Temat: educational discourse - Katalog OPAC zbiorów

Skocz do pozycji: 1.

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

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Skocz do pozycji: 2.

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

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Skocz do pozycji: 3.

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

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Skocz do pozycji: 4.

Tytuł:: Gender in educational and public discourse of the Church. Analysis of the Pastoral Letter on the Feast of the Holy Family
Autorzy:: Kasiak, Mateusz
Powiązania:: https://bibliotekanauki.pl/articles/951808.pdf
Data publikacji:: 2019
Wydawca:: Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:: discourse
public discourse
Church discourse
religious discourse
educational discourse
gender
language
Opis:: Gender as a category of cultural gender and gender identity appears not only in scientific discourse as a topic of research, but also in public discourse, as a subject of various debates and disputes. This concept was also included into the discourse of the Catholic Church. Its creators – church leaders – embarked upon a public reinterpretation of the concept of gender, thus inserting their point of view into the broader political and ideological dispute. The aim of this paper is to review the postulates of the church concerning gender in the Pastoral Letter on the Feast of the Holy Family, which seems to be a leading programme paper concerning this issue. In this paper, gender as a research and scientific category is isolated from the scientific discourse and appropriatedby the educational discourse of the church, where it functions as a scare tactic. Structural modifications in the text and style of the letter, stylistic and rhetorical tricks, as well as pragmatic mechanisms, make the text of the pastoral letter a persuasive political argument.
Źródło:: Kultura-Społeczeństwo-Edukacja; 2019, 16, 2
2300-0422
Pojawia się w:: Kultura-Społeczeństwo-Edukacja
Dostawca treści:: Biblioteka Nauki

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Skocz do pozycji: 5.

Tytuł:: Dyskurs edukacyjny, weredykcja i pedagogie – od konstelacji związków dyskursu i edukacji do aleturgicznej analizy praktyki edukacyjnej
Autorzy:: Ostrowicka, Helena
Powiązania:: https://bibliotekanauki.pl/articles/644635.pdf
Data publikacji:: 2017
Wydawca:: Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:: educational discourse
discursive pedagogics
pedagogy
alethurgy
confession
Foucault
Opis:: The article consists of two major parts. Part one is devoted to the reconstruction of the relationships between the domain of discourse and the domain of education in the semantic field of the term “educational discourse”. Based on the analysis of two types of sources (empirical research and the lexicon of contemporary pedagogics), a constellation of functional, thematic, genre and ontological links is shown. In the second part of the article, a reflection on the last of the approach is developed. Referring to Foucault’s lectures at the Collège de France in 1979-1980 period, the potential of the category of alethurgy and confession as research instruments of pedagogy and discursive practice is shown.
Źródło:: Kultura-Społeczeństwo-Edukacja; 2017, 12, 2; 153-172
2300-0422
Pojawia się w:: Kultura-Społeczeństwo-Edukacja
Dostawca treści:: Biblioteka Nauki

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Skocz do pozycji: 6.

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

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Skocz do pozycji: 7.

