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1.
ABSTRACTDiscourse has featured in studies of educational policy as an analytic and methodological tool, theoretical frame, realm of implication, and even a foundational definition of educational policy itself (e.g.) Despite the centrality of discourse as a frame for exploring educational policy and its implications, the ways that discourse is defined or operationalized in educational policy research are often left implicit which can lead to murky relations to larger onto-epistemological questions of how we construct findings from data as well as the nature of policy. In this interpretive analysis, we synthesize a corpus of 37 peer-reviewed journal articles that bring together educational policy and analyses of discourse from varying theoretical and methodological perspectives in order to better understand the breadth and scope of how discourse is defined and operationalized in studies of educational policy, including in ways that are sometimes incommensurate with authors' stated theoretical and methodological positions. After first laying the theoretical groundwork for analyses of discourse in the field of educational policy, we then illustrate how discourse analysis is used differently, and sometimes inconsistently, within contested paradigmatic landscapes. We conclude with an argument for discussions across theoretical frameworks and methodological paradigms about how the concept of discourse lends itself to different epistemological vantage points on educational policy. 相似文献
2.
Guirong Li 《Frontiers of Education in China》2006,1(1):112-130
Although the discourse system of China’s educational economics has a short history of only 20 years, it has gained an important
position in the discourse system of pedagogy. This system consists of rich discourse branches including the relations between
education and economy, educational investment and educational finance, educational cost and educational benefit, changes and
innovation in education system and utilization and efficiency of educational resources. All the above discourse branches show
various characteristics in different stages. From their development and changes, the following features of discourse system
of educational economics can be drawn: the specialty of discourse, the trend of time of discourse themes, the positivism of
discourse expressions and the applicability of discourse nature and contention of Chinese perspectives. To further improve
the quality of the discourse system, the emphasis of educational economic studies should be laid upon the improvement of research
attitude, theoretical basis, content and methodology.
Translated from Educational Research, 2004:12 相似文献
3.
中国教育经济学话语演进二十年 总被引：4，自引：0，他引：4
中国教育经济学话语体系虽然只有二十余年的发展历程,但它在教育学话语体系中已经取得重要地位。它有丰富的话语分支,包括教育和经济的关系、教育投资和教育财政、教育成本和收益、教育制度变革和创新、教育资源利用和效益。这些话语分支在不同阶段呈现出不同的特点,从它们的发展变化中可以归纳出教育经济学话语体系有如下特征:话语者的专业性、话语主题的时代性、话语表述的实证性、话语性质的应用性、话语观点的争鸣性。展望未来,方了进一步提高话语体系的品质,教育经济学研究必须在研究态度、理论基础、內容方法等多方面加以改进。 相似文献
4.
CAD理论是研究话语的一个新视角,用在研究中国话语特征上确有创新的意义。该理论主要从CAD视角来分析其应用于中国话语研究的现状,探讨以之研究中国话语的内在原因,试图分析其发展趋势。我国学者为此在理论和实践上进行积极地建构,以此来创立有别于西方话语理论的科学,推进中国话语的学术建设,促进世界语际间的平等对话,推动文化的共同进步。 相似文献
5.
我国教育哲学发展初期经历了"听着西方讲""照着西方讲"的历程,带来先进思想的同时造成中国教育哲学自我话语的隐匿。我们只有通过"自己讲"才能确立话语主体地位,实现中国教育哲学自我的觉醒。"自己讲"通过"讲自己"而实现,因此教育哲学中国话语体系的构建需要"自己讲"作为话语前提,还需要"讲自己"以构建话语的"中国范式"。但教育哲学中国话语不能局限于传统,也不能自说自话,要注意古今融通、中西融合,凸显出我国教育哲学研究的时代精神和国际视野,并能够在国际平台上与国际学界进行对话交流,在对话中得到国际的接受和认同。 相似文献
6.
Weili Zhao 《Discourse: Studies in the Cultural Politics of Education》2019,40(4):474-486
ABSTRACTIn international educational studies, cultural context matters and demands increased attention by educational researchers worldwide. Along with a globalized discourse, how to map historical–cultural understandings of teaching and learning without getting bogged down in modern Westernized epistemology has become a paradigmatic dilemma. This paper argues a Heideggerian–Foucauldian language perspective can provide a way to address this dilemma. As an example, the paper demonstrates how their language perspective has enabled the author to encounter a ‘wind-education’ discourse in China’s current schooling, and to explore, as the originary (re)source of the whole Confucian educational culture, Confucius’ ‘wind-pedagogy’ as expressed in Yijing. This unique historical–cultural ‘wind-education’ discourse is salient, yet goes unnoticed, in China’s current schooling largely due to a planetary signifier-signified style of reasoning. This paper sheds new light on educational literature on Confucian educational thinking and provides an alternative paradigm to the (cross-)cultural studies of education in China and beyond. 相似文献
7.
