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    Wyświetlanie 1-12 z 12
    Tytuł:
    Dyskurs edukacyjny w ujęciu procesualno-kognitywnym
    Educational discourse in the processual-cognitive perspective
    Autorzy:
    Rypel, Agnieszka
    Powiązania:
    https://bibliotekanauki.pl/articles/644640.pdf
    Data publikacji:
    2017
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu
    Tematy:
    discourse
    educational discourse
    formalized educational discourse
    ideology
    critical discourse analysis
    rhetorical discourse analysis
    topoi
    Opis:
    The paper attempts at presenting diversity in discourse research and defining educational discourse in its new cognitive-procesual aspect. The analysis is concentrated on formalized educational discourse undergoing ideological influences through mass, public and government supervised education. For the detailed discussion multiperspective method including critical and rhetorical analysis has been proposed acknowledging the separateness of makro and discursive strategies together with their topoi in the common ideological – cognitive mean.
    Źródło:
    Kultura-Społeczeństwo-Edukacja; 2017, 12, 2; 9-35
    2300-0422
    Pojawia się w:
    Kultura-Społeczeństwo-Edukacja
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Koncepcja czteropoziomowego kontekstu Ruth Wodak jako wyraz interdyscyplinarności w analizie dyskursu
    Autorzy:
    Kopińska, Violetta
    Powiązania:
    https://bibliotekanauki.pl/articles/645099.pdf
    Data publikacji:
    2017
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu
    Tematy:
    Critical Discourse Analysis (CDA)
    Historical Discourse Analysis (HDA)
    educational discourse
    interdisciplinarity
    context
    triangulation
    Opis:
    The concept of four-level context by Ruth Wodak is to provide triangulation and minimize the risk of being biased. Simultaneously the analysis of this concept in combination with the research programme of HDA is an expression of interdisciplinarity’s importance in this approach. One should notice that interdisciplinarity is not an aim itself and it is a subject to limitations. The most specific limitations are those which result from triangulation on the interdiscursive level.
    Źródło:
    Kultura-Społeczeństwo-Edukacja; 2017, 12, 2; 185-195
    2300-0422
    Pojawia się w:
    Kultura-Społeczeństwo-Edukacja
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Dyskurs obywatelstwa w podręcznikach do kształcenia literaturowego w gimnazjum. Krytyczna analiza dyskursu
    The Discourse of Citizenship in Literature Text Books in High Schools. A Critical Analysis of the Discourse
    Autorzy:
    Popow, Monika
    Powiązania:
    https://bibliotekanauki.pl/articles/644846.pdf
    Data publikacji:
    2012
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu
    Tematy:
    citizenship
    textbooks
    critical discourse analysis
    Opis:
    The paper gives an ironic and short, both empirical and normative analysis of current Polish home education intertwined with a metaanalysis of the role of metaphors in the language of the educational sciences. Entomological metaphor of subimago helps here in revealing the social status quo of the mentioned „home education” in Poland. One can describe socioeducational reality using different forms of expression. Metaphorization is one of them, not always adequate, but indispensable as well as cognitively pleasant. 
    The paper gives an ironic and short, both empirical and normative analysis of current Polish home education intertwined with a metaanalysis of the role of metaphors in the language of the educational sciences. Entomological metaphor of subimago helps here in revealing the social status quo of the mentioned „home education” in Poland. One can describe socioeducational reality using different forms of expression. Metaphorization is one of them, not always adequate, but indispensable as well as cognitively pleasant.