Tytuł:: Education into identity: From „survival pedagogy” to „spiritual pedagogy”
Autorzy:: Marzec, Jarosław
Powiązania:: https://bibliotekanauki.pl/articles/951812.pdf
Data publikacji:: 2019
Wydawca:: Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:: survival pedagogy
spiritual pedagogy
educational discourse
Paolo Freire
Carl Rogers
Opis:: I would like to present the general outlook on dominant tendencies within educational studies and shortly introduce my analysis in the context of so called „turning point” of educational discourse in the second half of XX century. I would like to propose to look at that moment of our actual cultural and educational field through two dominant perspectives and metaphors on which two different pedagogies are grounded. I would like to introduce two domianant metaphors within the educational field and the new tendencies, shortly how the educational studies shift from the „survival pedagogy” to the „spiritual pedagogy”. In general, this atriculations founded in the mindfull critics of educational practices undermine the cultural shift which is based on the process of abandom the tradition values, and the civilisation trends of development which generated the actual shape of culture to be axhausted. The great positivismproject was adjected by the new generations of educators with new and fresh approach to the educational problems. At that moment it’s clear that we stand before the creation the new, alternative vision of the social world and culture in general. I would like to present the changes of that social process on the example XX-century pedagogy, which I hope is touched by that cultural transformation. I would like to concentrate on the educational discourse as a econcrete area of such cultural shift. It’s rather difficult to recognize the whole field of that revolutionary and alternative movement within our culture. In my text I would like to show the process of transition from „survival pedagogy” into „spiritual pedagogy”. As we simply know from the poststructural perspective each of educational interpretation operates in the social contexts has own definition of the aims, functions and tesks of education. After Michel Foucault works we can say that each of the educational discourse and interpretation is grounded in the cultural power/knowledge forces. The new generation of educatorsproposed new approach towards social analyses of edacational aims and destination. In that movement the main aim of edacation is to build identity of pupils. There are of course many researchers shared that view on edacational discourse eg. Zbyszko Melosik, Tomasz Szkudlare, Lech Witkowski, Zbigniew Kwieciński in Poland ( to give only representative examples) and Henry Giroux and Peter McLaren in the United States.They proposed the new approach towards the understanding of edacation destination and obligations and broke the traditional interpretation. They rejected the traditional inerpretation of „formingthe reason” or „excercising the reason” as the main goal of education towards the popular culture and sensses. And they based their interpretations on that aspect of identity construction process. I would like to propose in my text general outlook at the cultural shift within educational discourse as the transtition from the metaphor of „survival pedagogy” towards the „spiritual pedagogy”. These metaphors also determined two different perspectives and approachesto education. I wolud argue that these perspectives are based on the two different antopological visions and determine different pedagogies.
Źródło:: Kultura-Społeczeństwo-Edukacja; 2019, 16, 2
2300-0422
Pojawia się w:: Kultura-Społeczeństwo-Edukacja
Dostawca treści:: Biblioteka Nauki

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Skocz do pozycji: 8.

Tytuł:: Yakym Yarema’s philosophical and pedagogical ideas in discursive practices of education
Autorzy:: Honcharenko, Olha
Powiązania:: https://bibliotekanauki.pl/articles/951783.pdf
Data publikacji:: 2017
Wydawca:: Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:: Aristotle
Franz Brentan
Kazimierz Twardowski
Yakym Yarema
educational discourse
philosophy of education
Opis:: In this paper on the basis of comparative analysis the similarity of Yakym Yarema’s and Kazimierz Twardowski’s main philosophical and pedagogical ideas has been identified. The analysis of these ideas proves that Ukrainian scientist represents Twardowski’s educational practices as well as reflects the traditions of Vienna philosophical school by Franz Brentano which history goes back to Aristotle’s philosophy. The value of Yakym Yarema’s philosophical and pedagogical ideas in the present educational discourse has been shown in the article.
Źródło:: Kultura-Społeczeństwo-Edukacja; 2017, 12, 2; 313-327
2300-0422
Pojawia się w:: Kultura-Społeczeństwo-Edukacja
Dostawca treści:: Biblioteka Nauki

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Skocz do pozycji: 9.

Tytuł:: Na tropie dyskursu traumy w metodologicznej samowiedzy pedagogicznej
Autorzy:: Spychalska-Stasiak, Justyna
Powiązania:: https://bibliotekanauki.pl/articles/644875.pdf
Data publikacji:: 2017
Wydawca:: Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:: pedagogy
pedagogy’s identity
methodology of educational research
selfknowledge cultural trauma
the trauma discourse
Opis:: This article is theoretical and corresponds with the one of the key discussion areas about pedagogy’s identity. The subject of the discussion is methodological pedagogical self-knowledge assumed as the se of pedagogical judgements and images about pedagogy as scientific discipline, its knowledge and research practice. The first part deals with the identity problem of pedagogy as a scientific discipline. The second part covers the relationship among methodological culture, knowledge and pedagogical research practice. The third part concerns the phenomenon of pedagogical self-knowledge and, in particular, the areas of its regulation and its production need in relation to three temporarily differentiated context for the development of the pedagogy’s identity. The experience of this changes correspond with specific way of creating pedagogical knowledge, based on the assumptions of trauma discourse.
Źródło:: Kultura-Społeczeństwo-Edukacja; 2017, 12, 2; 245-272
2300-0422
Pojawia się w:: Kultura-Społeczeństwo-Edukacja
Dostawca treści:: Biblioteka Nauki

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Skocz do pozycji: 10.

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

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