Jacob Klitmøller 《Education 3-13》2018,46(7):838-850
The present paper is an analysis of the recently formulated concept of Lived Pedagogy. With roots in phenomenology and narrative research and research on ‘student voice’, the concept is coined as a way to research participants’ experience of practical pedagogy in school. The main theoretical and methodological challenges in Lived Pedagogy stem from the use of relational theory (i.e. phenomenology and narrative theory) while a priori maintaining a number of divisions that challenge this relational logic. Having outlined these problems, a suggestion is made to inform Lived Pedagogy by way of the German Pädagogik with its central focus on purpose(s) of education. Specifically, I employ Løvlie’s educational transformation of Habermas’s discourse ethics as a framework for structuring the deliberation of what is educationally desirable. 相似文献
8.
职业教育课程的学科话语与实践话语 总被引：10，自引：0，他引：10
Xu Guoqing associate professor doctorate at the Institute of Vocational Adult Education of Educational College East China Normal University 《教育研究》2007,(1)
20世纪90年代以来,我国职业教育课程的学科话语与实践话语的争论经历了从“数量”到“逻辑”两个阶段。尽管在学术领域实践话语占据了主导,在实践领域却是学科话语占据着主体。目前,我国职业教育课程正处于从传统的以学科课程为主体的课程模式,转向以项目课程或任务引领型课程为主体的课程模式阶段。职业教育课程从学科话语到实践话语的转换,实际上意味着思考课程问题的思维方式的转换。职业教育课程设计应当充分考虑学生的学习特点,打破从理论到实践的机械课程设计思路,转向让学生在工作实践的基础上,通过自我反思来建构理论知识。 相似文献
9.
Pauline Davis 《Educational research; a review for teachers and all concerned with progress in education》2013,55(2):169-184
Background Before the 1990s, an individual or medical model dominated educational research methodology with respect to younger children: the subjects of the research were usually considered untrustworthy sources of information. A subsequent shift towards an ecological model has focused on the child's perspective: however, Lewis and Lindsay have described the development of methods for conducting research with children as slow. Purpose This paper examines how storytelling can be used as a method of collecting authentic and revealing research data from children. The method is suggested as a valuable way in which to gain insights into children's discourse, and is used in this paper in relation to children's discourse about reading. Sample, design and methods The storytelling method was initially trialled in one school with 36 children aged between 5 and 11 years. The storytelling interview was then used in case studies over a period of a year in three schools, with a total of 88 7- and 8-year-old children. During the interviews, children were asked to tell a story entitled ‘The child who didn't like reading’. Systematic content analysis was undertaken to identify emergent cultural norms and models in the stories. Information on the children's reading practices, and their observations on reading, was also collected for the purposes of triangulation. Results The children's storytelling gave access to their cultural models of reading. It was found that the stories demonstrated sufficient triangulation with the other data about the children's reading practices to support a sociocultural production of the children's discourse. Conclusions Storytelling can provide a useful and credible method of collecting research data from children. It may be especially useful with poor readers as there are no literacy demands, and in this respect, affords socially inclusive research. 相似文献
10.
Karley Beckman Tiffani Apps Sue Bennett Lori Lockyer 《Learning, Media and Technology》2018,43(2):197-210
Evidence from large-scale studies of primary and secondary students’ technology practices at school over the last decade show disparities in student practices and suggest that schools need to do more to cater for all students. Research that explores the influence of social and cultural factors may be useful for understanding such inequality in student practice. Bourdieu’s theory of practice [(1977). Outline of a Theory of Practice. London: Cambridge University Press] is proposed as an example of a sociological theory that can be adopted in educational technology research to move towards understanding the wider complexities of technology practice. To encourage discourse and application of Bourdieu’s sociology in the field of educational technology research, this paper provides an introduction to the theory, a review of its application in research of primary and secondary students’ technology practice and relevant conceptual work. The paper presents a conceptual framework based on Bourdieu’s theory that has been developed through two recent studies, and review of empirical and conceptual works and invites its application in future research so that it can be critiqued and further developed. 相似文献
11.
This purpose of this paper is to explore the intersecrion of gender, equity and the discourse of diversity. The authors argue that while the goal of diversity in a democratic society is an admirable one, its advocacy could limit any real educational change. To explore the differences between the discourse of diversity and language of equity, they draw upon two action research studies conducted by two elementary school reachers who were not elementary physical education specialists. Through their action research projects, which included direct instruction as a way to confront the gender discrimination that was occurring in the physical education component of their classrooms, these teachers found that they had to abandon the discourse of diversity and embrace the language of equity for meaningful educational change to occur. 相似文献
12.