    Źródło:
    Kultura-Społeczeństwo-Edukacja; 2012, 2; 151-171
    2300-0422
    Pojawia się w:
    Kultura-Społeczeństwo-Edukacja
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Dyskurs edukacyjny oraz problem dyskursywnego konstruowania tożsamości i wiedzy z perspektywy krytycznej i krytycznie zorientowanej analizy dyskursu
    Autorzy:
    Starego, Karolina
    Powiązania:
    https://bibliotekanauki.pl/articles/644884.pdf
    Data publikacji:
    2017
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu
    Tematy:
    Critical Discourse Analysis
    Educational Discourse
    identity formation
    Opis:
    The main purpose of this paper is to present the specific character of educational discourse in terms of the critical (CDA) and critically-oriented discourse analysis (E. Laclau and Ch. Mouffe) and to identify issues and problems that affect research concerning the discursive construction of identity. My main subjects of interest, and the key notions for the discourse-oriented pedagogy, are identity and knowledge. I will try to show how in spite of the relevance of those two notions, the use of discourse analysis in pedagogical research forces us to transcend the narrowly defined disciplinary boundaries. When it is analyzed in a critical manner the thing we call “educational discourse” expands considerably, affecting the scope of both theoretical and research-oriented interests of pedagogy itself. With regard to identity and knowledge, I try to show the inadequacies of the often employed theories of E. Laclau, Ch. Mouffe and M. Foucaul, for analysis of identification processes. I argue that those processes may be successfully analyzed using the CDA framework. The issue of structural constraints that is addressed in CDA, in combination with Laclau’s theory of affective investment allow for a more comprehensive study of the conditions of possibility of the processes of identification.
    Źródło:
    Kultura-Społeczeństwo-Edukacja; 2017, 12, 2; 285-311
    2300-0422
    Pojawia się w:
    Kultura-Społeczeństwo-Edukacja
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Refleksje nad ciążą i porodem. Perspektywa krytycznej analizy dyskursu
    Reflections on Pregnancy and Childbirth. The Perspective of Critical Discourse Analysis
    Autorzy:
    Nowakowska, Luiza
    Powiązania:
    https://bibliotekanauki.pl/articles/644907.pdf
    Data publikacji:
    2014
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu
    Tematy:
    pregnancy
    childbirth
    medicalization
    critical discourse analysis
    Opis:
    The topic of discussion is the discourse that shapes around pregnancy and childbirth in the past about two hundred years in Western countries – the mechanisms of its development, the most important manifestations and possible consequences. Theoretical basis for this problem is – Critical Discourse Analysis (CDA), and the main inspiration was the concept of M. Foucault – how according to the author this discourse is constructed, imposed and reproduced. „(...) in every society the production of discourse is at once controlled, selected, organized and subjected to redistribution by a number of procedures, whose role is to (...) take over the randomness of events (...)” writes Foucault. The purpose of the following discussion is, therefore, an attempt to show these „procedures” – methods and measures that are imposing and strengthen the medical discourse on pregnancy, childbirth, and more broadly the female body.
    Źródło:
    Kultura-Społeczeństwo-Edukacja; 2014, 5, 1; 9-24
    2300-0422
    Pojawia się w:
    Kultura-Społeczeństwo-Edukacja
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Backstaging the teacher: On learner-driven, school-driven and data-driven change in educational technology discourse
    Autorzy:
    Macgilchrist, Felicitas
    Powiązania:
    https://bibliotekanauki.pl/articles/644650.pdf
    Data publikacji:
    2017
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu
    Tematy:
    educational discourse
    discourse analysis
    digital education
    educational technology
    edtech
    hegemony
    datafication
    Opis:
    As digital technologies become more prominent in schools, and a host of new media products appear in classrooms, critical questions are being asked about the erasure of power and politics in contemporary education. To explore the discourse on digital education, this paper draws on discourse analysis of ethnographic interviews with for-profit and non-profit organizations in the field. It asks (i) what industry insiders describe as driving change in contemporary educational technology (edtech), and (ii) whether new actors/technologies shaping a novel educational hegemony, and if so, what this hegemony looks like. Initial findings suggest that while the teacher was seen as key to driving change in printed educational materials, three different discourses appear when describing change in today’s educational technology. In the first, learners drive change; the focus lies on the individual dimension. In the second, schools drive change; the systemic dimension. In the third, data drive change; the analytics dimension. Linking these three discourses is a shift from “education” to “learning”. The accounts of educational technology simultaneously advocate for improving opportunities for all students, especially weaker or disadvantaged learners, and also strengthen the hegemonic shift across policy and practice towards an instrumental understanding of education. Overall, the paper suggests that power and politics are by no means erased from the edtech industry’s accounts of digital technologies and datafication. The socio-material affordances engineered into the technologies invite particular teaching practices and thus affect power relations in education.
