelaine Cesar da; Cunha, Antonio Carlos Rodrigues da; Cunha, Thiago Rocha da; Rosaneli, Caroline Filla

2017-07-01

When it comes to food marketing, children are one of the major targets. Regulatory actions can play a strategic role in health protection. The objective of this research was to characterize the ethical perspective in the discourse against state regulatory actions on food marketing directed at children, aiming to understand the context of the discourse's production and how it creates meaning. The methodology adopted was qualitative, with documentary analysis and use of concepts and procedures from Discourse Analysis. The work of Hans Jonas, specifically his Responsibility Principle, and Garrafa and Port's Intervention Bioethics oriented the analysis. The self-regulation discourse analysis showed an ethical perspective in which relations of consumption predominate over the children´s vulnerability. The rhetorical excess is constant, as well as the use of resources like naturalization, untruthfulness, ideological dissimulation and euphemism. An erasure of social conflicts takes place, and an ahistorical perspective is present. The discourse does not align with Jonas´ Responsibility Principle, nor those of Intervention Bioethics. Lastly, the ethical perspective of the discourse represents a double paradox, because it is a business discourse that hides its competitive roots and metamorphoses into an ethical one.

Complexities of policy-driven pre-registration nursing curricula.

PubMed

McCarthy, Jilian; Holt, Maxine

This article discusses the challenges faced by two nurse educators when incorporating current health policy into a new pre-registration nursing curriculum, using public health and e-learning as examples. The article, which features the results of preliminary work from the authors' doctoral studies, includes summaries of students' discourses about e-learning and public health and how these subject areas are perceived by learners. Practical solutions to the challenges encountered are suggested.

Socially situated activities and identities: Second-grade dual language students and the social construction of science

NASA Astrophysics Data System (ADS)

Bryce, Nadine

Latina and Latino American students are among the lowest achievers in science, when compared to European and Asian American students, and are highly underrepresented in science careers. Studies suggested that a part of this problem is students' lack of access to science, due to their status as English language learners and their perceived status as deficient students. This study investigated the social construction of science in a second grade dual language urban classroom that offered bilingual students access to science, while positioning them as competent, capable learners. What participants valued in science was interpreted from their stated beliefs and attitudes, as well as their patterned ways of reading, writing, and talking. A bilingual European American teacher and three Latina and Latino focal students were observed over the course of 10 weeks, as they enacted a science unit, in English, on habitats. Science lessons were videotaped, documented with field notes, and transcribed. Interviews with the teacher and students were audiotaped and transcribed, and relevant curriculum documents, and teacher- and student-generated documents, copied. Gee's (1999) d/Discourse analysis system was applied to the transcripts of science lessons and interviews as a way to understand how participants used language to construct situated activities and identities in science. Curriculum documents were analyzed to understand the positioning of the teacher and students by identifying the situated activities and roles recommended. Students' nonfiction writing and published nonfiction texts were analyzed for linguistic structures, semantic relationships and conventions of science writing. Results indicated that the teacher drew on traditional and progressive pedagogical practices that shaped her and her students' science activities and situated identities. The teacher employed traditional talk strategies to build science themes, while students enacted their roles as compliant learners, but the teacher also provided curricular structures for students to engage in science as knowledge brokers, researching and writing from nonfiction books, and authoring original texts. Conclusions drawn suggest that teachers should be aware that students are multiply positioned as learners, d/Discourse analysis can be a useful tool for studying classroom practices, and science is relational as well as discipline-centered.

Exporting a Student-Centered Curriculum: A Home Institution’s Perspective

PubMed Central

Waterval, Dominique; Tinnemans-Adriaanse, Marjolijn; Meziani, Mohammed; Driessen, Erik; Scherpbier, Albert; Mazrou, Abdulrahman; Frambach, Janneke

2017-01-01

Numerous, mainly Anglo-Saxon, higher education institutions have agreements with foreign providers to deliver their curricula abroad. This trend is gradually making inroads into the medical domain, where foreign institutions undertake to offer their students learning experiences similar to those of the home institution. Not an easy feat, as the national health care contexts differ greatly between institutions. In a bid to export the curriculum, institutions risk compromising their financial resilience and reputation. This article presents an instrumental case study of a home institution’s perspective on the establishment of a cross-border student-centered curriculum partnership. It provides the reader with a practical discourse on dimensions that need to be bridged between home and host contexts, and on new working processes that need to be integrated within the home institution’s existing organizational structure. We describe the advantages and disadvantages based on our experiences with a centralized organizational approach, and advocate for a gradual move toward decentral interfaculty communities of practice. PMID:29046607

Exporting a Student-Centered Curriculum: A Home Institution's Perspective.

PubMed

Waterval, Dominique; Tinnemans-Adriaanse, Marjolijn; Meziani, Mohammed; Driessen, Erik; Scherpbier, Albert; Mazrou, Abdulrahman; Frambach, Janneke

2017-07-01

Numerous, mainly Anglo-Saxon, higher education institutions have agreements with foreign providers to deliver their curricula abroad. This trend is gradually making inroads into the medical domain, where foreign institutions undertake to offer their students learning experiences similar to those of the home institution. Not an easy feat, as the national health care contexts differ greatly between institutions. In a bid to export the curriculum, institutions risk compromising their financial resilience and reputation. This article presents an instrumental case study of a home institution's perspective on the establishment of a cross-border student-centered curriculum partnership. It provides the reader with a practical discourse on dimensions that need to be bridged between home and host contexts, and on new working processes that need to be integrated within the home institution's existing organizational structure. We describe the advantages and disadvantages based on our experiences with a centralized organizational approach, and advocate for a gradual move toward decentral interfaculty communities of practice.

Discursive constructions of professional identity in policy and regulatory discourse.

PubMed

Fealy, Gerard; Hegarty, Josephine-Mary; McNamara, Martin; Casey, Mary; O'Leary, Denise; Kennedy, Catriona; O'Reilly, Pauline; O'Connell, Rhona; Brady, Anne-Marie; Nicholson, Emma

2018-05-23

To examine and describe disciplinary discourses conducted through professional policy and regulatory documents in nursing and midwifery in Ireland. A key tenet of discourse theory is that group identities are constructed in public discourses and these discursively-constructed identities become social realities. Professional identities can be extracted from both the explicit and latent content of discourse. Studies of nursing's disciplinary discourse have drawn attention to a dominant discourse that confers nursing with particular identities, which privilege the relational and affective aspects of nursing and in the process, marginalise scientific knowledge and the technical and body work of nursing. We used critical discourse analysis to analyse a purposive sample of nursing and midwifery regulatory and policy documents. We applied a four-part, sequential approach to analysing the selected texts. This involved identifying key words, phrases and statements that indicated dominant discourses that, in turn, revealed latent beliefs and assumptions. The focus of our analysis was on how the discourses construct professional identities. Our analysis indicated recurring narratives that appeared to confer nurses and midwives with three dominant identities: 'the knowledgeable practitioner', the 'interpersonal practitioner' and the 'accountable practitioner'. The discourse also carried assumptions about the form and content of disciplinary knowledge. Academic study of identity construction in discourse is important to disciplinary development by raising nurses' and midwives' consciousness, alerting them to the ways that their own discourse can shape their identities, influence public and political opinion and, in the process, shape public policy on their professions. This article is protected by copyright. All rights reserved. This article is protected by copyright. All rights reserved.

Transactive discourse during assessment conversations on science learning

NASA Astrophysics Data System (ADS)

Russell, H. A., III

2005-11-01

It has been argued that development of science knowledge is the result of social interaction and adoption of shared understandings between teachers and students. A part of understanding that process is determining how student reasoning develops in groups. Transactive discussion is a form of negotiation between group members as they interpret the meaning of their logical statements about a topic. More importantly, it is a form of discourse that often leads to cognitive change as a result of the interaction between group participants as they wrestle with their different perspectives in order to achieve a common understanding. The research reported here was a correlational study designed to investigate the relationship between the various forms of transactive discussion and learning outcome performance seen in an investigation involving 24 students in a middle-SES high school located in southwest Atlanta, Georgia. Pretest and posttest measures of genetics reasoning, as well as curriculum content test data, were used in this study. Group discussion was captured on videotape and analyzed to determine whether transactional discussion was present and whether or not it had an effect on learning outcome measures. Results of this study showed that participant use of transactive discussion played a role in development of reasoning abilities in the area of genetics. It is suggested that teachers should monitor classroom discourse for the presence of transactive discussion as such discourse plays a role in fostering performance outcomes.

Contrast and Critique of Two Approaches to Discourse Analysis: Conversation Analysis and Speech Act Theory

ERIC Educational Resources Information Center

Han, Nguyen Van

2014-01-01

Discourse analysis, as Murcia and Olshtain (2000) assume, is a vast study of language in use that extends beyond sentence level, and it involves a more cognitive and social perspective on language use and communication exchanges. Holding a wide range of phenomena about language with society, culture and thought, discourse analysis contains various…

Embedding argumentation discourse within elementary inquiry teaching: Implications for professional development

NASA Astrophysics Data System (ADS)

Borger, Laurie Landon

The National Research Council's most recent report Taking Science to School: Learning and Teaching Science in Grades K-8, (2007) has suggested a redefinition of science proficiency. "This framework rests on a view of science as both a body of knowledge and an evidence-based, model building enterprise that continually extends, refines, and revises knowledge" (p.2). Therefore embedding argumentation discourse within inquiry teaching includes educating students to voice their own evidence based explanations and justifications for acceptance, refinement, or possible rejection by their peers. This new perspective will require elementary teachers to challenge their own knowledge, beliefs, and practices about science proficiency. It will necessitate the creation of professional development opportunities that are specific to the needs of the teachers who are facilitating the reform during a time period when the NCLB (2001) legislation requires 100% proficiency for all students in reading and math. This intrinsic case study involved the purposive sampling of 30 regular elementary education teachers in one rural school district in Pennsylvania. A grounded theory perspective was used to examine the elementary teachers' beliefs, practices, and barriers as a means to specify the necessary supports needed to accept the challenges associated with the redefinition of science proficiency. Data was collected through a survey, observational inventory, checklist, and interviews. Using constant comparison analysis, this researcher and the district's Science Department Head, identified and refined emerging trends into the following four essential themes: equity and accountability, teacher's beliefs, isolation, and curriculum rigor. Each theme influenced instructional practices. Most notably the implementation of the teacher evaluation plan encouraged teachers to view science as a lower priority and hindered their desire to improve it. Isolation kept teachers' science knowledge and pedagogical content knowledge stagnate, including their beliefs surrounding the ultimate goal of elementary science. The science curriculum did not include explanation or argumentation as a top level goal for instruction consequently instructional practices were limited. Eight specific components for professional development are delineated.

Discourse as Social Interaction. Discourse Studies: A Multidisciplinary Introduction. Volume 2.

ERIC Educational Resources Information Center

van Dijk, Teun A., Ed.

The collection of essays on discourse as a form of social interaction includes: "Discourse as Interaction in Society" (Teun A. van Dijk); "Discourse Pragmatics" (Shoshana Blum-Kulka); "Conversation Analysis: An Approach to the Study of Social Action as Sense Making Practices" (Anita Pomerantz, B. J. Fehr); "Institutional Dialogue" (Paul Drew,…

Climate Change Discourse in Mass Media: Application of Computer-Assisted Content Analysis

ERIC Educational Resources Information Center

Kirilenko, Andrei P.; Stepchenkova, Svetlana O.

2012-01-01

Content analysis of mass media publications has become a major scientific method used to analyze public discourse on climate change. We propose a computer-assisted content analysis method to extract prevalent themes and analyze discourse changes over an extended period in an objective and quantifiable manner. The method includes the following: (1)…

"What's So Terrible About Swallowing an Apple Seed?" Problem-Based Learning in Kindergarten

NASA Astrophysics Data System (ADS)

Zhang, Meilan; Parker, Joyce; Eberhardt, Jan; Passalacqua, Susan

2011-10-01

Problem-Based Learning (PBL), an instructional approach originated in medical education, has gained increasing attention in K-12 science education because of its emphasis on self-directed learning and real-world problem-solving. Yet few studies have examined how PBL can be adapted for kindergarten. In this study, we examined how a veteran kindergarten teacher, who was experienced with PBL in her own learning, adapted PBL to teach students earth materials, a topic emphasized in the new state curriculum standards but students had difficulty understanding. The pre-post tests showed that students improved their content understanding. Analysis of the classroom discourse showed that PBL and the teacher's facilitation strategies provided opportunities for students to develop their questioning skills. In conclusion, we discuss the implications of this study for using PBL in kindergarten classrooms.

Shallow Processing and Underspecification

ERIC Educational Resources Information Center

Sanford, Anthony J.; Graesser, Arthur C.

2006-01-01

Discourse comprehension theories frequently assume that discourse comprehension involves a complete analysis of lexical, syntactic, semantic, and discourse levels of processing. However, discourse psychologists have documented some conditions when a partial processing and underspecification of the resulting representations occurs. The articles in…

Multi-level Discourse Analysis in a Physics Teaching Methods Course from the Psychological Perspective of Activity Theory

NASA Astrophysics Data System (ADS)

Vieira, Rodrigo Drumond; Kelly, Gregory J.

2014-11-01

In this paper, we present and apply a multi-level method for discourse analysis in science classrooms. This method is based on the structure of human activity (activity, actions, and operations) and it was applied to study a pre-service physics teacher methods course. We argue that such an approach, based on a cultural psychological perspective, affords opportunities for analysts to perform a theoretically based detailed analysis of discourse events. Along with the presentation of analysis, we show and discuss how the articulation of different levels offers interpretative criteria for analyzing instructional conversations. We synthesize the results into a model for a teacher's practice and discuss the implications and possibilities of this approach for the field of discourse analysis in science classrooms. Finally, we reflect on how the development of teachers' understanding of their activity structures can contribute to forms of progressive discourse of science education.

Exploring the Dominant Discourse of Baccalaureate Nursing Education in Iran

PubMed Central

Yazdannik, Ahmadreza; Yousefy, Alireza; Mohammadi, Sepideh

2017-01-01

Introduction: Understanding how academic dominant discourse is implicated in the shaping of nursing identity, professional aspirations and socialization of nursing students is useful as it can lead to strategies that promote nursing profession. Materials and Methods: This is a qualitative research conducted through discourse analysis approach. Semi-structured interviews, focus group, and direct observation of undergraduate theoretical and clinical courses were used to collect the data. Participants were 71 nursing students, 20 nursing educators, and 5 nursing board staffs from five universities in Iran. Results: Data analysis resulted in the development of four main themes that represent essential discourses of nursing education. The discourses explored are theoretical and scientific nursing, domination of biomedical paradigm, caring as an empty signifier, and more than expected role of research in nursing education discourse. Conclusions: The results indicated that academics attempt to define itself based on “scientific knowledge” and faculties seek to socialize students by emphasizing the scientific/theoretical basis of nursing and research, with the dominance of biomedical discourse. It fails to conceptually grasp the reality of nursing practice, and the result is an untested and impoverished theoretical discourse. The analysis highlights the need for the formation of a strong and new discourse, which contains articulation of signifiers extracted from the nature of the profession. PMID:28382053

A Critical Discourse Analysis of the New Labour Discourse of Social and Emotional Learning (SEL) across Schools in England and Wales: Conversations with Policymakers

ERIC Educational Resources Information Center

Emery, Carl

2016-01-01

This paper reports on a critical discourse analysis (CDA) of the New Labour (1997-2010) discourse of Social and Emotional Learning (SEL) in schools, and how it was understood and enacted by policymakers in England and in Wales within the context of devolved government across the UK. By SEL I mean universal school-based programs, located in the…

Comparative Critical Discourse Analysis (CDA): Interplay of discourses (D/D1) as third grade urban and suburban science students engage in hypothesis formulation and observation

NASA Astrophysics Data System (ADS)

Mendoza, Carmen Irene Reyes

This qualitative research project is a comparative analysis of Discourses (D/D1) while focused upon the science processes of hypothesis generation and observation in an urban versus suburban elementary science classroom. D designates the instructional and formal academic science Discourse and D1 represents the students' informal, social or home language D1iscourses. In particular, this research study is a critical discourse analysis that examines how the science processes of hypothesis formulation and observation are constituted through the interplay of classroom Discourses (D/D1) as two third grade science teachers teach the same kit-based, inquiry science lessons with their respective urban and suburban students. The research also considers ethnicity, social class, language, and the central role science teachers play mediating between children's everyday world and the world of science. Communicative approach and distinctive patterns of interaction between the European American teachers and their respective students are analyzed through a critical lens to examine underlying issues of equity and power embedded in the instructional Discourse of science. Critical Discourse Analysis (CDA) provides both the theoretical framework and analytical lens. The research informs development of linguistic-based "best" practices to contribute toward promoting greater science teacher awareness in creating linguistic environments that support all students' learning science Discourse and to serve as a springboard for future educational science researchers' use of CDA.

Papers in Discourse and Contrastive Discourse Analysis. Jyvaskyla Contrastive Studies, 5. Reports from the Department of English, University of Jyvaskyla, No 6.

ERIC Educational Resources Information Center

Sajavaara, Kari, Ed.; Lehtonen, Jaakko, Ed.

The following papers and reports are included: (1) "Prisoners of Code-Centred Privacy: Reflections on Contrastive Analysis and Related Disciplines" by Kari Sajavaara and Jaakko Lehtonen; (2) "The Methodology and Practice of Contrastive Discourse Analysis" by Sajavaara, Lehtonen, and Liisa Korpimies; (3) "Interactional Activities in Discourse…

A Corpus-Based Discourse Analysis of the Vision and Mission Statements of Universities in Turkey

ERIC Educational Resources Information Center

Efe, Ibrahim; Ozer, Omer

2015-01-01

This article presents findings from a corpus-assisted discourse analysis of mission and vision statements of 105 state and 66 private/foundation universities in Turkey. The paper combines a corpus-based approach with critical discourse analysis to interpret the data in relation to its institutional as well as socio-political context. It argues…

An Overview of Focal Approaches of Critical Discourse Analysis

ERIC Educational Resources Information Center

Jahedi, Maryam; Abdullah, Faiz Sathi; Mukundan, Jayakaran

2014-01-01

This article aims to present detailed accounts of central approaches to Critical Discourse Analysis. It focuses on the work of three prominent scholars such as Fairclough's critical approach, Wodak's discourse-historical approach and Van Dijk's socio-cognitive approach. This study concludes that a combination of these three approaches can be…

Good, Bad or Absent: Discourses of Parents with Disabilities in Australian News Media

ERIC Educational Resources Information Center

Fraser, Vikki; Llewellyn, Gwynnyth

2015-01-01

Background: News media frames public perceptions. As such, news media becomes a useful source of analysis to understand the presence (or otherwise) of people with disabilities, particularly intellectual disabilities, within parenting discourses in Australia. Method: Using Critical Discourse Analysis, this article examines major Australian…

A Multimodal Discourse Analysis of Tmall's Double Eleven Advertisement

ERIC Educational Resources Information Center

Hu, Chunyu; Luo, Mengxi

2016-01-01

From the 1990s, the multimodal turn in discourse studies makes multimodal discourse analysis a popular topic in linguistics and communication studies. An important approach to applying Systemic Functional Linguistics to non-verbal modes is Visual Grammar initially proposed by Kress and van Leeuwen (1996). Considering that commercial advertisement…

Intellectual Disabilities, Challenging Behaviour and Referral Texts: A Critical Discourse Analysis

ERIC Educational Resources Information Center

Nunkoosing, Karl; Haydon-Laurelut, Mark

2011-01-01

The texts of referrals written by workers in residential services for people with learning difficulties constitute sites where contemporary discourses of intellectual disabilities are being constructed. This paper uses Critical Discourse Analysis to examine referrals made to a Community Learning Disability Team (CLDT). The study finds referral…

A General Critical Discourse Analysis Framework for Educational Research

ERIC Educational Resources Information Center

Mullet, Dianna R.

