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1.
随着新媒体的发展和进步,高校思想政治教育进入了一个新时代.新媒体时代的来临深刻地改变着人们的生活与学习,尤为突出的是全面影响了当代青年的思维模式,这给高校开展思想政治教育工作带来了新的机遇和挑战.在新媒体背景下,应遵循思想政治教育话语的发展规律,注重坚定政治立场、转变教育理念、提高媒介素养、创新表达形式、优化话语内容、...  相似文献   

2.
论高校网络思想政治教育话语失当及回归   总被引：1，自引：0，他引：1  
网络思想政治教育已经成为高校思想政治教育的一块不可或缺的阵地,抢占网络思想政治教育阵地,关键在于掌握并合理运用网络思想政治教育的话语。当前,高校网络思想政治教育存在着话语失当现象,表现为教育话语剥离了学生的生活实际、教育话语模式呈现滞后性、教育主体关系上表现出了强权威和弱民主的缺点等问题。深入分析其原因,使思想政治教育...  相似文献   

3.
The purpose of this study is to explore teacher education policies in different countries of Latin America and North America through the comparison of policy documents. The training of teachers, a key component of education, faces educational challenges as a result of various reform policies in different countries. Critical discourse analysis offers the possibility of illuminating certain aspects of educational policies in specific historic moments. A comparative perspective allows researchers to explore similarities and differences between political statements from a number of governments and agencies, in order to characterize general elements and particularities of teacher education policies in the context of late capitalism. The corpus of this study consists of a selection of recent educational policy documents at national and international levels. This study continues a line of previous studies which apply critical discourse analysis to the research of educational policies.  相似文献   

4.
ABSTRACT

This paper suggests that the subject of school reform and technology in education needs to be considered as a discourse that needs to be ‘unpacked’ and analyzed from a social, historical, and cultural perspective. Unpacking the historical and current interests in educational reform in light of information and communication technologies is no simple matter. There are two basic challenges. First, we need to analyze the language of change and the context of school reform. Second, the discourse of school reform needs to placed within a context of history and political theory. In the end the paper asks the reader to consider who the ideological ‘we’ is when we talk about education and technology.  相似文献   

5.
Against the backdrop of the recent political discourse on elite and excellence in the German education system, this paper examines how such constructions manifest themselves in programmatic concepts of schools and in the orientations of their pupils and their peers. They are reconstructed on the basis of a qualitative research project on educational careers of young people. This paper focuses on pupils and their peers at an elite school of sports and an international school. Firstly, the state of research on those types of school as well as on educational careers of their pupils will be presented. Secondly, the theoretical reference points and the methodological design of the study will be introduced. At the core of the paper is the analysis of the education related orientations of selected cases of young people and their peers: How do they position themselves towards elite and excellence in their individual and collective orientations and how is this relevant for processes of distinction and coherence building in the groups? In the resuming part of the paper, the results will be summarised and related to the state of research and the scientific discourse on elite and excellence.  相似文献   

6.
教育话语分析是指通过对教育话语的考察与分析,探寻教育真理、指导教育实践的过程.教育话语分析强调在历史和社会两个向度上开展教育研究,在解读话语意义的同时考察教育话语与社会的演变与互动;教育话语分析采取批判和多元的立场,洞察教育话语背后的力量与真实性,强调话语研究的语境与解释性.教育话语分析的基本过程包括话语主题的选取、话语生成与作用机制分析、话语解释与指导话语实践.教育话语分析作为一种新的研究范式,有利于凸显教育研究的实践旨趣,促进教育研究的人本化,以及强调教育研究结果的语境化.  相似文献   

7.
Teacher education in England now requires that student teachers follow practices that do not undermine “fundamental British values” where these practices are assessed against a set of ethics and behaviour standards. This paper examines the political assumptions underlying pedagogical interpretations about the education of national identities through documenting how a group of student teachers uphold the institutional demand of promoting fundamental British Values in relation to their discursive constructions of Britishness. Empirical data exemplifies potential political understandings guiding educational practices. Analysis suggests that pedagogies of national education are mediated by (i) educators’ understandings of the nation as an essential entity or a social construct and (ii) their understanding of national identities as being open or closed to competing interpretations. The paper concludes by examining implications of different political and pedagogical positions for practice and research.  相似文献   

8.
ABSTRACT

Policy elites use rhetoric in speeches and press releases to provide framing that is intended to influence public opinion. These rhetorical events can be treated as instances in which speech usefully promotes particular discourses. Indeed, elected officials are able to influence how individuals think about problems and solutions through speeches and press releases. Two important rhetorical events in which political elites advance frames for social issues are annual state of the state addresses (SoSA) given by U.S. governors and gubernatorial press releases that inform media reporting about state policy. This study employed policy discourse and rhetorical analyses to examine SoSAs and press releases as rhetorical events within the context of educational policy. Our findings show that governors framed the roles of state government, governors, and educational stakeholders within a discourse that perpetuates a neoliberal version of education. In this framing, governors situated education’s purpose as being workforce and economic development, ignoring its role in addressing social issues and preparing informed, engaged participants for democratic society. Given that individuals make decisions about how to address social issues and understand public institutions based on framing provided by political elites, these findings raise implications for state educational policies and the public purposes of education.  相似文献   