    Źródło:
    Kultura-Społeczeństwo-Edukacja; 2017, 12, 2; 83-103
    2300-0422
    Pojawia się w:
    Kultura-Społeczeństwo-Edukacja
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Postfoucaultowska analiza dyskursu o edukacji. Uwagi warsztatowe
    Autorzy:
    Nowicka-Franczak, Magdalena
    Powiązania:
    https://bibliotekanauki.pl/articles/644866.pdf
    Data publikacji:
    2017
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu
    Tematy:
    postfoucauldian discourse analysis
    Michel Foucault
    discourse on education
    middle school (Poland)
    Opis:
    Postfoucauldian discourse analysis is a vigorously developing approach to discourse studies focusing on the analysis of power, discourse, knowledge and social practice. This comprises studies deriving from Michel Foucault’s thought, reinterpreting it, however, with the aim at application to an analysis of empirical data, also from the field of pedagogy and education. The purpose of this paper is to present main concepts and categories of postfoucauldian discourse analysis (e.g. enunciation, discursive formation, discursive practice, procedures for the control of discourse, dispositive, regime of truth) and guidelines for conducting research on the example of an analysis of chosen public texts concerning the debate on liquidation of middle schools in Poland as a result of the reform of education carried out by Law and Justice’ government.
    Źródło:
    Kultura-Społeczeństwo-Edukacja; 2017, 12, 2; 197-223
    2300-0422
    Pojawia się w:
    Kultura-Społeczeństwo-Edukacja
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Teoria reprezentacji społecznych w interdyscyplinarnych badaniach nad dyskursem edukacyjnym – potencjał zbiorowego pisania biografii
    Autorzy:
    Zbróg, Zuzanna
    Powiązania:
    https://bibliotekanauki.pl/articles/644860.pdf
    Data publikacji:
    2017
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu
    Tematy:
    Social Representations Theory
    Critical Discourse Analysis
    Collective Biography Writing
    Opis:
    The aim of the article is to present the theory of social representations which is not well-known in the Polish pedagogy and which may constitute an interesting theoretical and methodological perspective for the study of the educational discourse. The theory itself is interdisciplinary and therefore may be useful in research carried out within various academic disciplines both in the humanities and social sciences. Theoretical analyses will also concern the possibilities of conducting research of educational discourse within the framework of the social representation theory with the application of the collective biography writing which may be perceived as the critical discourse analysis.
    Źródło:
    Kultura-Społeczeństwo-Edukacja; 2017, 12, 2; 225-243
    2300-0422
    Pojawia się w:
    Kultura-Społeczeństwo-Edukacja
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Rodzina jako podmiot przedsiębiorczy – krytyczna analiza dyskursu wychowania małego geniusza w portalach internetowych dla rodziców.
    Family as Enterprising Subject – Critical Analysis of the Infant Prodigy Discourse in Internet Portals for Parents
    Autorzy:
    Popow, Monika
    Powiązania:
    https://bibliotekanauki.pl/articles/644778.pdf
    Data publikacji:
    2014
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu
    Tematy:
    infant prodigy
    parents internet portals
    professionalization of parenting
    entrepreneurship discourse
    critical discourse analysis
    Opis:
    The aim of this paper is to analyse the infant prodigy discourse in popular Polish internet portals for parents. As a result of Critical Discourse Analysis, key rhetoric strategies, constructing the representation of a child and its family, have been identified. Subsequently, the analysis of particular discursive strategies, including professionalization of parenthood and discursive construction of a family as an entrepreneur of the self, have been conducted.