2018-01-01

Critical discourse analysis (CDA) is a qualitative analytical approach for critically describing, interpreting, and explaining the ways in which discourses construct, maintain, and legitimize social inequalities. CDA rests on the notion that the way we use language is purposeful, regardless of whether discursive choices are conscious or…

Inquiry science as a discourse: New challenges for teachers, students, and the design of curriculum materials

NASA Astrophysics Data System (ADS)

Tzou, Carrie Teh-Li

Science education reform emphasizes learning science through inquiry as a way to engage students in the processes of science at the same time that they learn scientific concepts. However, inquiry involves practices that are challenging for students because they have underlying norms with which students may be unfamiliar. We therefore cannot expect students to know how to engage in such practices simply by giving them opportunities to do so, especially if the norms for inquiry practices violate traditional classroom norms for engaging with scientific ideas. Teachers therefore play a key role in communicating expectations for inquiry. In this dissertation, I present an analytical framework for characterizing two teachers' enactments of an inquiry curriculum. This framework, based on Gee's (1996) notion of Discourses, describes inquiry practices in terms of three dimensions: cognitive, social, and linguistic. I argue that each of these dimensions presents challenges to students and, therefore, sites at which teachers' support is important for students' participation in inquiry practices. I use this framework to analyze two teachers' support of inquiry practices as they enact an inquiry-based curriculum. I explore three questions in my study: (1) what is the nature of teachers' support of inquiry practices? (2) how do teachers accomplish goals along multiple dimensions of inquiry?, and (3) what aspects of inquiry are in tension and how can we describe teachers' practice in terms of the tradeoff spaces between elements of inquiry in tension? In order to study these questions, I studied two eighth grade teachers who both enacted the same inquiry-based science curriculum developed by me and others in the context of a large design-based research project called IQWST (Investigating and Questioning my World through Science and Technology. I found that the teachers provided support for inquiry along all three dimensions, sometimes in ways in which the dimensions were synergistic and sometimes in ways in which the dimensions were in tension. These findings have implications for the design of inquiry science learning environments and for our understanding of what it means for teachers to be "cultural brokers" between students' everyday experiences and classroom science inquiry.

The Role and Image of Midwives in Caribbean Society from the Colonial Period to the Present: A Critical Analysis of the Discourse Relevant to Midwifery in Specific Hispanophone, Anglophone, and Francophone Contexts

ERIC Educational Resources Information Center

Crespo-Valedon, Damarys T.

2017-01-01

The dominant discourse on midwifery has been characterized by myths that have been constructed and perpetuated through oral and written discourse. The purpose of this research is to engage in a critical analysis of that discourse, with special focus on Hispanophone, Anglophone, and Francophone contexts in the Caribbean from colonial times to the…

The Social Life of Abortion Law: on Personal and Political Pedagogy.

PubMed

Priaulx, Nicky

2017-02-01

The current contribution seeks to start a conversation around our pedagogical practice in respect of abortion law. Centralising the traditional portrayal of abortion law within the medical law curriculum, this essay highlights the privileging of a very particular storyline about abortion. Exploring the terrain in evaluating medical law methodologies, this essay highlights the illusion of 'balance', 'objectivity', and 'neutrality' that emerges from current pedagogy in light of how abortion law is framed and in particular what is excluded: women's own voices. Focusing on a number of 'exclusions' and 'silences' and noting how closely these mirror dominant discourse in the public sphere, this essay highlights the irony of a curriculum that reflects, rather than challenges, these discursive gaps. Arguing that the setting of a curriculum is inevitably political, ambitions for delivering a programme around abortion that is 'neutral', 'objective', or 'balanced' are dismissed. Instead, highlighting the problems of what is currently excluded, how materials are ordered, and the tacit hierarchies that lend legitimacy and authority to a particular way of 'knowing' abortion, this essay argues for a new curriculum and a new storyline-one which is supported by prior learning in feminist legal scholarship and a medical law curriculum in which the social, historical, geographical, and above all, personal is ever-present and central. © The Author 2017. Published by Oxford University Press; all rights reserved. For Permissions, please email: journals.permissions@oup.com.

The Effect of Using Discourse Analysis Method on Improving Cognitive and Affective Skills in Language and Literature Teaching

ERIC Educational Resources Information Center

Kapanadze, Dilek Ünveren

2018-01-01

The aim of this study is to identify the effect of using discourse analysis method on the skills of reading comprehension, textual analysis, creating discourse and use of language. In this study, the authentic test model with pre-test and post-test control group was used in order to determine the difference of academic achievement between…

The Court Is Now in Session: Professor Discourse on Student Attrition

ERIC Educational Resources Information Center

Terentyev, Evgeny Andreevich; Gruzdev, Ivan Andreevich; Gorbunova, Elena Vasilyevna

2016-01-01

This article presents the results of a discourse analysis of semi-structured interviews with professors from nine Russian universities. This analysis focuses on narratives of student attrition and its causes and reveals the generally accusatory nature of the professor discourse. All the narratives can be integrated and described in terms of the…

Naming Giftedness: Whiteness and Ability Discourse in US Schools

ERIC Educational Resources Information Center

Stark, Lauren

2014-01-01

This paper offers a conceptual analysis of ability discourse using the theoretical lens of critical whiteness studies and the methodological framework of critical discourse analysis. From its origins in the Progressive Era to contemporary debates on tracking, the concept of giftedness has been formed through racial projects throughout US history.…

Ideology, Rationality and Reproduction in Education: A Critical Discourse Analysis

ERIC Educational Resources Information Center

Lim, Leonel

2014-01-01

In undertaking a critical discourse analysis of the professed aims and objectives of one of the most influential curricula in the teaching of thinking, this article foregrounds issues of power and ideology latent in curricular discourses of rationality. Specifically, it documents the subtle but powerful ways in which political and class…

The Political Discourse of the Campaign against Bilingual Education: From "Proposition 227" to "Horne v. Flores"

ERIC Educational Resources Information Center

Yamagami, Mai

2012-01-01

Using the frameworks of critical discourse analysis, representation theory, and legitimization theory, this study examines the political discourse of the campaign for Proposition 227 in California--particularly, the key social representations of languages, their speakers, and the main political actors in the campaign. The analysis examines the…

Expanding Discourse Options through Computer-Mediated Communication: Guiding Learners toward Autonomy

ERIC Educational Resources Information Center

Abraham, Lee B.; Williams, Lawrence

2011-01-01

This article proposes a multiliteracies-based pedagogical framework for the analysis of computer-mediated discourse (CMD) in order to give students increased access to expanded discourse options that are available in online communication environments and communities (i.e., beyond the classroom). Through the analysis of excerpts and a corpus of…

Methodology for social accountability: multiple methods and feminist, poststructural, psychoanalytic discourse analysis.

PubMed

Phillips, D A

2001-06-01

Bridging the gap between the individual and social context, methodology that aims to surface and explore the regulatory function of discourse on subjectivity production moves nursing research beyond the individual level in order to theorize social context and its influence on health and well-being. This article describes the feminist, poststructural, psychoanalytic discourse analysis and multiple methods used in a recent study exploring links between cultural discourses of masculinity, performativity of masculinity, and practices of male violence.

Women in physics? Identity and discourse in Taiwan

NASA Astrophysics Data System (ADS)

Tsai, Li-Ling

This dissertation argues that the deeply held hope for gender equity in science can no longer be simply realized as a project to increase women's participation in science. Understanding women's vexed relations with science requires a reconceptualization of the terms women and science, not as given categories to signal how "women" are coping with their disadvantaged positions in "science," but rather as two discourses formed in relation to each other, in institutional practices and in particular social and historical contexts. This dissertation investigates discourses of women and science by focusing on women in physics in Taiwan. This focus extends debates about gender and science by showing that the intervention of a particular discourse---in this case, the discourse of "women in physics"---into an existing discursive field exposed the contested terrain of the gender politics of physics and the identity politics of women physicists in Taiwan. "Women in physics" emerged as an internationally legitimate subject position in Taiwan in 1999 following a call to form a local working team on women in physics. The participants I interviewed utilized this internationally legitimate subject position to reconstruct, in different ways, their gendered identities in physics. Scholarship in the field of gender and science education studies has, over the past three decades, focused on equity and inclusion to address gender inequalities in science. This dissertation suggests, by contrast, that a focus on identity is necessary for understanding gendered career decisions in science. The term identity refers to how individuals perceive themselves and how others respond to their claims; identity involves the purposes, interests and contexts of particular naming processes. In the structural inequalities of gender and science, a focus on identity aims to track individual and collective forms of agency exercised in changing discursive fields. This dissertation concludes by viewing curriculum as a discursive field where various discourses provide subject positions and produce potential meanings through teaching and learning. Hope for social transformation can be situated in the interventionary power of new discourses and the subsequent reconfiguration of gendered identities in existing institutional practices.

Deaf Culture and Competing Discourses in a Residential School for the Deaf: "Can Do" versus "Can't Do"

ERIC Educational Resources Information Center

O'Brien, Catherine A.; Placier, Peggy

2015-01-01

From an ethnographic case study of a state-funded residential school for the Deaf, the authors employed Critical Discourse Analysis to identify competing discourses in the talk of educators. These discourses are embedded in the historical oppression and labeling of deaf people as disabled and the development of Deaf culture as a counter-discourse.…

How medical schools can encourage students' interest in family medicine.

PubMed

Rohan-Minjares, Felisha; Alfero, Charles; Kaufman, Arthur

2015-05-01

The discipline of family medicine is essential to improving quality and reducing the cost of care in an effective health care system. Yet the slow growth of this field has not kept pace with national demand. In their study, Rodríguez and colleagues report on the influence of the social environment and academic discourses on medical students' identification with family medicine in four countries-the United Kingdom, Canada, France, and Spain. They conclude that these factors-the social environment and discursive activity within the medical school-influence students' specialty choices. While the discourses in Canada, France, and Spain were mostly negative, in the United Kingdom, family medicine was considered a prestigious academic discipline, well paying, and with a wide range of practice opportunities. Medical students in the United Kingdom also were exposed early and often to positive family medicine role models.In the United States, academic discourses about family medicine are more akin to those in Canada, France, and Spain. The hidden curriculum includes negative messages about family medicine, and "badmouthing" primary care occurs at many medical schools. National education initiatives highlight the importance of social determinants in medical education and the integration of public health and medicine in practice. Other initiatives expose students to family medicine role models and practice during their undergraduate training and promote primary care practice through new graduate medical education funding models. Together, these initiatives can reduce the negative effects of the social environment and create a more positive discourse about family medicine.

Discourse analysis in general practice: a sociolinguistic approach.

PubMed

Nessa, J; Malterud, K

1990-06-01

It is a simple but important fact that as general practitioners we talk to our patients. The quality of the conversation is of vital importance for the outcome of the consultation. The purpose of this article is to discuss a methodological tool borrowed from sociolinguistics--discourse analysis. To assess the suitability of this method for analysis of general practice consultations, the authors have performed a discourse analysis of one single consultation. Our experiences are presented here.

The Discourse of Classroom Interaction in Kenyan Primary Schools

ERIC Educational Resources Information Center

Pontefract, Caroline; Hardman, Frank

2005-01-01

This paper addresses the role of classroom discourse in supporting children's learning in Kenyan primary schools. The discourse strategies of 27 teachers teaching English, mathematics and science across the primary phase were intensively studied using discourse analysis and semi-structured interviews. A survey questionnaire (n = 359) was also used…

The Construction of Pro-Science and Technology Discourse in Chinese Language Textbooks

ERIC Educational Resources Information Center

Liu, Yongbing

2005-01-01

This paper examines the pro-science and technology discourse constructed in Chinese language textbooks currently used for primary school students nationwide in China. By applying analytical techniques of critical discourse analysis (CDA), the paper critically investigates how the discourse is constructed and what ideological forces are manifested…

Individualism, instrumental reason and policy texts: some considerations from the perspective of contemporary political philosophy

NASA Astrophysics Data System (ADS)

Vilanova, Rita; Martins, Isabel

2017-12-01

This article dialogues with Matthew Weinstein's paper named "NGSS, disposability, and the ambivalence of Science in/under neoliberalism", in which he explores the argument that at the same time the NGSS framework is largely identified with neoliberal discourse, it presents points of ambivalence and resistance within. In this dialogue, we focused on two topics that we believe are important for the discussion of the ambivalences highlighted in the author's argument, namely: the the social production of indifference as a consequence of the neoliberal ideology and the production of a version of science streamlined for the neoliberal technoscientific job market within the `neoliberal ecosystem'. Based on the thesis of the Canadian philosopher Charles Taylor on ethics and on the concept of hybridism, we linked Weinsteins' analysis to issues related to individualism and instrumental reason, pointing out that it is possible that the ambivalences highlighted by Weinstein are, in fact, a component of neoliberal discourse. Nevertheless we agree that this kind of text presents loopholes that allows practices oriented for social change and for the improvement of democracies in progress. We conclude that for those who dedicate themselves to reflect upon educational strategies to cope with the hegemonic model remains the challenge of finding spaces and times in the curriculum in order to explore the gaps in policy texts and, more important, to promote the experience of democratic practices throughout the school communities.

Globalisation and science education: the case of Sustainability by the Bay

NASA Astrophysics Data System (ADS)

Carter, Lyn; Dediwalage, Ranjith

2010-06-01

It is impossible to consider contemporary science education in isolation from globalisation as the dominant logic, rethinking and reconfiguring social and cultural life in which it is located. Carter (J Res Sci Teach 42, 561-580, 2005) calls for a close reading of policy documents, curriculum projects, research studies and a range of other science education texts using key concepts from globalisation theory to elucidate the ways in which globalisation shapes and is expressed within science education. In this paper, we consider an example from our own practice of a school-based curriculum project, Sustainable Living by the Bay, as one such instance. The first section reviews neoliberalism and neoconservativism necessary to understand how globalisation penetrates education, while the second outlines aspects of the curriculum project itself. As there were many different facets to the development and implementation of a project like Sustainable Living by the Bay, there is space only to elaborate two examples of the globalisation discourse. The first example concerns the government policy initiative that funded the project while the second example focuses on learner- centred pedagogies as globalisation's pedagogies of choice.

Racialized Spaces in Teacher Discourse: A Critical Discourse Analysis of Place-Based Identities in Roche Bois, Mauritius

ERIC Educational Resources Information Center

Wiehe, Elsa M.

2013-01-01

This eleven-month ethnographic study puts critical discourse analysis in dialogue with postmodern conceptualizations of space and place to explore how eight educators talk about space and in the process, produce racialized spaces in Roche Bois, Mauritius. The macro-historical context of racialization of this urban marginalized community informs…

Digital Discourse Markers in an ESL Learning Setting: The Case of Socialisation Forums

ERIC Educational Resources Information Center

Shakarami, Alireza; Hajhashemi, Karim; Caltabiano, Nerina

2016-01-01

Analysis of the linguistic discourse plays an important role in the social, cultural, ethnographic, and comparative studies of languages. Discourse markers as indispensable parts of this analysis are reportedly more common in informal speech than in written language. They could be used at different levels, i.e. as "linking words,"…

Global Warming Wars: Rhetorical and Discourse Analytic Approaches to ExxonMobil's Corporate Public Discourse.

ERIC Educational Resources Information Center

Livesey, Sharon M.

2002-01-01

Analyzes texts published by ExxonMobil on the issue of climate change, employing both rhetorical analysis and discourse analysis to show their uses and potential value in business communication research. Shows how both reveal the socially constructed nature "reality" and the social effects of language, but are never the less distinct in…

Ideologies of English in a Chinese High School EFL Textbook: A Critical Discourse Analysis

ERIC Educational Resources Information Center

Xiong, Tao; Qian, Yamin

2012-01-01

In this article we examine ideologies of English in present-day China with a special focus on textbook discourse. The research framework is informed by critical theories on language and education. Critical discourse analysis is applied as a methodological approach characterized by a socially committed attitude in the explanation and interpretation…

Discourse Analysis and Development of English Listening for Non-English Majors in China

ERIC Educational Resources Information Center

Ji, Yinxiu

2015-01-01

Traditional approach of listening teaching mainly focuses on the sentence level and regards the listening process in a passive and static way. To compensate for this deficiency, a new listening approach, that is, discourse-oriented approach has been introduced into the listening classroom. Although discourse analysis is a comparatively new field…

Critical Discourse Analysis of Advertising: Implications for Language Teacher Education

ERIC Educational Resources Information Center

Turhan, Burcu; Okan, Zuhal

2017-01-01

Advertising is a prominent discourse type which is inevitably linked to a range of disciplines. This study examines the language of a non-product advertisement, not isolating it from its interaction with other texts that surrounds it. It is based on Norman Fairclough's Critical Discourse Analysis (CDA) framework in which there are three levels of…

A Discourse Analysis of Master's Theses across Disciplines with a Focus on Introductions

ERIC Educational Resources Information Center

Samraj, Betty

2008-01-01

There have been a growing number of discourse studies in recent years on written academic genres produced by students. However, the master's thesis has not received as much attention as the PhD dissertation. This investigation of master's theses from three disciplines, biology, philosophy and linguistics, employs both discourse analysis and…

Schooling the Mean Girl: A Critical Discourse Analysis of Teacher Resource Materials

ERIC Educational Resources Information Center

Bethune, Jennifer; Gonick, Marnina

2017-01-01

This paper is a critical discourse analysis of teacher resource materials about girl bullying. The "mean girl" phenomenon has been widely taken up as one of the current key narratives about schools and school girls. This paper argues for the importance of understanding the origins of this discourse within behavioural psychology, which…

The Naivasha Language Policy: The Language of Politics and the Politics of Language in the Sudan

ERIC Educational Resources Information Center

Abdelhay, Ashraf Kamal; Makoni, Busi; Makoni, Sinfree Bullock

2011-01-01

This article provides a textual analysis of the Naivasha language provisions in Sudan in an attempt to explore how political discourse is manifested in each policy statement. Using Critical Discourse Analysis (CDA) as an analytic and interpretive framework, the article argues that the Naivasha language provisions as political discourse are shaped…

Analysis of Discourse Accent and Discursive Practices I&W

DTIC Science & Technology

2010-09-01

events in a cultural memory. Episodic discourse encompasses general principles, concepts , symbols and rituals used by actors to address problems in...COGNITIVE/INTEGRATIVE COMPLEXITY PROOF-OF- CONCEPT ............................ 51 5.1 Historical Background and Literature...formal training or expertise in critical discourse analysis. In addition, a proof-of- concept was conducted of an existing methodology for tracking

Critical Discourse Analysis of Religious Sermons in Egypt--Case Study of Amr Khalid's Sermons

ERIC Educational Resources Information Center

Eldin, Ahmad Abdel Tawwab Sharaf

2014-01-01

This paper attempts to provide an ideological approach within a critical discourse analysis (CDA) in order to investigate the Islamic discourse and to trace the ideological devices in Amr Khalid's sermons. In so doing, this paper tries to show how language, employed in Khalid's sermons, reflects the common conceptual structures and…

A Historical Analysis of the Relationship of Faith and Science and its Significance within Education

NASA Astrophysics Data System (ADS)

Yegge, John G.