Kristján Kristjánsson 《British Educational Research Journal》2021,47(5):1303-1322
The concept of phronesis enters educational discourse at various levels of engagement, and it continues to fascinate and frustrate educational theorists in equal measure. This article begins by charting the vagaries of three educational discourses on phronesis, and by eliciting insights from the recently burgeoning wisdom research within psychology. Mindful of the fact that making progress in the educational study of phronesis is not only a conceptual or philosophical endeavour but also an empirical one, the article elicits and illustrates 22 testable (but as yet mostly untested) hypotheses about phronesis from the Aristotelian and neo-Aristotelian literatures and hence lays the foundation of an educational research programme on phronesis. A serviceable conceptualisation will need to offer ways to evaluate the educational credibility of each hypothesis in real life, rather than just serving as a new philosophical plaything. 相似文献
13.
14.
Nick Pratt 《Cambridge Journal of Education》2006,36(2):221-235
This article reports on the English National Numeracy Strategy (NNS) and, in particular, on the way in which children aged from 8‐ to 11‐years‐old view ‘interactive whole class teaching’. A qualitative, grounded study of both teachers' and children's perceptions of interactive teaching was undertaken, making use of ‘video stimulated reflective dialogue’. The focus here is on children's views about the roles of talking and of listening. Hearing what children have to say in this respect helps to illuminate the norms, expectations and practices of classroom discourse, and its implications for teaching. I argue that there is often a lack of any coherent theoretical basis for teachers' practices in relation to whole class interaction and that this can lead to a tension in which talking and listening become less effective as a vehicle for learning than they might otherwise be. 相似文献
15.
李晓涛 《四川师范大学学报(社会科学版)》2012,(1):168-173
自"科学"一词传入近代中国后,在科学话语下,中医始终因"不科学"而遭到一些人的否定。为争取话语权,中医选择了"民族主义"作为突破口。在民族主义话语下,中医显然占据了优势,而西医则处于劣势。用民族主义阐释中医药确实起到了保护中医药的作用。但中西医学都运用对自身有利的话语攻击对方,很容易形成自说自话的局面,难以在同一问题上展开对话。 相似文献
16.
Fei Wang 《Critical Studies in Education》2020,61(1):86-100
ABSTRACTThe social justice leadership research recognizes the pivotal role that educational leaders play in mobilizing the discourse and achieving social justice in schools. However, current social justice leadership studies may be seen as limited in that the variety of important themes and issues identified in the discussions of social justice within educational leadership are generally addressed in an isolated manner, focusing on specific aspects. There seems to be a lack of an overarching framework which may be used to examine social justice leadership in a holistic and multidimensional manner by taking into account leadership, organizational conditions and environment. This article aims to examine social justice leadership through the lens of the ‘Five Fundamentals’ outlined in The Art of War by the Chinese General, Sun Tzu. In doing so, the article extends the theoretical boundary in social justice leadership by considering its moral purpose, human and environmental conditions, leadership practices, and technical constraints. 相似文献
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18.
Alan Skelton 《British Journal of Sociology of Education》1997,18(2):257-269
This paper explores patient education in the general practice setting. It draws on a research study carried out in Nottinghamshire, UK, to challenge the view that doctors use their power in educational encounters to silence or dupe patients into accepting normative social patterns and relationships. The study found that power appeared to work in a different and more subtle way. Patients chose to subject themselves to the controlling effects of a dominant patient educational discourse (prevention) due to its wider cultural association with freedom, personal betterment and bodily health. The paper concludes by suggesting that challenges to reactionary political forces need to address how dominant discourses work at the level of desire to seduce people into conformity. 相似文献
19.
李晓梅 《和田师范专科学校学报》2008,28(2)
根据语篇分析在翻译中的必要性,从影片类型,个人习语和话语轮次三个方面探讨语篇分析在英文影片字幕汉译中的指导作用,指出成功的字幕翻译应该首先建立在对整个语篇分析的基础上。译者通过对英文影片的语篇分析来决定译文在汉语文化中的类型以及其交际功能,并借助各种翻译策略体现与原文功能等值的语篇,进而使中国观众通过阅读中文字幕对英文影片产生与原语观众同样的共鸣。 相似文献
20.
Maura Striano 《Educational theory》2016,66(1-2):21-37
After its publication in 1916, Democracy and Education opened up a global debate about educational thought that is still ongoing. Various translations of Dewey's work, appearing at different times, have aided in introducing his ideas within different conversations and across different cultures. The introduction of Dewey's masterwork through academic, institutional, or political avenues has influenced its reception within contemporary educational scenarios; these avenues need to be taken into account when analyzing the book's reception as well as its impact on the reconstruction of educational discourse. 相似文献