    Źródło:
    Kultura-Społeczeństwo-Edukacja; 2014, 6, 2; 95-118
    2300-0422
    Pojawia się w:
    Kultura-Społeczeństwo-Edukacja
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Dyskurs akademicki jako praktyka społeczna. Zwrot dyskursywny i Społeczne Badania Szkolnictwa Wyższego
    Autorzy:
    Wróblewska, Marta Natalia
    Angermuller, Johannes
    Powiązania:
    https://bibliotekanauki.pl/articles/644633.pdf
    Data publikacji:
    2017
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu
    Tematy:
    discourse analysis
    Higher Education Studies
    poststructuralism
    Social Studies of Higher Education
    pragmatics
    methodology
    Opis:
    One can broadly divide research on higher education settings into three strands investigating 1) the production of specialized scientific knowledge, 2) the dynamics of institutional power (academic decision-making and governance), 3) teaching and learning. In all three areas the notion of ‘discourse’ has been salient in the last decades. However, the term is often understood differently by researchers from different fields, and the respective disciplines haven’t always been receptive one to another. In the paper we present an overview of discursive approaches to the study of higher education in 1) social theory, poststructuralism in particular, and 2) linguistics. We explain the outlook on discourse which is prevalent in these areas and present the most significant studies on higher education contexts conducted within them. We argue that while social theory often lacks analytical detail and focus on empirical objects, linguistics on the other hand does not account for the way practices produce and reproduce social order. Therefore, a study of academic discourse drawing on both strands would enable putting forward a robust theory and a precise methodology. In the last section of the paper we present an outline of such a field informed by both poststructuralism and pragmatics – Social Studies of Higher Education.
    Źródło:
    Kultura-Społeczeństwo-Edukacja; 2017, 12, 2; 105-128
    2300-0422
    Pojawia się w:
    Kultura-Społeczeństwo-Edukacja
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Wandering along the Moebius strip: Radical reflexivity in the archaeology of educational research
    Autorzy:
    Saari, Antti
    Powiązania:
    https://bibliotekanauki.pl/articles/951779.pdf
    Data publikacji:
    2017
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu
    Tematy:
    educational research
    discourse analysis
    history of the human sciences
    philosophy of the human sciences
    Opis:
    Writing qualitative research texts often involves the acknowledgement of the researcher being imbued in the systems of meaning that he or she is studying. This provides a background for incitement to reflexivity, i.e. how one’s own life history and broader cultural context is etched in epistemological and ontological assumptions about the object. This article studies the reflexive style of writing in Michel Foucault’s archaeology of the human sciences, which constantly problematises its own assumptions about studying discourses. His style is described with the analogy of a Moebius strip, highlighting the way the ‘outside’ history of the human sciencesturns into the ‘inside’ conditions of possibility for analysing discursive formations in the history of educational research.
    Źródło:
    Kultura-Społeczeństwo-Edukacja; 2017, 12, 2; 129-151
    2300-0422
    Pojawia się w:
    Kultura-Społeczeństwo-Edukacja
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Notes on liberal (arts) education discourse
    Autorzy:
    Kontowski, Daniel
    Powiązania:
    https://bibliotekanauki.pl/articles/951780.pdf
    Data publikacji:
    2017
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu
    Tematy:
    liberal arts
    liberal arts and sciences
    liberal education
    critical discourse analysis
    philosophy of education
    general education
    neoliberalism
    Opis:
    The following essay discusses liberal (arts) education from critical discourse analysis perspective. After a historical and philosophical introduction, three examples of liberal education discourse are discussed: 1) ‘liberal arts’ vs. ‘liberal education’, 2) ‘liberal arts’ and ‘neoliberal arts’ and 3) descriptions of liberal education at Wagner College in 1970 and 2013. The article concludes with a general reflection on liberal education in the current educational landscape and a tentative agenda for using the critical discourse analysis toolbox in further studies.
    Źródło:
    Kultura-Społeczeństwo-Edukacja; 2017, 12, 2; 345-360
    2300-0422
    Pojawia się w:
    Kultura-Społeczeństwo-Edukacja
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
      Wyświetlanie 1-12 z 12

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