Science curriculum and pedagogy are at the center of a centuries-long debate concerning the appropriate relationship of faith and science. The difficulties that science educators face seem to be based in misinformation about the historical roots of this conflict. To address that conflict, the goals of this research were to separate myth from reality and to provide a necessary context to the current tensions that are disrupting science pedagogy and curriculum content within American public schools. Working within a theoretical framework of historical literacy, this qualitative, historical analysis was a comprehensive examination of the relationship of faith and science from ancient times through the Renascence to the emergence and development of Darwinism. The historical approach methodology was utilized as a means to document the systematic examination of past events, in order to illuminate and interpret the meaning of those events. The historical record revealed that science and religion are not necessarily incompatible and that the early Christian religion provided a fertile environment in which modern science could emerge. Also noted were many instances where the record was inconsistent with what educators have commonly taught as historical fact. Finally, the complex sources of tension between modern fundamentalist Christianity and Darwinism, which has appeared as a flashpoint in public discourse within science education, were examined in depth. Based on this analysis, the study includes recommendations for educators in their approach to addressing these challenges and teaching science. This analysis can produce positive social change for educators and their students, as this information is advanced as a means to enhance historical literacy among educators and their students.

English and the Knowledge Economy: A Critical Analysis

ERIC Educational Resources Information Center

Collin, Ross

2014-01-01

This article focuses on knowledge economy discourse and considers the appeal of this discourse to English educators. Knowledge economy discourse is defined as a mode of thought and expression that assumes a broad-based economy driven by innovation will soon emerge in the USA. This discourse, it is argued, offers English teachers solutions to some…

Analyzing the Cohesion of English Text and Discourse with Automated Computer Tools

ERIC Educational Resources Information Center

Jeon, Moongee

2014-01-01

This article investigates the lexical and discourse features of English text and discourse with automated computer technologies. Specifically, this article examines the cohesion of English text and discourse with automated computer tools, Coh-Metrix and TEES. Coh-Metrix is a text analysis computer tool that can analyze English text and discourse…

Critical Discourse Analysis and Science Education Texts: Employing Foucauldian Notions of Discourse and Subjectivity

ERIC Educational Resources Information Center

Bazzul, Jesse

2014-01-01

This article supports critical, social justice oriented science education research by providing a theoretical and methodological basis for examining how subjectivities may be constituted through discourses found in science education texts. Such research explores how discourses orient teachers and students to the world, others, and themselves, as…

Constructing Childhood: Discourses about School Violence in the Greek Daily Press

ERIC Educational Resources Information Center

Avgitidou, Sofia; Stamou, Anastasia G.

2013-01-01

This study explores the construction of discourses about childhood in the Greek daily press. It employs the theoretical frameworks of the new sociology of childhood and critical discourse analysis to question which discourses of childhood are constructed in the daily press presenting cases where children were the victimisers in school violent…

Identity-Forming Discourses: A Critical Discourse Analysis on Policy Making Processes Concerning English Language Teaching in Colombia (Discursos que forjan identidades: un análisis crítico de discursos en la formulación de políticas sobre la enseñanza del inglés en Colombia)

ERIC Educational Resources Information Center

Escobar Alméciga, Wilder Yesid

2013-01-01

This article addresses a critical problem about asymmetrical power relationships and uneven conditions in English language education exerted via identity shaping discourses in the document Educación: "Visión 2019" issued by the Colombian Ministry of National Education. The study follows the critical discourse analysis method. It…

Comparing Two Inquiry Professional Development Interventions in Science on Primary Students' Questioning and Other Inquiry Behaviours

NASA Astrophysics Data System (ADS)

Nichols, Kim; Burgh, Gilbert; Kennedy, Callie

2017-02-01

Developing students' skills to pose and respond to questions and actively engage in inquiry behaviours enables students to problem solve and critically engage with learning and society. The aim of this study was to analyse the impact of providing teachers with an intervention in inquiry pedagogy alongside inquiry science curriculum in comparison to an intervention in non-inquiry pedagogy alongside inquiry science curriculum on student questioning and other inquiry behaviours. Teacher participants in the comparison condition received training in four inquiry-based science units and in collaborative strategic reading. The experimental group, the community of inquiry (COI) condition, received training in facilitating a COI in addition to training in the same four inquiry-based science units. This study involved 227 students and 18 teachers in 9 primary schools across Brisbane, Australia. The teachers were randomly allocated by school to one of the two conditions. The study followed the students across years 6 and 7 and students' discourse during small group activities was recorded, transcribed and coded for verbal inquiry behaviours. In the second year of the study, students in the COI condition demonstrated a significantly higher frequency of procedural and substantive higher-order thinking questions and other inquiry behaviours than those in the comparison condition. Implementing a COI within an inquiry science curriculum develops students' questioning and science inquiry behaviours and allows teachers to foster inquiry skills predicated by the Australian Science Curriculum. Provision of inquiry science curriculum resources alone is not sufficient to promote the questioning and other verbal inquiry behaviours predicated by the Australian Science Curriculum.

A post-colonial analysis of healthcare discourses addressing aboriginal women.

PubMed

Browne, Annette J; Smye, Vicki

2002-01-01

Annette Browne and Vicki Smye use post-colonial theoretical perspectives to inform a critical analysis of healthcare discourses related to cervical cancer among Canadian aboriginal women. They also examine how decontextualised discourses addressing aboriginal women's risks for cervical cancer can perpetuate negative stereotypical images of aboriginal women while downplaying or ignoring the historical, social and economic context of women's health risks.

Climates of risk: a field analysis of global climate change in US media discourse, 1997-2004.

PubMed

Sonnett, John

2010-11-01

How are industry and environmentalist discourses of climate risk related to dominant scientific and political discourses? This study operationalizes Bourdieu's concept of symbolic capital in order to map dimensions of risk description and prescription onto a journalistic field of industry, environmentalist, scientific, and political media. Results show that conventional definitions of risk mirror an opposition between scientific and political discourses. Prescriptions for action on risk are partly autonomous from definitions however. Environmentalist and scientific media feature more proactive discourse, and industry and political media feature more reactive discourse. Implications for future research on climate risk and relational studies of media discourse are discussed.

Neoliberal Common Sense and Race-Neutral Discourses: A Critique of "Evidence-Based" Policy-Making in School Policing

ERIC Educational Resources Information Center

Nolan, Kathleen

2015-01-01

The author of this paper uses critical discourse analysis and draws on critical social theory and policy studies to analyze the interdiscursivity between neoliberal common sense discourses around crime and safety and race-neutral discourses, "evidence-based" policy, and the research that supports school policing programs. The author…

Discourse Connectives in L1 and L2 Argumentative Writing

ERIC Educational Resources Information Center

Hu, Chunyu; Li, Yuanyuan

2015-01-01

Discourse connectives (DCs) are multi-functional devices used to connect discourse segments and fulfill interpersonal levels of discourse. This study investigates the use of selected 80 DCs within 11 categories in the argumentative essays produced by L1 and L2 university students. The analysis is based on the International Corpus Network of Asian…

National and Post-National Discourses and the Construction of Linguistic Identities by Students of Albanian Origin in Greece

ERIC Educational Resources Information Center

Archakis, Argiris

2016-01-01

Drawing on Critical Discourse Analysis and, more specifically, on the relationship between the macro-level of dominant discourses and the micro-level of individual positionings, we examine the way linguistic identities are constructed by immigrant students of Albanian origin in Greece. We elaborate on two "competitive" discourses: the…

Normative Discourse and Persuasion: An Analysis of Ga'dang Informal Litigation.

ERIC Educational Resources Information Center

Walrod, Michael R.

A study of the discourse of Ga'dang, a Philippine language, focuses on normative discourse and persuasion, especially the ways in which the former is used to accomplish the latter. The first five chapters outline the theoretical framework of the study, placing normative and persuasive discourse in a philosophical context and relating them to the…

The Common Topoi of STEM Discourse: An Apologia and Methodological Proposal, with Pilot Survey

ERIC Educational Resources Information Center

Walsh, Lynda

2010-01-01

In this article, the author proposes a methodology for the rhetorical analysis of scientific, technical, mathematical, and engineering (STEM) discourse based on the common topics (topoi) of this discourse. Beginning with work by Miller, Prelli, and other rhetoricians of STEM discourse--but factoring in related studies in cognitive linguistics--she…

Institutional narratives in the discourse between oncology social workers and cancer patients' self-help organization.

PubMed

Kacen, Lea; Bakshy, Iris

2005-09-01

In this study, the authors examine a discourse between members of a cancer patients' self-help organization (CP-SHO) and oncological social workers (OSWs) on support groups for cancer patients. Eight OSWs and 8 CP-SHO volunteers served as the key research population. Using the interpretive-narrative approach to research, the authors apply a variety of data collection methods and a combination of data analysis methods: narrative analysis and discourse analysis. The findings point to the simultaneous existence of two institutional narratives for each organization, one internal and the other external. Discourse between the organizations takes place mainly at the external institutional narrative level, with each body maintaining the mistaken impression that the other's perception of reality is similar to its own (false consensus). In the meantime, the internal narratives that attest to the latent meaning of the discourse govern the interaction and prevent effective dialogue between the respective organizations.

Discourse Analysis in Stylistics and Literature Instruction.

ERIC Educational Resources Information Center

Short, Mick

1990-01-01

A review of research regarding discourse analysis in stylistics and literature instruction covers studies of text, systematic analysis, meaning, style, literature pedagogy, and applied linguistics. A 10-citation annotated bibliography and a larger unannotated bibliography are included. (CB)

Discourses in stroke rehabilitation as they present themselves in current physiotherapy and occupational therapy.

PubMed

Kristensen, Hanne Kaae; Præstegaard, Jeanette; Ytterberg, Charlotte

2017-02-01

Aim This study aims to discuss current perceptions of rehabilitation and how present rehabilitation practice is affected by dominating discourses in Danish society by exploring discourses expressed in official publications and the constructed journal notes of occupational and physiotherapists' practice of stroke rehabilitation. Method The frame of reference is Fairclough's critical discourse analysis. The analysis comprises seven official documents relevant to stroke rehabilitation provided in Danish health services in 2012-2013. Also, notes written by occupational therapists and physiotherapists in medical records of 10 patients with a stroke diagnosis admitted to hospital in 2012. The documents included were read thoroughly. The texts were analyzed deductively, focusing on discursive practice on articulated understandings of rehabilitation, health practice approaches, and social practice. Results The dominating discourses seem to be Western neoliberalism organizational, medical and ethical discourses. The macro level of discourses consisted of political documents addressing rehabilitation nationally. The meso level mainly concerned medical discourses within stroke rehabilitation whereas the micro level represented local medical and ethical discourses. Conclusion The neoliberal discourse supports the medical discourse with strong emphasis on evidence-based interventions. In contrast to ethical discourses, documentation of rehabilitation practice marked more attention being paid to facilitating the patient's independence than to enabling the regaining of meaningful activities and participation. Implications for Rehabilitation Individualized rehabilitation must be organized with flexibility as it is a complex process Critical reflectiveness among health professionals is needed to provide individualized rehabilitation of high quality A broader range of stake holders, including patient organizations, are in demand within health policy making The discourses that construct rehabilitation policy and practices are sometimes in conflict, which may impact on, and impede, the rehabilitation for the individual patient.

The workings of homonormativity: lesbian, gay, bisexual, and queer discourses on discrimination and public displays of affections in Portugal.

PubMed

de Oliveira, João Manuel; Costa, Carlos Gonçalves; Nogueira, Conceição

2013-01-01

This article analyzes how heteronormative discourse may be (re)produced by the very same people it serves to oppress, binding heteronormativity to a specific form of homonormativity. Furthermore, this article also links Portuguese history and society by discussing the context and the recent legal changes that led to legislation providing for same-sex marriage. Using thematic analysis of 14 interviews, this article demonstrates how heteronorms are upheld in the discourses of the lesbian, gay, bisexual, and queer (LGBQ) participants. Themes linked to public displays of affection and discrimination emerged from the interviews. Participant discourses are analyzed in terms of their incorporation of heteronorms. Homonormativity is present in both the themes subject to analysis. Analysis of the interviews shows how transgressing the heteronorm implies costs and is ultimately perceived as a personal risk. This article concludes that the lack of discursive resistance denies the possibility of re-signification and subversion even in LGBQ discourses. This clearly indicates the pervasiveness of discourses reiterating heteronorms, even those issued by those most oppressed by such norms.

Beyond homogenization discourse: Reconsidering the cultural consequences of globalized medical education.

PubMed

Gosselin, K; Norris, J L; Ho, M-J

2016-07-01

Global medical education standards, largely designed in the West, have been promoted across national boundaries with limited regard for cultural differences. This review aims to identify discourses on cultural globalization in medical education literature from non-Western countries. To explore the diversity of discourses related to globalization and culture in the field of medical education, the authors conducted a critical review of medical education research from non-Western countries published in Academic Medicine, Medical Education and Medical Teacher from 2006 to 2014. Key discourses about globalization and culture emerged from a preliminary analysis of this body of literature. A secondary analysis identified inductive sub-themes. Homogenization, polarization and hybridization emerged as key themes in the literature. These findings demonstrate the existence of discourses beyond Western-led homogenization and the co-existence of globalization discourses ranging from homogenization to syncretism to resistance. This review calls attention to the existence of manifold discourses about globalization and culture in non-Western medical education contexts. In refocusing global medical education processes to avoid Western cultural imperialism, it will also be necessary to avoid the pitfalls of other globalization discourses. Moving beyond existing discourses, researchers and educators should work towards equitable, context-sensitive and locally-driven approaches to global medical education.

The Discourse of Whole Class Teaching: A Comparative Study of Kenyan and Nigerian Primary English Lessons

ERIC Educational Resources Information Center

Abd-Kadir, Jan; Hardman, Frank

2007-01-01

This paper explores the discourse of whole class teaching in Kenyan and Nigerian primary school English lessons. Twenty lessons were analysed using a system of discourse analysis focusing on the teacher-led three-part exchange sequence of Initiation-Response-Feedback (IRF). The focus of the analysis was on the first and third part of the IRF…

An Analysis of the Discourses on Attention Deficit Hyperactivity Disorder (ADHD) in US Special Education Textbooks, with Implications for Inclusive Education

ERIC Educational Resources Information Center

Freedman, Justin E.

2016-01-01

The purpose of this paper is to examine the discourses on attention deficit hyperactivity disorder (ADHD) found in textbooks used in pre-service special education programmes in the USA. Five textbooks are examined with the intent of discovering how ADHD is portrayed to future teachers. A discourse analysis framework is utilised, revealing five…

How to Identify E-Learning Trends in Academic Teaching: Methodological Approaches and the Analysis of Scientific Discourses

ERIC Educational Resources Information Center

Fischer, Helge; Heise, Linda; Heinz, Matthias; Moebius, Kathrin; Koehler, Thomas

2015-01-01

Purpose: The purpose of this paper is to introduce methodology and findings of a trend study in the field of e-learning. The overall interest of the study was the analysis of scientific e-learning discourses. What comes next in the field of academic e-learning? Which e-learning trends dominate the discourse at universities? Answering such…

At Last: "What's Discourse Got to Do with It?" A Meditation on Critical Discourse Analysis in Literacy Research

ERIC Educational Resources Information Center

Lewis, Cynthia

2006-01-01

Lewis explains why critical discourse analysis (CDA) has become an indispensable method for many researchers trying to understand how ideologies and social structures are reflected in and reified by language. The critical linguistic turn that has occurred in the humanities and social sciences for the last three decade has finally taken hold in the…

Pushing up against the Limit-Horizon of Educational Change: A Critical Discourse Analysis of Popular Education Reform Texts

ERIC Educational Resources Information Center

Anderson, Ashlee; Aronson, Brittany; Ellison, Scott; Fairchild-Keyes, Sherrie

2015-01-01

With this article, we work to identify the limit-horizon of possible ideas, practices, and ways of talking about education reform and schooling via a critical discourse analysis of selected popular political and governmental texts. To do so, we explore the popular discourse of education reform in the United States through our analyses of three…

Drugs, Discourses and Education: A Critical Discourse Analysis of a High School Drug Education Text

ERIC Educational Resources Information Center

Tupper, Kenneth W.

2008-01-01

This paper examines a high school drug education text using critical discourse analysis (CDA) to discern its underlying ideological commitments and political dispositions. I begin with an overview of CDA and why it is a suitable methodology for my work, and then provide a brief history of drug education in North America. Next, I consider some of…

Contesting Discourses about Physical Education: A Critical Discourse Analysis of 20 Textbooks Used in Physical Education Teacher Education in Denmark

ERIC Educational Resources Information Center

Svendsen, Annemari Munk; Svendsen, Jesper Tinggaard

2017-01-01

This article investigates and problematises how contesting discourses about Physical Education (PE) as a school subject are immersed within textbooks used in Physical Education Teacher Education (PETE) in Denmark. The paper considers PETE textbooks as powerful documents that construct and maintain discourses about PE, and at the same time as…

Generals, Colonels, and Captains: Discourses of Militarism, Education, and Learning in the Canadian University Context

ERIC Educational Resources Information Center

Taber, Nancy

2014-01-01

This article discusses a feminist discourse analysis that explores the ways in which discourses of learning interact with discourses of militarism at four Canadian civilian universities named for military leaders. I discuss how this particular research topic became apparent to me and explore the current national context where it can be argued that…

Perezhivanie and classroom discourse: a cultural-historical perspective on "Discourse of design based science classroom activities"

NASA Astrophysics Data System (ADS)

Adams, Megan; March, Sue

2015-06-01

Flavio Azevedo, Peggy Martalock and Tugba Keser challenge the `argumentation focus of science lessons' and propose that through a `design-based approach' emergent conversations with the teacher offer possibilities for different types of discussions to enhance pedagogical discourse in science classrooms. This important paper offers a "preliminary contribution to a general theory" regarding the link between activity types and discourse practices. Azevedo, Martalock and Keser offer a general perspective with a sociocultural framing for analysis of classroom discourse. Interestingly the specific concepts drawn upon are from conversation analysis; there are few sociocultural concepts explored in detail. Therefore, in this article we focus on a cultural historical (Vygotsky in The collected works of L. S. Vygotsky. The history and development of higher mental functions, vol 4. Plenum Press, New York, 1987; The Vygotsky reader. Black, Cambridge, 1994) methodology to explore, analyse and explain how we would use a different theoretical lens. We argue that a cultural historical reading of argumentation in science lessons and design based activity will expand Azevedo, Martalock and Keser's proposed general theory of activity types and discourse practices. Specifically, we use Lev Vygotksy's idea of perezhivanie as the unit of analysis to reconceptualise this important paper. We focus on the holistic category of students' emotional experience through discourse while developing scientific awareness.

Same Principles, Different Worlds: A Critical Discourse Analysis of Medical Ethics and Nursing Ethics in Finnish Professional Texts.

PubMed

Saxén, Salla

2018-03-01

This qualitative social scientific study explores professional texts of healthcare ethics to understand the ways in which ethical professionalism in medicine and nursing are culturally constructed in Finland. Two books in ethics, published by Finnish national professional organizations-one for nurses and one for physicians-were analyzed with the method of critical discourse analysis. Codes of ethics for each profession were also scrutinized. Analysis of the texts sought to reveal what is taken for granted in the texts as well as to speculate what appeared to be relegated to the margins of the texts or left entirely invisible. Physicians' ethics was discovered to emphasize objectivity and strong group membership as a basis for ethical professionalism. The discourses identified in the physicians' ethics guidebook were universal ethics, reductionism, non-subjectivity, and threat. Nursing ethics was discovered to highlight reflectivity as its central focus. This idea of reflectivity was echoed in the identified discourses: local ethics, enlightenment, and moral agency. The analysis exposes a cultural gap between the ethics discourses of medicine and nursing. More work is needed to bridge ethics discourses in Finland in a way that can support healthcare professionals to find common ground and to foster inclusivity in ethical dialogue. Further development of bioethical practices is suggested as a potential way forward.

Searching for a crack to let environment light in: ecological biopolitics and education for sustainable development discourses

NASA Astrophysics Data System (ADS)

Gough, Annette

2017-12-01

This article traces the shifts in environmental education discourses from the 1972 UN Conference on the Human Environment, to the 2012 UN Rio+20 Conference on Sustainable Development, and beyond through a biopolitical lens. Each of the earlier shifts is reflected in environmental, sustainability and science education policies and curricula—but what of the most recent shifts at Rio+20 and in UNESCO's (2014) Roadmap for Implementing the Global Action Programme on Education for Sustainable Development? The article examines how the ecological version of politics emerged and then became integrated into technocentric biopolitics and how this shift affected the shaping of environmental, sustainability and science education policies and curricula. In particular, the article analyzes the shifting biopolitical interfaces that have occurred between "natural environment" and "society"—from a goal of preserving the natural foundations of life to a focus on exploiting these foundations, modifying and transforming the environment through scientific and technological means—and the manifestations of this in Australian curriculum documents.

Media discourses of low carbon housing: The marginalisation of social and behavioural dimensions within the British broadsheet press.

PubMed

Cherry, Catherine; Hopfe, Christina; MacGillivray, Brian; Pidgeon, Nick

2015-04-01

Decarbonising housing is a key UK government policy to mitigate climate change. Using discourse analysis, we assess how low carbon housing is portrayed within British broadsheet media. Three distinct storylines were identified. Dominating the discourse, Zero carbon housing promotes new-build, low carbon houses as offering high technology solutions to the climate problem. Retrofitting homes emphasises the need to reduce emissions within existing housing, tackling both climate change and rising fuel prices. A more marginal discourse, Sustainable living, frames low carbon houses as related to individual identities and 'off-grid' or greener lifestyles. Our analysis demonstrates that technical and economic paradigms dominate media discourse on low carbon housing, marginalising social and behavioural aspects. © The Author(s) 2013.

Discourse analysis--making connections between knowledge and power: an interview with Debbie Payne by Lynne S. Giddings and Pamela J. Wood.

PubMed

Payne, Debbie

2002-07-01

Discourse analysis is a relative newcomer to the variety of qualitative research methodologies used in nursing and midwifery research in Aotearoa/New Zealand. This is the seventh article in a series based on interviews with nursing and midwifery researchers, designed to offer the beginning researcher a first-hand account of the experience of using particular methodologies. This article focuses on discourse analysis as interpreted by Debbie Payne (RGON, MA [Hons]) in interview. Debbie has recently finished her PhD thesis (submitted for examination) and is a Senior Lecturer at the Auckland University of Technology. For her thesis Debbie used Foucauldian discourse analysis to explore the use of the term 'elderly primigravida' to describe mothers who are pregnant for the first time when aged 35 years or over.

Talk in Interaction in the Speech-Language Pathology Clinic: Bringing Theory to Practice through Discourse

ERIC Educational Resources Information Center

Leaby, Margaret M.; Walsh, Irene P.

2008-01-01

The importance of learning about and applying clinical discourse analysis to enhance the talk in interaction in the speech-language pathology clinic is discussed. The benefits of analyzing clinical discourse to explicate therapy dynamics are described.

Review of transnational nursing education programme curricula: process, findings, and recommendations.

PubMed

Mackay, Maria; Joyce-McCoach, Joanne; Stephens, Moira; Cutler, Natalie; Brown, Roy; Fernandez, Ritin; Froggatt, Terry J; Heaton, Leeanne; Moxham, Lorna; Sim, Jenny; Traynor, Victoria; Bourgeois, Sharon

2016-07-01

The University of Wollongong (UOW) delivers two Transnational International Programmes (TNEP) in Hong Kong (HK): a 1-year undergraduate Bachelor of Nursing (Conversion) degree and a 2-year postgraduate Master of Nursing degree. A curriculum review of these programmes has been undertaken to ensure the quality of the programme remains consistently high and competitive in an international environment. The aim of the Curriculum Review Project was to utilise the experience of expert academic staff to review the TNEP curricula delivered by an Australian University in Hong Kong (HK) to ensure it met contemporary needs of students, the university, and the Hong Kong Authority. The curriculum review projects followed a qualitative research methodology. Thematic analysis was undertaken utilising Braun and Clarke's six-phase method (2006), as this method facilitated an inductive semantic approach where themes are strongly linked to the data and sourced from the explicit meaning of the discourse within the interview (Braun and Clarke, 2006). In total, there were 6 participants who were all permanent academic staff members within the School of Nursing at the UOW. The results of this project have been reported within a strengths, weaknesses, opportunity, and threats (SWOT) framework. Participants recognised the value and challenges to both individual students and the broader nursing profession in HK. Overall, there was a perception that being involved as an academic staff member in a TNEP developed both their subject knowledge and teaching skills. This project has demonstrated that the TNEP makes an important contribution to the nursing profession in HK, while also facilitating the growth and development of academic staff at UOW. Copyright © 2016 Elsevier Ltd. All rights reserved.

Using 'How People Learn' as a Blueprint for Developing Teaching Strategies in an Introductory Geology Course

NASA Astrophysics Data System (ADS)

Debari, S. M.; Bachmann, J.; Dougan, B.; Fackler-Adams, B.; Kratz, R.; Linneman, S.; Plake, T.; Smith, B.

2008-12-01

A new curriculum for an introductory geology course, Geology and Everyday Thinking (GET), incorporates the key research findings of How People Learn (NAS, 1999), and is based on the pedagogical approach of Physics and Everyday Thinking (PET; http://petproject.sdsu.edu/). These key findings have profound implications for developing teaching strategies that promote student learning. They suggest that for learning to occur: 1) students' preconceptions must be engaged, 2) students must be able to build their own conceptual framework, and 3) students must be given an opportunity to reflect on their learning (metacognition). Our curriculum has been carefully constructed into cycles that apply these key findings while exploring a key geologic concept. Each cycle engages students' 'Initial Ideas' about these concepts (and continuously revisits those Initial Ideas), sequentially builds upon concepts in a logical framework, and requires reflective writing. The curriculum employs questioning, small group work, and small and large class discussions. Students construct concepts by doing inquiry lab activities, but embedded group discussions that promote discourse and questioning among students is a crucial tool in the sense-making and solidification of those concepts. The questioning and discourse occur throughout each module so that students' preconceptions about a particular concept are brought out early on, and are revisited and challenged again as students construct their new understanding. Whiteboarding, or the process of sharing small-group ideas to a larger group, is the primary method of generating discussion. The instructor's role as facilitator and questioner is the cornerstone in this process. The primary audience for this course is future elementary teachers, who are required take a year-long science sequence. The year-long sequence includes physics (PET), geology (GET), and a correlative new curriculum in biology (BET). Class size is limited to 24 students, and the sequence is taught at a 4-year university as well as at four regional feeder community colleges. These courses model an inquiry-based teaching methodology that our pre-service teachers will use to teach science to their future students. Both quantitative and qualitative assessment data collected from our students show impressive gains both in attitudes about science and science content, especially compared to larger lecture-based introductory courses.

[Social actors in HIV/AIDS prevention: opposition and interests in educational policy in Mexico, 1994-2000].

PubMed

Granados-Cosme, José Arturo; Nasaiya, Kittipong; Brambila, Alberto Torres

2007-03-01

Studies and recommendations by health agencies have emphasized the importance of education in HIV-AIDS prevention. Mexico has included topics on sexuality and HIV-AIDS in school programs, triggering resistance by some social actors. The current study seeks to clarify the various positions and interests and their influence on the textbook content. A literature search was conducted on the period during which the last educational reform was implemented in Mexico. The discourse analysis focused on the ethnography of communication, which identified: the various actors' positions, arguments, actions, economic and political power, and relations to others. The results show that those who oppose the inclusion of these themes in the school curriculum base their position on tradition, contrary to modernization and secularization of social life, and that their positions range from refusal to raising conditions. Networks have been formed that provide such groups with significant economic and political power. Government has given in to some demands by partially modifying the textbook contents. The current analysis proposes to reflect on the potential repercussions of such actions on the control of the epidemic.

Gendered Discourse about Family Business

ERIC Educational Resources Information Center

Danes, Sharon M.; Haberman, Heather R.; McTavish, Donald

2005-01-01

Language patterns of family business owners were explored by identifying discourse styles and emphasized ideas in four presenting contexts: business, family, intersection of family and business, and business success. The content analysis supports the existence of a general discourse style within family businesses and of similarities and…

A critical discourse analysis of British national newspaper representations of the academic level of nurse education: too clever for our own good?

PubMed

Gillett, Karen

2012-12-01

This critical discourse analysis examines articles about the academic level of nurse education that appeared in British national newspapers between 1999 and 2009. British newspaper journalists regularly attribute problems with recruitment into nursing and nursing care to the increasing academic nature of nurse education. It is impossible to separate discourse about nurse education from the wider nursing discourse. Many journalists laud a traditional and stereotypical construct of nurse identity and suggest that increasing nurse education produces nurses who are 'too clever to care'. This article argues that whilst nurses lack a voice in the National press, they have little input into the construction of newspaper discourse about nurse education and subsequently, limited influence on resulting public opinion, government policy and the morale of nurses. © 2011 Blackwell Publishing Ltd.

Parents' discursive resources: analysis of discourses in Swedish, Danish and Norwegian health care guidelines for children with diabetes type 1.

PubMed

Boman, Ase; Borup, Ina; Povlsen, Lene; Dahlborg-Lyckhage, Elisabeth

2012-06-01

The incidence of diabetes type 1 in children, the most common metabolic disorder in childhood, increases worldwide, with highest incidence in Scandinavia. Having diabetes means demands in everyday life, and the outcome of the child's treatment highly depends on parents' engagement and involvement. The aim of this study was to explore and describe discourses in health care guidelines for children with diabetes type 1, in Sweden, Norway and Denmark during 2007-2010, with a focus on how parents were positioned. As method a Foucauldian approach to discourse analysis was applied, and a six-stage model was used to perform the analysis. The findings shows a Medical, a Pedagogic and a Public Health discourse embedded in the hegemonic Expert discourse. The Expert discourse positioned parents as dependent on expert knowledge, as recipients of education, as valuable and responsible for their child's health through practicing medical skills. This positioning may place parents on a continuum from being deprived of their own initiatives to being invited to take an active part and could result in feelings of guilt and uncertainty, but also of security and significance. From this study we conclude that guidelines rooted in the Expert discourse may reduce opportunities for parents' voices to be heard and may overlook their knowledge. By broadening the selection of authors of the guidelines to include patients and all professionals in the team, new discourses could emerge and the parents' voice might be more prominent. © 2011 The Authors. Scandinavian Journal of Caring Sciences © 2011 Nordic College of Caring Science.

Kindergarten students' explanations during science learning

NASA Astrophysics Data System (ADS)

Harris, Karleah

The study examines kindergarten students' explanations during science learning. The data on children's explanations are drawn from videotaped and transcribed discourse collected from four public kindergarten science classrooms engaged in a life science inquiry unit on the life cycle of the monarch butterfly. The inquiry unit was implemented as part of a larger intervention conducted as part of the Scientific Literacy Project or SLP (Mantzicopoulos, Patrick & Samarapungavan, 2005). The children's explanation data were coded and analyzed using quantitative content analysis procedures. The coding procedures involved initial "top down" explanation categories derived from the existing theoretical and empirical literature on scientific explanation and the nature of students' explanations, followed by an inductive or "bottom up" analysis, that evaluated and refined the categorization scheme as needed. The analyses provide important descriptive data on the nature and frequency of children's explanations generated in classroom discourse during the inquiry unit. The study also examines how teacher discourse strategies during classroom science discourse are related to children's explanations. Teacher discourse strategies were coded and analyzed following the same procedures as the children's explanations as noted above. The results suggest that, a) kindergarten students have the capability of generating a variety of explanations during inquiry-based science learning; b) teachers use a variety of classroom discourse strategies to support children's explanations during inquiry-based science learning; and c) The conceptual discourse (e.g., asking for or modeling explanations, asking for clarifications) to non-conceptual discourse (e.g., classroom management discourse) is related to the ratio of explanatory to non-explanatory discourse produced by children during inquiry-based science learning.

Metaphor Analysis in the Educational Discourse: A Critical Review

ERIC Educational Resources Information Center

Zheng, Hong-bo; Song, Wen-juan

2010-01-01

Metaphor analysis is based on the belief that metaphor is a powerful linguistic device, because it extends and encapsulates knowledge about the familiarity and unfamiliarity. Metaphor analysis has been adopted in the educational discourse. The paper categorizes the previous relevant research into 3: interactions between learners and institutions,…

Discourse-Centric Learning Analytics: Mapping the Terrain

ERIC Educational Resources Information Center

Knight, Simon; Littleton, Karen

2015-01-01

There is an increasing interest in developing learning analytic techniques for the analysis, and support of, high-quality learning discourse. This paper maps the terrain of discourse-centric learning analytics (DCLA), outlining the distinctive contribution of DCLA and outlining a definition for the field moving forwards. It is our claim that DCLA…

Speaking of "Disorderly" Objects: A Poetics of Pedagogical Discourse

ERIC Educational Resources Information Center

Graham, Linda J.

2007-01-01

To interrogate pedagogical discourses relating to child behaviour as "practices that systematically form the objects of which they speak" this paper features the analysis of three texts through the development and deployment of what might be called a poetics of pedagogical discourse. The principal text is a statement describing…

Corporate Discourse and the Academy: A Polemic.

ERIC Educational Resources Information Center

Webster, Gary

2003-01-01

Critical analysis of vocabulary, imagery, and rhetoric in business texts shows that higher education is adopting a free-market discourse depicting the academy in terms of a knowledge industry or revenue generator in which intellectual resources are "leveraged" and knowledge is a "commodity." This discourse is characterized as management centered,…

Conceptualising Middle Management in Higher Education: A Multifaceted Discourse

ERIC Educational Resources Information Center

Clegg, Sue; McAuley, John

2005-01-01

Debates about middle management in higher education have been largely confined to the dominant discourse of managerialism. In this paper, we argue for an engagement with the broader management literature, with its multiple discourses of middle management. We present an analysis of middle management as a multifaceted phenomenon and review…

The Heterogeneity of Picture-Supported Narratives in Alzheimer's Disease

ERIC Educational Resources Information Center

Duong, A.; Giroux, F.; Tardif, A.; Ska, B.

2005-01-01

This study describes discourse patterns produced by 46 Alzheimer disease (AD) patients and 53 normal elderly subjects in two picture-supported narratives. Nine measures derived from a cognitive model of discourse processing were obtained and submitted to cluster analysis. Results indicate that discourse patterns elicited from both stimuli were…

Performativity, Propriety and Productivity: The Unintended Consequences of Investing in the Early Years

ERIC Educational Resources Information Center

Macfarlane, Kym; Lakhani, Ali

2015-01-01

This paper examines notions of childhood development in a significant Australian policy document. Using Fairclough's approaches to discourse analysis as guides, Foucault's understanding of regimes of truth and discourses as systems of power relations and Nikolas Rose's concept of "responsibilisation," the paper argues that discourses of…

"Underprepared" and "At-Risk": Disrupting Deficit Discourses in Undergraduate STEM Recruitment and Retention Programming

ERIC Educational Resources Information Center

Castro, Erin L.

2014-01-01

This paper highlights deficit-oriented descriptions of underrepresented undergraduate students in STEM intervention programs at large public 4-year universities. Drawing from interview data and using critical discourse analysis, the author identifies how deficit discourses are mobilized among program staff and argues that such descriptions…

Creating Rhetorical Stability in Corporate University Discourse: Discourse Technologies and Change

ERIC Educational Resources Information Center

Faber, Brenton

2003-01-01

Written communication scholarship has shown that successful social change requires discursive stability. This study was designed to investigate how this stability is created. Critical discourse analysis of 30 corporate university articles investigated claims authors made about the expansion of market-based values into contexts of organizational…

Some Observations on the Syntactic Development of Discourse beyond Childhood.

ERIC Educational Resources Information Center

Wald, Benji

A study of the syntactic development of discourse in and after adolescence among fluent English speakers in a bilingual community of East Los Angeles focused on subordinate devices not observed until adolescence, such as the relative clause using "which" and clauses using "even though/although." Discourse analysis of these…

A Discourse Analysis of Student Perceptions of Their Communication Competence

ERIC Educational Resources Information Center

Almeida, Eugenie

2004-01-01

Discourse regarding student perceptions of their communication competence was collected from students in geographically diverse university systems in the U.S. These student discourses were analyzed for patterns that revealed shared topics, ideas, and values regarding communication competence in a variety of situations. Three characteristics of…

Competing and Contested Discourses on Citizenship and Civic Praxis

ERIC Educational Resources Information Center

Koyama, Jill

2017-01-01

In this paper, I utilize complementary features of critical discourse analysis (CDA) and Actor-Network Theory (ANT) to trace and investigate issues of power, materiality, and reproduction embedded within notions of citizenship and civic engagement. I interrogate the often narrow and conservative political and public discourses in Arizona that…

Exploring the Role of `Gendered' Discourse Styles in Online Science Discussions

NASA Astrophysics Data System (ADS)

Sullivan, Florence R.; Kapur, Manu; Madden, Sandra; Shipe, Stefanie

2015-02-01

In this study, we examined whether gendered discourse styles were evidenced in online, synchronous, physics collaborative learning group discussions, and the extent to which such discourse patterns were related to the uptake of ideas within the group. We defined two discourse styles: the oppositional/direct style, theorized to be the socialized discourse pattern typically used by males, and the aligned/indirect style, theorized to be the socialized discourse pattern typically used by females. Our analysis indicates the presence of both styles in these chats and the styles were generally utilized along theorized, gendered lines. However, we also observed male use of the stereotypically 'feminine' discourse style and female use of the stereotypically 'masculine' discourse style. Moreover, we found no main effect for discourse style on the uptake of ideas. The findings indicate that, contrary to prior research in both face-to-face science classroom settings and online physics settings, ideas were taken up at relatively similar rates regardless of the gendered discourse style employed. Design implications of this study are discussed and suggestions for future research are made.

Unethical conduct by the nurse: a critical discourse analysis of Nurses Tribunal inquiries.

PubMed

Dixon, Kathleen A

2013-08-01

The aim of this study was to uncover and critically examine hidden assumptions that underpin the findings of nurses' unethical conduct arising from inquiries conducted by the Nurses Tribunal in New South Wales. This was a qualitative study located within a post-structural theoretical framework. Transcripts of five inquiries conducted between 1998 and 2003 were analysed using critical discourse analysis. The findings revealed two dominant discourses that were drawn upon in the inquiries to construct nurses' conduct as unethical. These were discourses of trust and accountability. The way the nurses were spoken about during the inquiries was shaped by normalising judgements that were used to discursively position the nurse through narrative.

Early Science Instruction and Academic Language Development Can Go Hand in Hand. The Promising Effects of a Low-Intensity Teacher-Focused Intervention

NASA Astrophysics Data System (ADS)

Henrichs, Lotte F.; Leseman, Paul P. M.

2014-11-01

Early science instruction is important in order to lay a firm basis for learning scientific concepts and scientific thinking. In addition, young children enjoy science. However, science plays only a minor role in the kindergarten curriculum. It has been reported that teachers feel they need to prioritize language and literacy practices over science. In this paper, we investigate whether science lessons might be integrated with learning the language functional for school: academic language. The occurrence of scientific reasoning and sophisticated vocabulary in brief science lessons with 5-year-olds is evaluated. The aim of the study was twofold: first, to explore the nature of kindergarten science discourse without any researcher directions (pre-intervention observation). Second, in a randomized control trial, we evaluated the effect on science discourse of a brief teacher training session focused on academic language awareness. The science lessons focussed on air pressure and mirror reflection. Analyses showed that teachers from the intervention group increased their use of scientific reasoning and of domain-specific academic words in their science discourse, compared to the control group. For the use of general academic words and for lexical diversity, the effect was task-specific: these dependent measures only increased during the air pressure task. Implications of the study include the need to increase teachers' awareness of possibilities to combine early science instruction and academic language learning.

Understanding Teachers: The Potential and Possibility of Discourse Analysis

ERIC Educational Resources Information Center

Barker, Dean M.; Rossi, Anthony

2011-01-01

Understanding the ways in which teachers make sense of what they do and why is critical to a broader understanding of pedagogy. Historically, teachers have been understood through the thematic and content analysis of their beliefs or philosophies. In this paper, we argue that discourse analysis (DA) involves a much finer-grained analysis of the…

Concept Formulation, Part III: Analysis of Mentality. Cognitive Science Research No. 12.

ERIC Educational Resources Information Center

Bierschenk, Bernhard; Bierschenk, Inger

This third of three articles on the ways in which people formulate their observations presents an analysis of the perspective or attitude dominating the discourse of an interview. The analysis is conducted according to a paradigm that views the speaker as the controller of discourse perspective. The relationships found in the analysis are…

A discourse analysis of the construction of mental illness in two UK newspapers from 1985-2000.

PubMed

Paterson, Brodie

2007-10-01

This study explored the discourse of mental illness contained within two UK newspapers over a 15-year period, excluding those stories that mentioned any reference to a diagnosis. Using frame analysis, a form of discourse analysis, ten distinct frames were identified and classified into "stories." These ten stories were categorized as: foreign, legal, drug, feature, trauma, tragedy, community care tragedy, social policy, inquiry report, and sports/celebrity stories. Each frame is described and the potential influence of such frames on both social policy and nursing practice is discussed.

Discourse analysis: A useful methodology for health-care system researches

PubMed Central

Yazdannik, Ahmadreza; Yousefy, Alireza; Mohammadi, Sepideh

2017-01-01

Discourse analysis (DA) is an interdisciplinary field of inquiry and becoming an increasingly popular research strategy for researchers in various disciplines which has been little employed by health-care researchers. The methodology involves a focus on the sociocultural and political context in which text and talk occur. DA adds a linguistic approach to an understanding of the relationship between language and ideology, exploring the way in which theories of reality and relations of power are encoded in such aspects as the syntax, style, and rhetorical devices used in texts. DA is a useful and productive qualitative methodology but has been underutilized within health-care system research. Without a clear understanding of discourse theory and DA it is difficult to comprehend important research findings and impossible to use DA as a research strategy. To redress this deficiency, in this article, represents an introduction to concepts of discourse and DA, DA history, Philosophical background, DA types and analysis strategy. Finally, we discuss how affect to the ideological dimension of such phenomena discourse in health-care system, health beliefs and intra-disciplinary relationship in health-care system. PMID:29296612

Discourse analysis: A useful methodology for health-care system researches.

PubMed

Yazdannik, Ahmadreza; Yousefy, Alireza; Mohammadi, Sepideh

2017-01-01

Discourse analysis (DA) is an interdisciplinary field of inquiry and becoming an increasingly popular research strategy for researchers in various disciplines which has been little employed by health-care researchers. The methodology involves a focus on the sociocultural and political context in which text and talk occur. DA adds a linguistic approach to an understanding of the relationship between language and ideology, exploring the way in which theories of reality and relations of power are encoded in such aspects as the syntax, style, and rhetorical devices used in texts. DA is a useful and productive qualitative methodology but has been underutilized within health-care system research. Without a clear understanding of discourse theory and DA it is difficult to comprehend important research findings and impossible to use DA as a research strategy. To redress this deficiency, in this article, represents an introduction to concepts of discourse and DA, DA history, Philosophical background, DA types and analysis strategy. Finally, we discuss how affect to the ideological dimension of such phenomena discourse in health-care system, health beliefs and intra-disciplinary relationship in health-care system.

A Discourse Analysis of the Online Mathematics Classroom

ERIC Educational Resources Information Center

Offenholley, Kathleen H.

2012-01-01

Thirteen online mathematics classes were analyzed using a discourse coding system created by Bellack et al. (1966). Findings suggest that the ratio of teacher-to-student discourse is far lower in online than in face-to-face classes and varies widely from instructor to instructor. A strong positive correlation was shown between instructor posts and…

Talking (Fe)male: Examining the Gendered Discourses of Preservice Teachers

ERIC Educational Resources Information Center

Engebretson, Kathryn E.

2016-01-01

Through the use of feminist poststructural discourse analysis (Baxter 2003), the author examines the gendered discourses created and reified by a group of preservice secondary social studies teachers (n?=?25). Because gender is socially constructed, it is important for future teachers to examine their own gendered identities in order for them to…

A Foucaultian Critique of Learning Disability Discourses: Personal Narratives and Science

ERIC Educational Resources Information Center

Mazher, Waseem

2012-01-01

In this article, I present a critical discourse analysis (CDA) of two discourses in learning disabilities (LD)--the academic research literature on emotions of students labeled as LD and retrospective autobiographies from adults labeled as LD writing about their emotions as students. Drawing mainly on Foucaultian explanations of power, I…

Polarized Discourse in the Egyptian News: Critical Discourse Analysis Perspective

ERIC Educational Resources Information Center

Eissa, Mohammed Mahmoud

2015-01-01

The aim of this study is to investigate ideological structures of polarized discourse coded in the reports of two online news websites: egyptindependent and ikwanweb. The study focuses on online news reports relating to three interrelated events: the issuing of a constitutional declaration by Egyptian president, the aftermath clashes outside…

From Interaction to Intersubjectivity: Facilitating Online Group Discourse Processes

ERIC Educational Resources Information Center

Dennen, Vanessa Paz; Wieland, Kristina

2007-01-01

This article examines the online discourse that took place in representative threads from two classes, seeking to document indicators that students did or did not engage in co-construction of knowledge. Stahl's (2006) social theory of computer supported collaborative learning (CSCL) is used along with discourse analysis methods to examine these…

Two Tales of Time: Uncovering the Significance of Sequential Patterns among Contribution Types in Knowledge-Building Discourse

ERIC Educational Resources Information Center

Chen, Bodong; Resendes, Monica; Chai, Ching Sing; Hong, Huang-Yao

2017-01-01

As collaborative learning is actualized through evolving dialogues, temporality inevitably matters for the analysis of collaborative learning. This study attempts to uncover sequential patterns that distinguish "productive" threads of knowledge-building discourse. A database of Grade 1-6 knowledge-building discourse was first coded for…

Characteristics of Pre-Service Teachers' Online Discourse: The Study of Local Streams

ERIC Educational Resources Information Center

Liang, Ling L.; Ebenezer, Jazlin; Yost, Deborah S.

2010-01-01

This study describes the characteristics of pre-service teachers' discourse on a WebCT Bulletin Board in their investigations of local streams in an integrated mathematics and science course. A qualitative analysis of data revealed that the pre-service teachers conducted collaborative discourse in framing their research questions, conducting…

Discourses, Decisions, Designs: "Special" Education Policy-Making in New South Wales, Scotland, Finland and Malaysia

ERIC Educational Resources Information Center

Chong, Pei Wen; Graham, Linda J.

2017-01-01

This comparative analysis investigates the influence of neo-liberal and inclusive discourses in "special" education policy-making in New South Wales, Scotland, Finland and Malaysia. The centrality of competition, selectivity and accountability in the discourses used in New South Wales and Malaysia suggests a system preference for…

Book review: Unveiling the Whale: Discourses on Whales and Whaling

Treesearch

John Schelhas

2012-01-01

Whaling represents one of the most internationally controversial and highly polarized environmental issues of recent times. Arne Kalland, in Unveiling the Whale: Discourses on Whales and Whaling, examines the whaling issue from the perspective of a pro-whaling country with an emphasis on analysis of discourse in international arenas, primarily the International Whaling...

Developing Children: Developmental Discourses Underpinning Physical Education at Three Scottish Preschool Settings

ERIC Educational Resources Information Center

McEvilly, Nollaig; Atencio, Matthew; Verheul, Martine

2017-01-01

This paper reports on one aspect of a study that investigated the place and meaning of "physical education" to practitioners and children at three preschool settings in Scotland. We employed a poststructural type of discourse analysis to examine the developmental discourses the 14 participating practitioners drew on when talking about…

Whose Model Student? Learner-Centered Discourse and the Post-Secondary Privatization Agenda

ERIC Educational Resources Information Center

Hoben, John

2016-01-01

Using discourse analysis, the author identifies contradictions in privatization discourse in order to highlight how state-based educational reform has used a normative language of student interests to fundamentally redefine the nature of the university's mission and its faculty based governance structures. The author proposes a counter-discourse…

Exercices de grammaire et discours rapporte (Grammar Exercises and Reported Discourse)

ERIC Educational Resources Information Center

Authier, Jacqueline; Meunier, Andre

1977-01-01

An analysis of exercises concerning indirect, direct and free discourse appearing in tests of the "premier cycle," from both pedagogical and linguistic points of view. The thesis is that a method giving primacy to manipulative exercises based on prefabricated sentences militates against discourse and communication. (Text is in French.) (AMH)

Discourse Factors in the Evaluation of Language Ability.

ERIC Educational Resources Information Center

Litteral, Robert

Features of connected discourse that have been identified by discourse analysis may be applied to the evaluation of oral proficiency in a second language. For example, in the area of semantics, a speaker's control of the cause-result relationship involves, among other things, the ability to produce the different grammatical and lexical…

Impersonal, General, and Social: The Use of Metonymy versus Passive Voice in Medical Discourse

ERIC Educational Resources Information Center

Rundblad, Gabriella

2007-01-01

The impersonalizing role passive voice plays in scientific discourse is well known. Analysis of the Methods sections of nine medical research articles shows that metonymy is another frequent strategy used to create anonymous authors/agents. Discourse agents were categorized into four semantic domains: familial lay, nonfamilial lay, authorial…

A Study of Online Discourse at "The Chronicle of Higher Education"

ERIC Educational Resources Information Center

Meyer, Katrina A.

2010-01-01

Given the explosive growth of online communications, new forms of discourse are an intriguing topic of study. This research focused on ten online discussions hosted by "The Chronicle of Higher Education," using content and discourse analysis of the postings to answer several questions. What is the "conversational scaffolding" used by posters in…

Beyond Teachers' Sight Lines: Using Video Modeling to Examine Peer Discourse

ERIC Educational Resources Information Center

Kotsopoulos, Donna

2008-01-01

This article introduces readers to various examples of discourse analysis in mathematics education. Highlighted is interactional sociolinguistics, used in a present study to investigate peer discourse in a middle-school setting. Key findings from this study include the benefits of video modeling as a mechanism for fostering inclusive peer group…

Contemporary Public Policy Influencing Children and Families: "Compassionate" Social Provision or the Regulation of "Others"?

ERIC Educational Resources Information Center

Cannella, Gaile S.; Swadener, Beth Blue

2006-01-01

Critical analysis of change in public policy within and across nations recognizes that the education and welfare of children, families, and all citizens is intertwined with economics, politics, and cultural discourse(s). In the United States, increasingly narrow media, judiciary, and academic discourses have supported legislative actions that…

Linguistics and Literacy.

ERIC Educational Resources Information Center

Kindell, Gloria

1983-01-01

Discusses four general areas of linguistics studies that are particularly relevant to literacy issues: (1) discourse analysis, including text analysis, spoken and written language, and home and school discourse; (2) relationships between speech and writing, the distance between dialects and written norms, and developmental writing; (3)…

Translanguaging in a middle school science classroom: Constructing scientific arguments in English and Spanish

NASA Astrophysics Data System (ADS)

Licona, Peter R.

This dissertation investigates translanguaging in an English/Spanish dual language middle school science classroom as the teacher and students worked through a curriculum unit focusing on socioscientific issues and implementing a scientific argumentation framework. Translanguaging is the process in which bilingual speakers fluidly and dynamically draw from their full linguistic repertoire to perform a communicative act. Using ethnographically informed data collection in conjunction with discourse analysis, teacher translanguaging was examined for its related functions in the science classroom and how teacher translanguaging afforded opportunities for framing and supporting scientific argumentation. Results suggest that the functions of teacher translanguaging fell into three main themes: maintaining classroom culture, facilitating the academic task, and framing epistemic practices. Of the three categories of translanguaging, framing epistemic practices proved to be of paramount importance in the teacher presenting and supporting the practice of scientific argumentation. Implications from this study are relevant for pre-service science teacher preparation and in-service science teacher professional development for teachers working with emergent bilingual students.

Response to 'Word choice as political speech': Hydraulic fracturing is a partisan issue.

PubMed

Hopke, Jill E; Simis, Molly

2016-04-28

In 2015, Hopke & Simis published an analysis of social media discourse around hydraulic fracturing. Grubert (2016) offered a commentary on the research, highlighting the politicization of terminology used in the discourse on this topic. The present article is a response to Grubert (2016)'s commentary, in which we elaborate on the distinctions between terminology used in social media discourse around hydraulic fracturing (namely, 'frack,' 'fracking,' 'frac,' and 'fracing'). Additionally preliminary analysis supports the claim that industry-preferred terminology is severely limited in its reach. When industry actors opt-out of the discourse, the conversation followed by the majority of lay audiences is dominated by activists. exacerbating the political schism on the issue. © The Author(s) 2016.

Superintendent Leadership Style: A Gendered Discourse Analysis

ERIC Educational Resources Information Center

Wallin, Dawn C.; Crippen, Carolyn

2007-01-01

Using a blend of social constructionism, critical feminism, and dialogue theory, the discourse of nine Manitoba superintendents is examined to determine if it illustrates particular gendered assumptions regarding superintendents' leadership style. Qualitative inquiry and analysis methods were utilized to identify emerging themes, or topics of…

Investigating Science Discourse in a High School Science Classroom

NASA Astrophysics Data System (ADS)

Swanson, Lauren Honeycutt

Science classrooms in the United States have become more diverse with respect to the variety of languages spoken by students. This qualitative study used ethnographic methods to investigate the discourse and practices of two ninth grade science classrooms. Approximately 44% of students included in the study were designated as English learners. The present work focused on addressing the following questions: 1) In what ways is science discourse taken up and used by students and their teacher? 2) Are there differences in how science discourse is used by students depending on their English language proficiency? Data collection consisted of interviewing the science teacher and the students, filming whole class and small group discussions during two lesson sequences, and collecting lesson plans, curricular materials, and student work. These data were analyzed qualitatively. Findings indicated that the teacher characterized science discourse along three dimensions: 1) the use of evidence-based explanations; 2) the practice of sharing one's science understandings publically; and 3) the importance of using precise language, including both specialized (i.e., science specific) and non-specialized academic words. Analysis of student participation during in-class activities highlighted how students progressed in each of these science discourse skills. However, this analysis also revealed that English learners were less likely to participate in whole class discussions: Though these students participated in small group discussions, they rarely volunteered to share individual or collective ideas with the class. Overall, students were more adept at utilizing science discourse during class discussions than in written assignments. Analysis of students' written work highlighted difficulties that were not visible during classroom interactions. One potential explanation is the increased amount of scaffolding the teacher provided during class discussions as compared to written assignments. In the implications section, I provide science teachers with recommendations regarding how to promote science discourse in their classrooms. Specifically, teachers should provide students structured opportunities to practice science discourse, require students to use both written and oral modalities in assignments, and offer timely feedback to students regarding their progress in developing their science discourse skills. How this study contributes to the research base on the teaching of science and English learners will also be described.

A narrow view: The conceptualization of sexual problems in human sexuality textbooks.

PubMed

Stelzl, Monika; Stairs, Brittany; Anstey, Hannah

2018-02-01

This study examined the ways in which the meaning of 'sexual problems' is constructed and defined in undergraduate human sexuality textbooks. Drawing on feminist and critical discourse frameworks, the dominant as well as the absent/marginalized discourses were identified using critical discourse analysis. Sexual difficulties were largely framed by the American Psychiatric Association's Diagnostic and Statistical Manual of Mental Disorders. Thus, medical discourse was privileged. Alternative conceptualizations and frameworks, such as the New View of Women's Sexual Problems, were included marginally and peripherally. We argue that current constructions of sexuality knowledge reinforce, rather than challenge, existing hegemonic discourses of sexuality.

From sick role to narrative subject: An analytic memoir.

PubMed

Frank, Arthur W

2016-01-01

Questions of illness experience and identity are discussed, based on the analysis of a story told by the breast-cancer activist Audre Lorde. Displacing Parsons' conceptualization of illness as a sick role, I understand the ill person as a narrative subject, defined by discursive possibilities. Three discourses of illness are proposed: the medical institutional discourse, the discourse of illness experience, and the pink-ribbon discourse. Each has its preferred narratives. These discourses overlap and mutually affect each other. Problems with the Foucauldian conceptualization of the subject are considered, and a dialogical imagination of relations of governmentality is proposed. © The Author(s) 2015.

"I Wanted to Rebel, But There They Hit Me Even Harder": Discourse Analysis of Israeli Women Offenders' Accounts of Their Pathways to Substance Abuse and Crime.

PubMed

Gueta, Keren; Chen, Gila

2016-05-01

This study examined women offenders' accounts of their pathways to substance abuse and crime and the intersection between them, to reach a holistic understanding that captures the dynamics of victimization, agency, and gender. Discourse analyses of the accounts of 11 Israeli women offenders indicated differential use of two discourses. Five participants used the victimization discourse, which viewed substance abuse as an attempt to medicate the self that was injured following victimization experiences; two used the agency discourse, which viewed substance abuse as a way to experience pleasure, leisure, and control over their destiny. Four of the participants used these two contradictory discourses simultaneously. The findings indicate the absence of a cultural discourse that encompasses women's complex experience of gender, victimization, and agency. Possible implications for intervention are discussed. © The Author(s) 2015.

Well, Now, Okey Dokey: English Discourse Markers in Spanish Language Medical Consultations

PubMed Central

Vickers, Caroline H.; Goble, Ryan

2013-01-01

The purpose of this paper is to examine use of English discourse markers in otherwise Spanish language consultations. Data is derived from an audio-recorded corpus of Spanish language consultations that took place in a small community clinic in the United States as well as post-consultation interviews with patients and providers. Through quantification of the use of discourse makers in the corpus and discourse analysis of transcripts, we demonstrate that English-speaking dominant medical providers use English discourse markers more frequently and with a broader range of functions than do Spanish-speaking dominant medical providers and patients. We argue that such use of English discourse markers serves to exacerbate the power relationship between providers and patients even though the use of English discourse markers does not cause overt miscommunication in the ongoing interaction. Implications for providers who use a second language in their medical consultations are discussed. PMID:24347670

Professional development, practice, and teacher discourse communities: How an urban high school science teacher negotiated inquiry practice

NASA Astrophysics Data System (ADS)

Deneroff, Victoria Matzenauer

This is an ethnographic case study of one urban high school science teacher who was attempting to use inquiry-based teaching in her practice. Rather than focusing on pedagogy, the study examines the social networks and communities of practice in which Marie Gonzalez participated. I make the argument that science teaching is a Discourse (Gee, 1990), and that teaching inquiry science means constructing an identity as a participant in what I call the Discourse of Inquiry. I also use discourse analysis to tease out a Discourse of Traditional Science Teaching. I conclude that the Traditional and Inquiry Discourses mediate a teacher's ideas of what it means to teach, and that, while Inquiry teachers are "bilingual", that is, able to participate in both Discourses, Traditional teachers are deaf to the Discourse of Inquiry. Moreover, in my study there is convincing evidence that administrators charged with evaluation were also unfamiliar with the Discourse of Inquiry and were therefore unable to provide support for Marie's inquiry practice. In light of these findings, it is not at all surprising that Marie found it quite difficult to use inquiry-based pedagogy. In order for teachers to adopt discourse-based reforms such as inquiry, the Discourse must be available to teachers in their workplaces.

The political and economic impacts of writing across the curriculum in chemistry at the University of Missouri-St. Louis

NASA Astrophysics Data System (ADS)

Klein, William Dixon

Writing Across the Curriculum at most institutions is a web of local knowledges and techniques "situated" within the historical and immediate contexts of academic departments, disciplines, and disciplinary cultures. Because of political and economic tensions existing within colleges and universities, and within academic disciplines themselves, WAC can become a "contact zone," where individuals and institutional structures struggle for power, influence, and in some cases, survival. This dissertation uses the work of Anthony Giddens and Pierre Bourdieu to examine such a struggle as it occurred at the University of Missouri-St. Louis in the early 1980s. A WAC program was initiated there, but eventually failed as a result of political and economic influences. In the time since that failure, a growing emphasis on teaching and learning has helped create new potential for WAC at UMSL. Yet, to make it viable, WAC proponents there must recognize existing realities, attitudes, and conventions within each discipline or department, and develop new methods and approaches to writing and teaching that are relevant to that discipline or department. This examination then focuses on writing in chemistry to discover the realities, attitudes, and conventions used in teaching and learning writing at the undergraduate level. Standards for content acquisition are gathered from ACS accreditation requirements, and from a study of educators and practitioners from a variety of professions. A study of Chemistry students in an NSF-funded educational program suggests that science students may learn as much or more about disciplinary discourse from sources other than the traditional writing course. Interaction with the literature and with graduate students, professors, and professionals may teach students more about disciplinary discourse conventions than a composition-trained specialist might accomplish in a writing course. Still, the writing course can be useful. These findings suggest that writing can be woven into the chemistry curriculum in a number of ways. Interviews with UMSL faculty and administrators suggest new instantiations of WAC that might better thrive in today's political and economic environment. What takes shape might serve as a model for other institutions to follow.

Role Models or Normalizing Agents? A Genealogical Analysis of Popular Written News Media Discourse regarding Male Teachers

ERIC Educational Resources Information Center

Sternod, Brandon M.

2011-01-01

In this article, the author examines popular written news media discourse from the United States concerning the "boy crisis," the gender gap, and male teachers as role models employing genealogical methodologies and theoretical concepts suggested by Foucault (1984, 1990, 1995). It is argued that such discourses reveal how "common…

Primary Discourse and Expressive Oral Language in a Kindergarten Student

ERIC Educational Resources Information Center

Fiano, Darcy A.

2014-01-01

This seven-month ethnographic case study elucidated a kindergarten student's navigation through her first formal schooling experience with relation to expressive oral language. Gee's theory of Discourses and methodology of discourse analysis were used to examine expressive oral language in use. Two discursive contexts germane to…

Principled, Transformational Leadership: Analyzing the Discourse of Leadership in the Development of Librarianship's Core Competences

ERIC Educational Resources Information Center

Hicks, Deborah; Given, Lisa M.

2013-01-01

Using discourse analysis, this article explores three questions: (a) Why was "principled, transformational leadership" the leadership style added to Core Competences? (b) What was the discourse of leadership in the profession surrounding the development of the Core Competences? (c) How might this competence affect LIS education? And what measures,…

Redefining the "Public": Neoliberalism and the Corporate Appropriation of Public Education in Los Angeles

ERIC Educational Resources Information Center

Tate, Eliza

2017-01-01

This study examines how the discourse of the crisis and failing of public education creates space for the legitimization and deployment of neoliberal logic of education reform based on free market principles specifically in Los Angeles. It utilizes Critical Discourse Analysis to examine how these discourses and logic of neoliberal reform are…

Impacting Policy Discourse? An Analysis of Discourses and Rhetorical Devices Deployed in the Case of the Academies Commission

ERIC Educational Resources Information Center

Francis, Becky

2015-01-01

Academisation of the English secondary school system has been extremely rapid and represents significant changes to the governance of the English school system. However, there has been a relative scarcity of attention to the rationales, rhetorics and discourses underpinning the academies programme. Seeking to address this gap, a poststructuralist…

"Are They Just Checking Our Obesity or What?" The Healthism Discourse and Rural Young Women

ERIC Educational Resources Information Center

Lee, Jessica; Macdonald, Doune

2010-01-01

This paper makes use of critical discourse analysis and Bourdieu's theoretical framework to explore rural young women's meanings of health and fitness and how the healthism discourse is perpetuated through their experiences in school physical education (PE). The young women's own meanings are explored alongside interview data from their school PE…

Deconstructing Adults' and Children's Discourse on Children's Play: Listening to Children's Voices to Destabilise Deficit Narratives

ERIC Educational Resources Information Center

Nicholson, Julie; Kurnik, Jean; Jevgjovikj, Maja; Ufoegbune, Veronica

2015-01-01

This study used discourse analysis to compare the language adults use to discuss contemporary children's play and children's narratives of their own play experiences. Adult discourse was analysed to determine whether they positioned children through deficit or strength and the attributions of responsibility embedded within their language choices…

Pluralist Discourses of Bilingualism and Translanguaging Talk in Classrooms

ERIC Educational Resources Information Center

Durán, Leah; Palmer, Deborah

2014-01-01

This paper examines student and teacher talk in a first grade classroom in a two-way immersion school in Central Texas. Drawing on audio and video data from a year-long study in a first grade two-way classroom and using a methodology that fuses ethnography and discourse analysis, the authors explore how pluralist discourses are constructed and…

Tracing Spectres of Whiteness: Discourse and the Construction of Teaching Subjects in Urban Aboriginal Education

ERIC Educational Resources Information Center

Madden, Brooke

2017-01-01

The author traces how discourse functions in the context of a school-based, urban Aboriginal education initiative, with a focus on the construction and organization of teaching subjects. Critical discourse analysis that traces spectres reveals some of the ways that whiteness and Eurocentrism create the possibilities for, and the conditions in…

The Cultural Politics of National Testing and Test Result Release Policy in South Korea: A Critical Discourse Analysis

ERIC Educational Resources Information Center

Sung, Youl-Kwan; Kang, Mi Ok

2012-01-01

This paper examines the ideological construction of educational discourses embedded within the South Korean print media. Significantly, these discourses have recently promoted the resurrection of a sweeping national testing and test results release policy. Through careful examination of the "test plus release" policy, the authors show…

Combating Hegemonic Discourse in an Online Multicultural Leadership Course: A Narrative Study of an Instructor and Student Working in Tandem for Social Justice

ERIC Educational Resources Information Center

Osanloo, Azadeh F.; Hand, Tim W.

2012-01-01

This narrative study examines hegemonic discourse in an online multicultural leadership course by translating e-narrative analysis findings into implications for social justice and recommendations for andragogical strategies. These strategies specifically address hegemonic discourse within an online educational environment. The setting for this…

A Pragmatic Analysis of Discourse Particles in Filipino Computer Mediated Communication

ERIC Educational Resources Information Center

Palacio, May Antonette; Gustilo, Leah

2016-01-01

As the English language continues to evolve through time, many of its structures and functions changed, which made it even realizable that the smallest unit in a discourse can play a crucial role in communication. Hence, this present study is an attempt to investigate the phenomenon and further delve into the discourse-pragmatic functions of…

Deictic Elements as Means of Text Cohesion and Coherence in Academic Discourse

ERIC Educational Resources Information Center

Gafiyatova, Elzara V.; Korovina, Irina V.; Solnyshkina, Marina I.; Yarmakeev, Iskander E.

2017-01-01

The article presents the results of the research aimed at analyzing some functions and features of deictic elements in academic discourse in English. The material under analysis covers 20 academic texts written by English-speaking linguists. In the article it is proved that in academic discourse deictic elements can operate only within the fixed…

Semantic Structure of Classroom Discourse Concerning Proof and Proving in High School Mathematics

ERIC Educational Resources Information Center

Ugurel, Isikhan; Boz-Yaman, Burcak

2017-01-01

This study tries to identify high school students' knowledge about the concept of proof, based on classroom discussion. The processes of discourses, both natural and prompted, are studied as they occur between students and teachers. The study employs discourse analysis as the qualitative research framework. Participants are 13 Science High School…

A New Measure of Text Formality: An Analysis of Discourse of Mao Zedong

ERIC Educational Resources Information Center

Li, Haiying; Graesser, Arthur C.; Conley, Mark; Cai, Zhiqiang; Pavlik, Philip I., Jr.; Pennebaker, James W.

2016-01-01

Formality has long been of interest in the study of discourse, with periodic discussions of the best measure of formality and the relationship between formality and text categories. In this research, we explored what features predict formality as humans perceive the construct. We categorized a corpus consisting of 1,158 discourse samples published…

The Expositive Discourse as Pedagogical Discourse: Studying Recontextualization in the Production of a Science Museum Exhibition

ERIC Educational Resources Information Center

Marandino, Martha

2016-01-01

In this paper I report on the sociological and educational particulars of "The Biodiscovery Space" exhibition of the Life Museum of the Oswaldo Cruz Foundation in Rio de Janeiro, Brazil, using Basil Bernstein's framework of pedagogic discourse and recontextualization. Data for analysis was obtained from interviews with the exhibition…

The Multiple Modes of Ideological Becoming: An Analysis of Kindergarteners' Appropriation of School Language and Literacy Discourses

ERIC Educational Resources Information Center

Lee, Soo Won; Hassett, Dawnene D.

2017-01-01

This study explores Mikhail Bakhtin's notion of ideological becoming (IB) in a bilingual (Korean and English) kindergarten classroom. For Bakhtin, IB is the process of appropriating authoritative discourse as one's own dialogic interactions. In our study, we view the literacy and language discourses of schooling as one type of authoritative…

Spontaneous Meta-Arithmetic as a First Step toward School Algebra

ERIC Educational Resources Information Center

Caspi, Shai; Sfard, Anna

2012-01-01

Taking as the point of departure the vision of school algebra as a formalized meta-discourse of arithmetic, we have been following five pairs of 7th grade students as they progress in algebraic discourse during 24 months, from their informal algebraic talk to the formal algebraic discourse, as taught in school. Our analysis follows changes that…

Greenpeace Greenspeak: A Transcultural Discourse Analysis

ERIC Educational Resources Information Center

Heinz, Bettina; Cheng, Hsin-I; Inuzuka, Ako

2007-01-01

This cross-cultural discourse analysis examines the construction of environmental issues on Greenpeace web pages in China, Japan and Germany. To uncover the semantic representation of environmental activism on these sites, the authors sought to identify discursive homogeneity and divergence and to bring to light embedded cultural assumptions. The…

Autism, "recovery (to normalcy)", and the politics of hope.

PubMed

Broderick, Alicia A

2009-08-01

This article draws on the traditions of critical discourse analysis (N. Fairclough, 1995, 2001; M. Foucault, 1972, 1980; J. P. Gee, 1999) in critically examining the discursive formation of "recovery" from autism in applied behavioral analysis (ABA) discourse and its relationship to constructs of hope. Constituted principally in the work of O. I. Lovaas (1987) and C. Maurice (1993), and central to ABA discourse on recovery, has been the construction of a particular vision of hope that has at least 2 integral conceptual elements: (a) Hope for recovery within ABA discourse is constructed in binary opposition to hopelessness, and (b) recovery within ABA discourse is discursively constructed as "recovery (to normalcy)." The author analyzes these 2 pivotal ABA texts within the context of an analysis of other uses of the term recovery in broader bodies of literature: (a) within prior autism-related literature, particularly autobiography, and (b) within literature emanating from the psychiatric survivors' movement. If, indeed, visions of hope inform educational policy and decision making, this analysis addresses S. Danforth's (1997) cogent query, "On what basis hope?", and asserts that moral and political commitments should be central sources of visions of hope and, therefore, inform educational policy and decision making for young children with labels of autism.

Older People's Discourses About Euthanasia and Assisted Suicide: A Foucauldian Exploration.

PubMed

Lamers, Carolien P T; Williams, Rebecca R

2016-12-01

This study aims to contribute an alternative understanding of the position of older people in the euthanasia and assisted suicide (EU/AS) debate. Seven interviews were analyzed using Foucauldian discourse analysis, to explore concepts like knowledge, power, subjectification and surveillance. The participants presented a "confused and conflicted" discourse, expressing the view that EU/AS is a family affair, whilst also articulating a strong sense of self-determination. Although a discourse of the medicalization of dying through medical control and surveillance was endorsed, an alternative discourse of "dying outside the medical gaze" emerged. Participants, who were in favor of EU/AS, felt "voiceless," as apparent double standards were applied in the debate, and powerful others, for example, physicians and politicians, seemed reluctant to engage. Within an "aged death" discourse, the anticipated dependency on poor care from (professional) others, made participants consider EU/AS as ways of avoiding this stage of life and the associated loss of dignity. By using Foucauldian discourse analysis, alternative power relationships were revealed which might give a different interpretation to the concept of the "slippery slope." Societal discourses and related behaviors, which devalue the dependent and old, might become internalized by older people, leading them to consider EU/AS as preferable end-of-life options. © The Author 2015. Published by Oxford University Press on behalf of The Gerontological Society of America. All rights reserved. For permissions, please e-mail: journals.permissions@oup.com.

An Analysis of Argumentation Discourse Patterns in Elementary Teachers' Science Classroom Discussions

ERIC Educational Resources Information Center

Kim, Sungho; Hand, Brian

2015-01-01

This multiple case study investigated how six elementary teachers' argumentation discourse patterns related to students' discussions in the science classroom. Four categories of classroom characteristics emerged through the analysis of the teachers' transcripts and recorded class periods: "Structure of teacher and student argumentation,"…

The Professional Identities of Mainstream Teachers of English Learners: A Discourse Analysis

ERIC Educational Resources Information Center

Martin, Adrian D.

2016-01-01

This qualitative study investigated the professional identities of four mainstream teachers of English learners (ELs). Four teachers in two school contexts (urban and suburban) were interviewed five times and observed during formal instruction four times. Adopting a sociocultural perspective on identity, the study employed discourse analysis to…

Critical Discourse Analysis, Adult Education and "Fitba"

ERIC Educational Resources Information Center

Player, John

2013-01-01

In this article I will use an example of current adult education practice, the Glory and Dismay Football Literacies Programme (GDFLP) to appraise the value of critical discourse analysis (CDA) for adult learners, both individually and collectively, and for adult education practitioners with an interest in developing critical literacy skills. The…

A Frame-Reflective Discourse Analysis of Serious Games

ERIC Educational Resources Information Center

Mayer, Igor; Warmelink, Harald; Zhou, Qiqi

2016-01-01

The authors explore how framing theory and the method of frame-reflective discourse analysis provide foundations for the emerging discipline of serious games (SGs) research. Starting with Wittgenstein's language game and Berger and Luckmann's social constructivist view on science, the authors demonstrate why a definitional or taxonomic approach to…

A Genre Approach to Writing Assignments

ERIC Educational Resources Information Center

Clark, Irene

2005-01-01

In their recent article, "Materiality and Genre in the Study of Discourse Communities," Devitt, Bawarshi, and Reiff maintain that genre analysis can enable outsiders to a discourse community "to connect what community members know and do with what they say and how they say it--their language practices" (542). Genre analysis,…

Partnering for Research: A Critical Discourse Analysis

ERIC Educational Resources Information Center

Irving, Catherine J.; English, Leona M.

2008-01-01

Using a critical discourse analysis, informed by poststructuralist theory, we explore the research phenomenon of coerced partnership. This lens allows us to pay attention to the social relations of power operating in knowledge generation processes, especially as they affect feminist researchers in adult education. We propose an alternative vision…

Predominant discourses in Swedish nursing.

PubMed

Dahlborg-Lyckhage, Elisabeth; Pilhammar-Anderson, Ewa

2009-05-01

The aim of this study was to elucidate the predominant discourse in the field of Swedish nursing in 2000, 25 years after nursing was introduced as an academic discipline in Sweden. The method used was content analysis and deconstructive analysis of discourses. Laws, statutes, regulations, and examination requirements, including official reports, recruitment campaigns, and media coverage, were analyzed. The findings uncovered competing discourses striving to gain hegemony. In the public sector, official requirements competed against the media fixation on gender stereotypes and the realities of local recruitment campaigns. Media has a major role in disseminating prevailing conceptions and conventions pertaining to the nursing profession. As a result, decision makers, students, patients, and family members could get lower expectations of the professional competence of nursing practitioners than would otherwise have been the case in the absence of media exposure.

Intensive physical activity and alexithymia: results from swimmers' discourse analysis.

PubMed

Allegre, Benjamin; Noel-Jorand, Marie-Christine; Souville, Marc; Pellegrin, Liliane; Therme, Pierre

2007-06-01

The aim of this study was to describe and understand the relationship of swimmers' practice intensity and alexithymia features in discourse. This study investigated psychological processes in two groups of male swimmers training at different intensities. The first group was composed of 10 Expert amateurs (M age = 19.5 yr., SD = 1.9), who were competing at the national or international level and trained 22 hours per week. The second group was composed of 10 Amateur swimmers (M age = 20.5 yr., SD = 1.4), who competed at the regional level and trained 6 hours per week. The discourse of swimmers was analysed using the ALCESTE (Analyse de Lexèmes Coocurents dans les Enoncés Simples d'un Texte) method of discourse analysis. Discourse analysis was performed on speech samples produced by swimmers. All the swimmers showed alexithymic verbal behaviour as regards both the means of expression used and the feelings and emotions expressed. This lack of articulateness was more pronounced in the Expert than in the Amateur group. The difference of alexithymic features in correlation with the intensity of sport practice raises the question of the health benefits of intense sports practice and the need for psychological assessment of athletes.

Analyzing psychotherapy process as intersubjective sensemaking: an approach based on discourse analysis and neural networks.

PubMed

Nitti, Mariangela; Ciavolino, Enrico; Salvatore, Sergio; Gennaro, Alessandro

2010-09-01

The authors propose a method for analyzing the psychotherapy process: discourse flow analysis (DFA). DFA is a technique representing the verbal interaction between therapist and patient as a discourse network, aimed at measuring the therapist-patient discourse ability to generate new meanings through time. DFA assumes that the main function of psychotherapy is to produce semiotic novelty. DFA is applied to the verbatim transcript of the psychotherapy. It defines the main meanings active within the therapeutic discourse by means of the combined use of text analysis and statistical techniques. Subsequently, it represents the dynamic interconnections among these meanings in terms of a "discursive network." The dynamic and structural indexes of the discursive network have been shown to provide a valid representation of the patient-therapist communicative flow as well as an estimation of its clinical quality. Finally, a neural network is designed specifically to identify patterns of functioning of the discursive network and to verify the clinical validity of these patterns in terms of their association with specific phases of the psychotherapy process. An application of the DFA to a case of psychotherapy is provided to illustrate the method and the kinds of results it produces.

The Discourse of Parent Involvement in Special Education: A Critical Analysis Linking Policy Documents to the Experiences of Mothers

ERIC Educational Resources Information Center

Lai, Yuan; Vadeboncoeur, Jennifer A.

2013-01-01

Parent involvement is acknowledged as a crucial aspect of the education of students with special needs. However, the discourse of parent involvement represents parent involvement in limited ways, thereby controlling how and the extent to which parents can be involved in the education of their children. In this article, critical discourse analysis…

Content Is King: An Analysis of How the Twitter Discourse Surrounding Open Education Unfolded from 2009 to 2016

ERIC Educational Resources Information Center

Paskevicius, Michael; Veletsianos, George; Kimmons, Royce

2018-01-01

Inspired by open educational resources, open pedagogy, and open source software, the openness movement in education has different meanings for different people. In this study, we use Twitter data to examine the discourses surrounding openness as well as the people who participate in discourse around openness. By targeting hashtags related to open…

Turkish Language Teachers' Stance Taking Movements in the Discourse on Globalization and Language

ERIC Educational Resources Information Center

Coskun, Ibrahim

2013-01-01

This study investigates how Turkish teachers take and give stances in the discourse on globalization and language by using linguistic resources. According to the findings obtained through the discourse analysis of the corpus that consisted of 36 h of recording of the discussion among 4 teachers with 5 to 10 years of teaching experience, the…

Talking to Score: Impression Management in L2 Oral Assessment and the Co-Construction of a Test Discourse Genre

ERIC Educational Resources Information Center

Luk, Jasmine

2010-01-01

In recent years, the emphasis in second language (L2) oral proficiency assessment has shifted from linguistic accuracy to discourse strategies such as the ability to initiate, respond, and negotiate meaning. This has resulted in a growing interest in the discourse analysis of students' performance in different oral proficiency assessment formats.…

Latino Educational Opportunity in Discourse and Policy: A Critical and Policy Discourse Analysis of the White House Initiative on Educational Excellence for Hispanics

ERIC Educational Resources Information Center

Hernandez, Susana

2013-01-01

This study interrogates how federal policy discursively shapes Latino educational opportunity and equity. The White House Initiative on Educational Excellence for Hispanics (WHIEEH) represents the pre-eminent federal discourse on Latino educational opportunity, and sets the parameters by which institutions are able to be informed and respond to…

An Analysis of Discourse-Pragmatic and Grammatical Constraints on the Acquisition and Development of Referential Choice in Child English

ERIC Educational Resources Information Center

Hughes, Mary E.

2011-01-01

This dissertation investigates how discourse-pragmatics informs children's choice of referential forms. Three studies utilizing naturalistic data examine the role that six discourse-pragmatic features play in the acquisition of referential forms in a non-null subject language, English. The influence of child-directed speech on development is also…

Making Sense and Nonsense: Comparing Mediated Discourse and Agential Realist Approaches to Materiality in a Preschool Makerspace

ERIC Educational Resources Information Center

Wohlwend, Karen E.; Peppler, Kylie A.; Keune, Anna; Thompson, Naomi

2017-01-01

Two approaches to materiality (i.e. mediated discourse and agential realism) are compared to explore their usefulness in tracking literacies in action and artefacts produced during a play and design activity in a preschool makerspace. Mediated discourse analysis has relied on linguistic framing and social semiotics to make sense of multimodality.…

Language and Discourse Analysis with Coh-Metrix: Applications from Educational Material to Learning Environments at Scale

ERIC Educational Resources Information Center

Dowell, Nia M. M.; Graesser, Arthur\tC.; Cai, Zhiqiang

2016-01-01

The goal of this article is to preserve and distribute the information presented at the LASI (2014) workshop on Coh-Metrix, a theoretically grounded, computational linguistics facility that analyzes texts on multiple levels of language and discourse. The workshop focused on the utility of Coh-Metrix in discourse theory and educational practice. We…

Men's discourses of help-seeking in the context of depression.

PubMed

Johnson, Joy L; Oliffe, John L; Kelly, Mary T; Galdas, Paul; Ogrodniczuk, John S

2012-03-01

Depression is an illness increasingly constructed as a gendered mood disorder and consequently diagnosed in women more than men. The diagnostic criteria used for its assessment often perpetrate and reproduce gender stereotypes. The stigma associated with mental illness and the gendered elements of depression suggest there are likely numerous discourses that position, explain, and justify help-seeking practices. This qualitative study explored men's discourses of seeking help for depression. The methodological approach was informed by a social constructionist perspective of language, discourse and gender that drew on methods from discourse analysis. We conducted individual in-depth, semi-structured interviews with 38 men with depression, either formally diagnosed or self reported. The analysis revealed five discursive frames that influenced the men's talk about help-seeking and depression: manly self-reliance; treatment-seeking as responsible independent action; guarded vulnerability; desperation; and genuine connection. The findings are discussed within a broader context of social discourses of gender, the limitations of current help-seeking literature and the evidence for how men seek help in ways that extend traditional notions of medical treatment. © 2011 The Authors. Sociology of Health & Illness © 2011 Foundation for the Sociology of Health & Illness/Blackwell Publishing Ltd.

Media Reports of Links between MMR and Autism: A Discourse Analysis

ERIC Educational Resources Information Center

O'Dell, Lindsay; Brownlow, Charlotte

2005-01-01

This paper details an analysis of BBC reporting of the proposed links between MMR and autism. The study aimed to identify main issues arising from the media reports into the link between MMR and the development of autism, and how these contribute to common understandings about people with autism. The study employed a form of discourse analysis to…

Taiwanese and Sri Lankan students' dimensions and discourses of professionalism.

PubMed

Monrouxe, Lynn V; Chandratilake, Madawa; Gosselin, Katherine; Rees, Charlotte E; Ho, Ming-Jung

2017-07-01

The definition of medical professionalism poses a challenge to global medical educators. This is especially pronounced in settings where professionalism frameworks developed in the west are transferred into different cultures. Building upon our previous study across Western contexts, we examine Taiwanese and Sri Lankan medical students' conceptualisations of professionalism in terms of what professionalism comprises (i.e. dimensions) and how it is linguistically framed (i.e. discourses). A qualitative group interview study was undertaken comprising 26 group interviews with 135 participants from one Taiwanese (n = 64; Years 4-7) and one Sri Lankan medical school (n = 71; Years 2-5). Through thematic framework analysis we examined the data for explicit dimensions of professionalism. Through discourse analysis we identified how participants constructed professionalism linguistically (discourses). Thirteen common dimensions across Taiwanese and Sri Lankan talk were identified, with the dimensions (contextual, integration and internalised self) being identified only in Sri Lankan data. Professionalism as knowledge and patient-centredness were dominant dimensions in Taiwan; in Sri Lanka, attributes of the individual and rules were dominant dimensions. Participants in both countries used four types of discourses previously identified in the literature. Individual and interpersonal discourses were dominant in Taiwanese talk; the collective discourse was dominant in Sri Lankan talk. Findings were compared with our previous data collected in Western contexts. Despite some overlap in the dimensions and discourses identified across both this and Western studies, Taiwanese and Sri Lankan students' dominant dimensions and discourses were distinct. We therefore encourage global medical educators to look beyond a one-size-fits-all approach to professionalism, and to recognise the significance of context and culture in conceptualisations of professionalism. © 2017 The Authors. Medical Education published by Association for the Study of Medical Education and John Wiley & Sons Ltd.

Enhancing student performance: Linking the geography curriculum, instruction, and assessment in the English-speaking Caribbean

NASA Astrophysics Data System (ADS)

Collymore, Jennifer C.

In a 21st century knowledge society individuals are expected to use their knowledge and skills to think critically, problem solve, make decisions, comprehend new ideas, communicate, and collaborate effectively with others. Helping students achieve this level of performance is no easy task and it brings into focus the fact that the effectiveness of any education system rests on the systemic coordination or alignment of three crucial components: curriculum, instruction and assessment (referred to as the CIA). These components must work in concert to facilitate and enhance student performance. However, educational reform typically targets these components in isolation, often treating only one component, rather than the system as a whole. The misalignment of these components can adversely affect student performance in any discipline. When the CIA components are out of alignment, it is difficult to evaluate student and system performance and achieve improvement in an educational system. Therefore, using geography education in Trinidad & Tobago as a case study, this study examined the nature of the alignment among the CIA components in the advanced geography system in the English- Speaking Caribbean and the extent to which the alignment may be affecting student performance. The study sought to determine the possible sources and causes of misalignment, the challenges to achieving alignment, and ways of achieving greater coordination among the CIA components of the system. The methodology employed in the study involved the use of classroom observations, interviews, and the Surveys of Enacted Curriculum Alignment Model which uses content analyses and surveys. The results showed that there were varying degrees of alignment among the components. There was acceptable alignment (Alignment Index ≥ 0.25) between the curriculum and assessment. However, the alignment between curriculum and instruction or assessment and instruction was poor (Alignment Index ≤ 0.12). The baseline threshold for acceptable alignment was 0.25. The misalignment between the curriculum and assessment stemmed from the fact that there were items tested in the assessment that were not identified in the examination syllabus. In terms of the misalignment between the curriculum/assessment and instruction, teachers were misallocating their teaching time and efforts; spending too much time teaching the skills and practices of the discipline rather than the core content areas and they were spending too much time teaching the content at the lower order cognitive level of recall. In addition, while research promotes student-centered approaches, cooperative learning, dialogic discourse, open informal questioning and discursive forms of writing, teachers still primarily use teacher-centered approaches, individualize instruction, monologic discourse and closed recall questions. The teachers' instructional practices are not affording students the opportunity to acquire and display their knowledge at the higher levels of cognition. The cause of the misalignment was attributed to a vague, overloaded syllabus and limited teaching time; vague evaluative criteria and feedback from the Examination Council; inadequate and insufficient teacher training and professional development; a lack of administrative support and mentorship for inexperienced teachers; and teacher frustration. Subsequently, the study offers a number of evidence based recommendations that range from the modification and refinement of the geography CIA triad to professional development programs and the design of interventions that can advance the teaching and learning of the discipline. Though the study is undertaken in a specific context, the educational issues addressed in the study transcend time, scale, and geographic boundaries and the results can inform the decision-making and practices of educators and education policy-makers everywhere.

"Hell no, they'll think you're mad as a hatter": Illness discourses and their implications for patients in mental health practice.

PubMed

Ringer, Agnes; Holen, Mari

2016-03-01

This article examines how discourses on mental illness are negotiated in mental health practice and their implications for the subjective experiences of psychiatric patients. Based on a Foucauldian analysis of ethnographic data from two mental health institutions in Denmark--an outpatient clinic and an inpatient ward--this article identifies three discourses in the institutions: the instability discourse, the discourse of "really ill," and the lack of insight discourse. This article indicates that patients were required to develop a finely tuned and precise sense of the discourses and ways to appear in front of professionals if they wished to have a say in their treatment. We suggest that the extent to which an individual patient was positioned as ill seemed to rely more on his or her ability to navigate the discourses and the psychiatric setting than on any objective diagnostic criteria. Thus, we argue that illness discourses in mental health practice are not just materialized as static biomedical understandings, but are complex and diverse--and have implications for patients' possibilities to understand themselves and become understandable to professionals. © The Author(s) 2015.

The Main Concept Analysis: Validation and sensitivity in differentiating discourse produced by unimpaired English speakers from individuals with aphasia and dementia of Alzheimer type.

PubMed

Kong, Anthony Pak-Hin; Whiteside, Janet; Bargmann, Peggy

2016-10-01

Discourse from speakers with dementia and aphasia is associated with comparable but not identical deficits, necessitating appropriate methods to differentiate them. The current study aims to validate the Main Concept Analysis (MCA) to be used for eliciting and quantifying discourse among native typical English speakers and to establish its norm, and investigate the validity and sensitivity of the MCA to compare discourse produced by individuals with fluent aphasia, non-fluent aphasia, or dementia of Alzheimer's type (DAT), and unimpaired elderly. Discourse elicited through a sequential picture description task was collected from 60 unimpaired participants to determine the MCA scoring criteria; 12 speakers with fluent aphasia, 12 with non-fluent aphasia, 13 with DAT, and 20 elderly participants from the healthy group were compared on the finalized MCA. Results of MANOVA revealed significant univariate omnibus effects of speaker group as an independent variable on each main concept index. MCA profiles differed significantly between all participant groups except dementia versus fluent aphasia. Correlations between the MCA performances and the Western Aphasia Battery and Cognitive Linguistic Quick Test were found to be statistically significant among the clinical groups. The MCA was appropriate to be used among native speakers of English. The results also provided further empirical evidence of discourse deficits in aphasia and dementia. Practitioners can use the MCA to evaluate discourse production systemically and objectively.

Workplace bullying prevention: a critical discourse analysis.

PubMed

Johnson, Susan L

2015-10-01

The aim of this study was to analyse the discourses of workplace bullying prevention of hospital nursing unit managers and in the official documents of the organizations where they worked. Workplace bullying can be a self-perpetuating problem in nursing units. As such, efforts to prevent this behaviour may be more effective than efforts to stop ongoing bullying. There is limited research on how healthcare organizations characterize their efforts to prevent workplace bullying. This was a qualitative study. Critical discourse analysis and Foucault's writings on governmentality and discipline were used to analyse data from interviews with hospital nursing unit managers (n = 15) and organizational documents (n = 22). Data were collected in 2012. The discourse of workplace bullying prevention centred around three themes: prevention of workplace bullying through managerial presence, normalizing behaviours and controlling behaviours. All three are individual level discourses of workplace bullying prevention. Current research indicates that workplace bullying is a complex issue with antecedents at the individual, departmental and organizational level. However, the discourse of the participants in this study only focused on prevention of bullying by moulding the behaviours of individuals. The effective prevention of workplace bullying will require departmental and organizational initiatives. Leaders in all types of organizations can use the results of this study to examine their organizations' discourses of workplace bullying prevention to determine where change is needed. © 2015 John Wiley & Sons Ltd.

Workplace Bullying Prevention: A Critical Discourse Analysis

PubMed Central

JOHNSON, Susan L.

2016-01-01

Aim To analyze the discourses of workplace bullying prevention of hospital nursing unit managers and in the official documents of the organizations where they worked. Background Workplace bullying can be a self-perpetuating problem in nursing units. As such, efforts to prevent this behavior may be more effective than efforts to stop the behavior. There is limited research on how healthcare organizations characterize their efforts to prevent workplace bullying. Design This was a qualitative study. Method Critical discourse analysis and Foucault’s writings on governmentality and discipline were used to analyze data from interviews with hospital nursing unit managers (n=15) and organizational documents (n=22). Data were collected in 2012. Findings The discourse of workplace bullying prevention centered around three themes: prevention of workplace bullying through managerial presence, normalizing behaviors and controlling behaviors. All three are individual level discourses of workplace bullying prevention. Conclusion Current research indicates that workplace bullying is a complex issue with antecedents at the individual, departmental and organizational level. However, the discourse of the participants in this study only focused on prevention of bullying by moulding the behaviors of individuals. The effective prevention of workplace bullying will require departmental and organizational initiatives. Leaders in all types of organizations can use the results of this study to examine their organizations’ discourses of workplace bullying prevention to determine where change is needed. PMID:26010268

Characteristics of Pre-Service Teachers' Online Discourse: The Study of Local Streams

NASA Astrophysics Data System (ADS)

Liang, Ling L.; Ebenezer, Jazlin; Yost, Deborah S.

2010-02-01

This study describes the characteristics of pre-service teachers' discourse on a WebCT Bulletin Board in their investigations of local streams in an integrated mathematics and science course. A qualitative analysis of data revealed that the pre-service teachers conducted collaborative discourse in framing their research questions, conducting research and writing reports. The science teacher educator provided feedback and carefully crafted prompts to help pre-service teachers develop and refine their work. Overall, the online discourse formats enhance out-of-class communication and support collaborative group work. But the discourse on the critical examination of one another's point of views rooted in scientific inquiry appeared to be missing. It is suggested that pre-service teachers should be given more guidance and opportunities in science courses in carrying out scientific discourse that reflects reform-based scientific inquiry.

Captain America, Tuskegee, Belmont, and Righteous Guinea Pigs: Considering Scientific Ethics through Official and Subaltern Perspectives

NASA Astrophysics Data System (ADS)

Weinstein, Matthew

2008-09-01

With an eye towards a potential scientific ethics curriculum, this paper examines four contrasting discourses regarding the ethics of using human subjects in science. The first two represent official statements regarding ethics. These include the U.S.’s National Science Education Standards, that identify ethics with a professional code, and the Belmont Report, that conceptualizes ethics in three principles to guide research oversight boards. Contrasting this view of ethics as decorum and practice in line with a priori principles is the conception of ethics from unofficial sources representing populations who have been human subjects. The first counter-discourse examined comes from Guinea Pig Zero, an underground magazine for professional human subjects. Here ethics emerges as a question of politics over principle. The good behavior of the doctors and researchers is an effect of the politics and agency of the communities that supply science with subjects. The second counter-discourse is a comic book called Truth, which tells the story of Black soldiers who were used as guinea pigs in World War II. Ethics is both more political and more uncertain in this narrative. Science is portrayed as complicit with the racism of NAZI Germany; at the same time, and in contrast to the professional guinea pigs, neither agency nor politics are presented as effective tools for forcing the ethical conduct of the scientific establishment. The conclusion examines the value of presenting all of these views of scientific ethics in science education.

The expositive discourse as pedagogical discourse: studying recontextualization in the production of a science museum exhibition

NASA Astrophysics Data System (ADS)

Marandino, Martha

2016-06-01

In this paper I report on the sociological and educational particulars of The Biodiscovery Space exhibition of the Life Museum of the Oswaldo Cruz Foundation in Rio de Janeiro, Brazil, using Basil Bernstein's framework of pedagogic discourse and recontextualization. Data for analysis was obtained from interviews with the exhibition developers, field observations of museum visitors and analysis of exhibition documents. Using the ideas of power, classification and framework, among others, I analyzed the recontextualization process of the production of expositive discourse. Thus, working with Bernstein's idea of classification, I explain the relationship between the discourses of the science of biology, history of science, museology, education, and communication in order to produce an expositive discourse. I also make explicit how agents of the Official Recontextualization Field of the Museum and the Pedagogic Recontextualization Field "....of the Museum determine partly the final expositive discourse of an exhibition". Using the idea of a pedagogic discourse framework, I discuss how the constraints imposed by objects and texts in exhibitions help to create a specific manner of visitor interaction with these elements, "even if they have some autonomy". Considerations about the audience and the intended process of acquisition are presented, when I discuss the control strategies of the exhibition. I propose that the Biodiscovery Space exhibit has a visible pedagogy. Finally, using the collected data I discuss the power tensions created in the production of expositive discourse showing how distributive, recontextualization and evaluation rules work in the context of exhibitions. The study of the dynamics in forming the expositive discourse using Bernstein's framework reveals the individuals and institutions, the selection criteria, the negotiations and the power relations involved. It has the potential to assist both educators and researchers in the museum education field, as well as designers to understand the teaching and learning processes that occur during a visit and to establish relevant criteria to evaluate quality to best produce exhibitions in science museums.

Using Stems and Supported Inquiry to Help an Elementary Teacher Move toward Dialogic Reading Instruction

ERIC Educational Resources Information Center

McElhone, Dot

2015-01-01

Classroom talk patterns are notoriously resistant to change. This article examines changes in one fifth-grade teacher's discourse practices and beliefs as she and the author engaged in inquiry-driven professional development. Discourse analysis of class discussions and qualitative analysis of transcripts of professional development sessions…

The Role of Inuit Languages in Nunavut Schooling: Nunavut Teachers Talk about Bilingual Education

ERIC Educational Resources Information Center

Aylward, M. Lynn

2010-01-01

This article provides a discourse analysis of interview transcripts generated from 10 experienced Nunavut teachers (five Inuit and five non-Inuit) regarding the role of Inuit languages in Nunavut schooling. Discussion and analysis focus on the motif of bilingual education. Teachers' talk identified discourse models of "academic truths" and…

Autism, "Recovery (to Normalcy)," and the Politics of Hope

ERIC Educational Resources Information Center

Broderick, Alicia A.

2009-01-01

This article draws on the traditions of critical discourse analysis (N. Fairclough, 1995, 2001; M. Foucault, 1972, 1980; J. P. Gee, 1999) in critically examining the discursive formation of "recovery" from autism in applied behavioral analysis (ABA) discourse and its relationship to constructs of hope. Constituted principally in the work of O. I.…

A Critical Discourse Analysis of "No Promo Homo" Policies in US Schools

ERIC Educational Resources Information Center

Barrett, Brian; Bound, Arron M.

2015-01-01

This article presents a critical discourse analysis of "no promo homo" policies and their effects in US schools. "No promo homo"--short for "no promotion of homosexuality" (Eskridge, 2000, p. 1329)--polices have been adopted across nine states and several local school districts in the United States. They direct…

A Multimodal Discourse Analysis of a Yoruba Song-Drama

ERIC Educational Resources Information Center

Olateju, Moji. A.

2015-01-01

This paper presents a multimodal discourse analysis of a story that has been turned into a Yoruba song-drama, highlighting the ideational, interpersonal and textual aspects of the song-drama. The data is a short song-drama meant to teach children importunity, determination and hard work through persistence. The multimodal and narrative conventions…

Accreditation and Power: A Discourse Analysis of a New Regime of Governance in Higher Education

ERIC Educational Resources Information Center

Engebretsen, Eivind; Heggen, Kristin; Eilertsen, Heidi Annett

2012-01-01

This article studies discourses within the accreditation of Norwegian higher education conducted by the Norwegian Agency for Quality Assurance in Education (NOKUT), using one concrete case (the accreditation of bachelor programs in nursing). Analysis of policy documents and accreditation reports are influenced by two of Foucault's concepts of…

"Knowledge Is Power"? A Lacanian Entanglement with Political Ideology in Education

ERIC Educational Resources Information Center

Clarke, Matthew

2015-01-01

This paper explores the possibilities for critical policy analysis afforded by Lacanian discourse theory, with its emphasis on the unconscious and the agency of the letter, and considers its significance for critical policy analysis in education, in ways that complement and supplement the insights of post-structuralist discourse theory. To explore…

Naturalizing the Future in Factual Discourse: A Critical Linguistic Analysis of a Projected Event.

ERIC Educational Resources Information Center

Dunmire, Patricia L.

1997-01-01

Examines the linguistic processes through which a projected effect is constructed within factual discourse. Applies critical linguistic analysis to coverage of the 1990 Gulf War in the "New York Times" and "Washington Post." Expands on work in critical linguistics and demonstrates how political interests underlying newspaper…

Reconstruals of the Past: Settlement or Invasion? The Role of JUDGEMENT Analysis.

ERIC Educational Resources Information Center

Coffin, Caroline

While little attention has been given in historiography to the language of historical narrative, and the role language plays in portraying history, the discipline of linguistics, and particularly the subdisciplines of discourse analysis and functional linguistics, have given increasing attention to the discourse of history. Recently, a group of…

Educator Discourses on ICT in Education: A Critical Analysis

ERIC Educational Resources Information Center

Bladergroen, Moira; Chigona, Wallace; Bytheway, Andy; Cox, Sanet; Dumas, Chris; van Zyl, Izak

2012-01-01

This paper presents a Critical Discourse Analysis (CDA) of Primary School Educators' dialogue on the use of ICT in an under-resourced schooling context. Educators play a pivotal role in the education system. Information and Communication Technology (ICT) interventions in schools will be effective only if educators are willing and able to…

A Jamesonian Analysis of "Flat World" Imagery in Education Discourse

ERIC Educational Resources Information Center

Collin, Ross

2016-01-01

This article presents a discourse analysis of Kylene Beers' presidential address to the 2009 conference of the National Council of Teachers of English (NCTE-USA). The address, titled "Sailing over the Edge: Navigating the Uncharted Waters of a World Gone Flat," calls teachers to reject the standardized education of the industrial order…

A Discourse Analysis of School Counseling Supervisory E-Mail

ERIC Educational Resources Information Center

Luke, Melissa; Gordon, Cynthia

2011-01-01

This article is a discourse analysis of weekly computer-mediated communications between 8 school counseling interns and their e-mail supervisor over a 16-week semester. Course-required e-mail supervision was provided as an adjunct to traditional face-to-face individual and group supervision. School counselor supervisees and supervisor enacted 3…

The Impact of Teacher Questioning on Creating Interaction in EFL: A Discourse Analysis

ERIC Educational Resources Information Center

Al-Zahrani, Mona Yousef; Al-Bargi, Abdullah

2017-01-01

This study examines the effect of questions on fostering interaction in English as a Foreign Language (EFL) classrooms. It also seeks to determine the characteristics of questions that promote increased classroom interaction. Data were collected through video recordings of EFL classrooms which were analyzed using Discourse Analysis techniques.…

A Taiwanese Mandarin Main Concept Analysis (TM-MCA) for Quantification of Aphasic Oral Discourse

ERIC Educational Resources Information Center

Kong, Anthony Pak-Hin; Yeh, Chun-Chih

2015-01-01

Background: Various quantitative systems have been proposed to examine aphasic oral narratives in English. A clinical tool for assessing discourse produced by Cantonese-speaking persons with aphasia (PWA), namely Main Concept Analysis (MCA), was developed recently for quantifying the presence, accuracy and completeness of a narrative. Similar…

Critical Discourse Analysis and Leadership

ERIC Educational Resources Information Center

Arriaza, Gilberto

2015-01-01

This article outlines the need of infusing critical discourse analysis into the preparation and support of prospective school leaders. It argues that in the process of school transformation, the school leader must possess the ability to self-reflect on his/her language and understand the potential power of language as a means that may support or…

Regulating Readers' Bodies: A Discourse Analysis of Teachers' Body Talk

ERIC Educational Resources Information Center

Lester, Jessica Nina; Gabriel, Rachael

2017-01-01

In this paper, we report findings from a discourse analysis study of reading instruction in eight primary/elementary school classrooms in the United States. Drawing upon discursive psychology, we specifically examined 96 hours of reading comprehension instruction, with a focus on how teachers talked about the body during the instruction and noted…

The Integration of Psycholinguistic and Discourse Processing Theories of Reading Comprehension.

ERIC Educational Resources Information Center

Beebe, Mona J.

To assess the compatibility of miscue analysis and recall analysis as independent elements in a theory of reading comprehension, a study was performed that operationalized each theory and separated its components into measurable units to allow empirical testing. A cueing strategy model was estimated, but the discourse processing model was broken…

Critical Discourse Analysis and Rhetoric and Composition

ERIC Educational Resources Information Center

Huckin, Thomas; Andrus, Jennifer; Clary-Lemon, Jennifer

2012-01-01

Over the past two decades, critical discourse analysis has emerged as a major new multidisciplinary approach to the study of texts and contexts in the public sphere. Developed in Europe, CDA has lately become increasingly popular in North America, where it is proving especially congenial to new directions in rhetoric and composition. This essay…

Neurobiology in public and private discourse: the case of adults with ADHD.

PubMed

Bröer, Christian; Heerings, Marjolijn

2013-01-01

How do people describe their health? How do their descriptions relate to public definitions? This article focuses on adult attention deficit hyperactivity disorder (ADHD). We look at Dutch adults who adopt the ADHD label and ask: which discourses structure their descriptions of ADHD? How do these relate to the dominant public discourse on ADHD? Do people use, for example, neurobiological explanations of ADHD? The research makes use of Q-methodology, which combines a discursive relational approach with factor analysis. We examine five different personal discourses that partly differ from the public discourse. People borrow neurobiological, psychological, sociological and even holistic arguments from public discourse to come up with a distinct set of discourses. Neurobiology resonates among adults with ADHD but does not dominate their thinking. Contrary to our expectation, this supports reflexivity instead of discipline theory. © 2012 The Authors. Sociology of Health & Illness © 2012 Foundation for the Sociology of Health & Illness/Blackwell Publishing Ltd.

Latina girls' identities-in-practice in 6th grade science

NASA Astrophysics Data System (ADS)

Tan, Edna

Inequalities and achievement gaps in science education among students from different racial and socioeconomic backgrounds as well as between genders in the United States are due to not just access to resources, but also to the incongruence between identities of school science with identities salient to minority students. Minority girls are especially portrayed to be estranged from prototypical school science Discourse, often characterized as white, middle class, and masculine. This dissertation, based on a two-year ethnographic study in an urban middle school in New York City, describes the authoring of novel identities-in-practice of minority girls in a 6th grade science classroom. The findings indicate that minority girls draw from out-of-school identities salient to them to author novel identities-in-practice in the various figured worlds of the 6th grade science classroom. Through taking such authorial stances, minority girls exhibit agency in negotiating for wider boundaries in their school science participation and broker for hybrid spaces of school science where the school science Discourse was destabilized and challenged to be more inclusive of everyday funds of knowledge and Discourses important to the students. The findings also highlight the dialectic relationship between an individual students' learning and participation and the school science community-of-practice and the implications such a relationship has on the learning of both individual students and the collective community-of-practice. From year one findings, curricular adaptations were enacted, with teacher and student input, on lessons centering on food and nutrition. The adapted curriculum specifically solicited for nontraditional funds of knowledge and Discourse from students and were grounded strongly in relevance to students' out of school lives. The hybrid spaces collectively brokered for by the community-of-practice were transformed in three ways: physically, politically, and, pedagogically. Overall, the results from the study indicate that minority girls are not only successful in border crossing but in brokering for new worlds of science, and highlights the importance of incorporating nontraditional funds and Discourses and the important roles played by the community-of-practice as a whole to reshape the landscape of school science in genuine pursuit of the education goal "science for all".

Textual Silences and the (Re)Presentation of Black Undergraduate Women in Higher Education Journals: A Critical Discourse Analysis

ERIC Educational Resources Information Center

Everett, Kimberly Deion

2015-01-01

Academic journals serve as a discipline's official discourse reflecting what has been deemed important in that discipline at a specific point in time. For the better part of 20 years, discourses in the field of student affairs have constructed Black men as a population in need of specific attention. The proliferation of scholarship on Black men…

The Use of Discourse in Enabling Access Physics Students to Construct Meaning of Magnetic Field Patterns

ERIC Educational Resources Information Center

Qhobela, Makomosela; Rollnick, Marissa

2010-01-01

This paper analyses discourse produced in a larger study aimed at encouraging students in Lesotho to talk the language of science as a meaningful way of learning. The paper presents a semiotic and activity based analysis of discourses of students learning to talk physics while enrolled in a pre-tertiary access programme. Prior to the access…

Sit Down! You're Rocking the Boat!: Asian Americans, Racial Manipulation, and the Discourse of the Denial of Success

ERIC Educational Resources Information Center

Gonzalez, Anna K.

2011-01-01

This dissertation seeks to rearticulate racial formations in the United States and expand the discourse on race in higher education by placing Asian Americans at the center of the discussion. Through the use of genealogy and discourse analysis, this research presents a broader description of the Asian American racial experience in higher education…

Islam Hadhari: An Ideological Discourse Analysis of Selected Speeches by UMNO President and Malaysia Prime Minister Abdullah Ahmad Badawi

ERIC Educational Resources Information Center

Yahaya, Azlan R.

2012-01-01

This research study explored the problem the Malay identity and society in the discourse of Malay politics. The purpose of this study was to understand how the discourse of Islam "Hadhari" as spoken by prime minister and UMNO president Abdullah Ahmad Badawi in the years 2004-2008 demonstrated the hegemony of his administration and party.…

'I can see it and I can feel it, but I can't put my finger on it': A Foucauldian discourse analysis of experiences of relating on psychiatric inpatient units.

PubMed

Cheetham, John; Holttum, Sue; Springham, Neil; Butt, Kate

2017-10-27

Research has shown interpersonal relationships influence experiences of inpatient psychiatric services. This study explored inpatient staff and service users' talk about relating, and consequences on available/limited social actions. A Foucauldian discourse analysis was used to analyse transcribed semi-structured interviews and focus groups with current inpatient staff members and members of a service-user involvement group. Two focus groups (service users n = 10; staff n = 6) and five interviews (service users n = 2; staff n = 3) were held, with participants responding to questions regarding the discursive object of 'experiences of relating on inpatient wards'. A dominant 'medical-technical-legal' discourse was seen, alongside a counter discourse of 'ordinary humane relating'. Through the tensions between these discourses emerged a discourse of 'collaborative exploration'. The medical-technical-legal discourse perpetuates notions of mental illness as impenetrable to relating. Staff fear of causing harm and positions of legal accountability generate mistrust which obstructs relating, whilst patients expect to be asked their opinions on their experiences and to be involved in deciding what treatment to accept, and experience frustration and alienation when this is not forthcoming. Ordinary humane relating was described as vital for service users in regaining a sense of self, although not considered enough in itself to promote recovery/wellness. 'Treatment for my problems' was constructed by service users as emerging through the collaborative exploration discourse, where therapeutic relationships can develop, enabling change and a return to safety. Discourse analysis of how we talk can help us understand the complexities of being, working, and relating on psychiatric inpatient units. Relating as constructed through the medical-technical-legal discourse is seen as the most legitimized but least fulfilling for staff and service users alike. Both staff and service users want purposefully therapeutic, collaborative relationships however, the environment does not currently appear to support these ways of relating emerging with legitimacy. Some simple steps might be taken to begin the shift towards more fulfilling and therapeutic ways of relating being privileged in psychiatric inpatient environments. © 2017 The British Psychological Society.

'It seemed churlish not to': How living non-directed kidney donors construct their altruism.

PubMed

Challenor, Julianna; Watts, Jay

2014-07-01

Our objective was to explore how prospective altruistic kidney donors construct their decision to donate. Using a qualitative design and biographical-narrative semi-structured interviews, we aimed to produce text for analysis on two levels: the social implications for subjectivity and practice and a tentative psychodynamic explanation of the participants' psychological investment in the discourses they used. A total of six prospective altruistic kidney donors were interviewed. A psychosocial approach to the analysis was taken. In-depth discourse analysis integrated Foucauldian with psycho-discursive approaches and psychodynamic theory was applied to sections of text in which participants seemed to have particular emotional investment. Analysis generated three major discursive themes: other-oriented, rational and self-oriented discourses. The desire to donate was experienced as compelling by participants. Participants used discourses to position themselves as concerned with the needs of the recipient, to resist questioning and criticism, and to manage difficult feelings around mortality. Participants tended to reject personal motivations for altruistic donation, positioning relatives' disapproval as selfish and illogical. These results suggest that the term 'altruistic' for living non-directed organ donation constrains available discourses, severely limiting what can be said, felt, thought and done by donors, clinicians and the public. A more useful approach would acknowledge potential psychological motives and gains for the donor. © The Author(s) 2013.

Grading the "good" body: a poststructural feminist analysis of body mass index initiatives.

PubMed

Gerbensky-Kerber, Anne

2011-06-01

This article analyzes discourse surrounding Arkansas's legislation requiring public schools to measure students' body mass index (BMI) annually and to send the scores to parents on children's report cards. Using poststructural feminist sensibilities, I explore the tensions experienced by parents, children, educators, and policymakers as this mandate was debated and implemented. The discourse illuminates salient issues about disproportionate disparities in health status that exist in communities with fewer resources, and the potentially unintended gendered consequences of health policies. I explain three dominant threads of discourse: How the economic costs of childhood obesity opened a policy window for the legislation; the presence of tensions between freedom and social control; and how BMI discourses inscribe ideological visions of bodies. Ultimately, the analysis offers insight into the discursive nature of policymaking and how class and gender are implicated in health interventions.

'I am not a dyslexic person I'm a person with dyslexia': identity constructions of dyslexia among students in nurse education.

PubMed

Evans, William

2014-02-01

To introduce how nursing students discursively construct their dyslexic identities. Identity mediates many important facets of a student's scholarly journey and the availability and use of discourses play a critical part in their ongoing construction. A discourse-based design was used to examine the language employed by students in constructing their dyslexic identities. Using narrative methods, 12 student nurses with dyslexia from two higher education institutions in the Republic of Ireland were interviewed during the period February-July 2012. Discourse analysis of interviews entailed a two-stage approach: leading identity analysis followed by thematic analysis. Discourses used by students to construct their dyslexic identity correspond with positions on an 'Embracer, Passive Engager and Resister' continuum heuristic. The majority of students rejected any reference to using medical or disabled discourses and instead drew on contemporary language in constructing their dyslexic identity. Nine of the 12 students did not disclose their dyslexic identity in practice settings and drew on not being understood to support this position. In addition, a discourse linking 'being stupid' with dyslexia was pervasive in most student narratives and evolved from historical as well as more recent interactions in nurse education. This study indicates variation in how students discursively construct their dyslexic identities, which, in turn, has an impact on disclosure behaviours. Policy leaders must continue to be mindful of wider sociocultural and individualized understandings of dyslexic identities to enhance inclusion prerogatives. © 2013 John Wiley & Sons Ltd.