9.
This article examines educational, political and philosophical perspectives on the concepts of worldview and religion in the context of multicultural education. Using a postcolonial and post-structural approach combined with theories that analyse the politics of secularism, we attempt to pinpoint key perspectives in the recognition of worldviews in the current discourse on liberal multiculturalism. We suggest that the liberal-secular foundation of multicultural education is blind to practices, which, while supposedly based on political neutrality, are discriminating and ‘Othering’ towards religions and non-Western worldviews. Through theoretical and contextual analysis, we aim to deconstruct the ‘Otherness’ of religious worldviews at the epistemic level.  相似文献   

10.
文章通过分析娱乐化话语模式与思维方式对思想政治教育的语境控制,指出了娱乐文化的认识论效应及其对高校思想政治教育构成的挑战,提出了娱乐文化话语模式与娱乐化思维方式对青少年的诸多不利影响;以此为基础,进而提出了应加强对思想政治教育的语境控制,同时有针对性地提出了一些具体可行的教学方法与实践环节。  相似文献   

11.
This article provides a historical overview of civic educational policy and political discourse in Singapore from 1959 to 2011, focusing on changes in the role attributed to students in the education process. A review of educational programmes and analysis of political speeches reveals that an earlier transmissionist approach that focused on value inculcation and factual knowledge has been supplemented recently by policy and discourse emphasizing student engagement. The authors link their analysis to larger political changes that have been taking place in Singapore. They argue that the push for more participatory forms of civics education parallels an ongoing shift in the ruling party's political ideology from economic pragmatism to a communitarian ideology that emphasizes citizens' responsibility. From the point of view of political rationality, promoting active student engagement in civics education can be seen as governmental efforts to build a strong civil society through early socialization into civic responsibility and voluntarism. Viewed as a technology of power, engagement is also seen as a new biopolitical intervention aimed at regulating political participation.  相似文献   

12.
This study investigated the relationship between education policy changes and the working conditions of teachers and school leaders in Vancouver, Canada. We found that policy does shape educators’ discourse about their work conditions. This shaping manifested itself in the emotions teachers experience as they attempt to construct their identity as professional educators. Apparent contradictions emerged in educators’ discussions of their work conditions, particularly their contrasting reports of feeling satisfied with their working environment, yet concerned about issues related to workload and recognition. Two different discourses, the political and the professional, emerged at a deep level of practice. These discourses express conflicting emotions about teaching and teachers’ identity struggles in a context of rapid policy changes. The political discourse is framed around a partisan response to policy changes. The professional discourse focuses on engagement in satisfying educational activities. This study proffers a different conclusion to other studies implying a lack of understanding of practice by policy reformers. It suggests that, while teachers are very aware of policy changes, frequently engaging in a partisan critique thereof, they nevertheless temper that critique with a professional discourse shaped by pedagogical concerns in the local context. This concern with the classroom context enables them to focus their energies on constructing their sense of professional identity that frequently leads them to reinterpret policy initiatives from a local educator’s perspective. While the political discourse has trappings of despair, the professional–pedagogical contains glimpses of hope. We wish to express our appreciation of the work of Barbara Waldern in the analysis that supports the findings about the professional lives of educators.  相似文献   

13.
This article—mainly referring to the situation in Germany—consists of three parts. In a first section the current presence of neurosciences in the public discourse will be described in order to illuminate the background which is relevant for contemporary educational thinking. The prefix ‘neuro‐’ is ubiquitous today and therefore concepts like ‘neuropedagogy’ or ‘neurodidactics’ seem to be in the mainstream of modern thinking. In the second part of the article the perspective changes from the public discourse to the disciplinary discourse; a brief excursus into developmental psychiatry, neuropsychology and modern psychoanalysis will be made in order to demonstrate how the results of neuroscientific research are integrated in their theoretical frameworks. These three disciplines have no difficulty in integrating neuroscientific findings because each of them possesses a systematic core composed of ‘native concepts’. In contrast to them, educational theory has much more difficulty with such integration, as will be shown in the third part of the essay. On the one hand, neuroscientific thinking seems to be able to dominate education rather easily and without great resistance, especially in the fields of early childhood education, instruction and learning—mainly by simplifying educational processes and by reducing the complexity of the educational task to a mere ‘relationship problem’. On the other hand, this attraction of neuroscience in education might be understood as the reflection of a theoretical deficit in educational theory itself, with the significance of affect and emotion not receiving proper attention.  相似文献   

14.
In the practice of education and educational reforms today ‘meritocracy’ is a prevalent mode of thinking and discourse. Behind political and economic debates over the just distribution of education benefits, other kinds of philosophical issues, concerning the question of democracy, await to be addressed. As a means of evoking a language more subtle than what is offered by political and economic solutions, I shall discuss Ralph Waldo Emerson's idea of perfectionism, particularly his ideas of the ‘gleam of light’ and ‘genius’, as an alternative mode of thinking of human power. Through this Emersonian lens, a provocative shift will be made from meritocracy and ‘mediocracy’ to aristocracy. Emersonian aristocracy destabilizes balanced measures and prevailing discourse about fairness and justice, and makes us reconsider how to achieve a just society in democracy. As an educational implication, I shall propose the idea of citizenship without inclusion—a vision of education for a democratic society in which we learn to live as and with the Great Man.  相似文献   

15.
沟通法则在学校思想政治教育中的贯穿与运用   总被引：1，自引：0，他引：1  
沟通是人类经由“封闭教育”转向“开放教育”,而后选择的教育新理念,是一切社会关系赖以形成的基础,是现代社会进行思想政治教育不可或缺的部分。在学校思想政治教育中,全面贯穿沟通法则,从教育定位、教育内容、教育手段、教育目标等几个方面狠下工夫,无疑能够增强思想政治教育的吸引力和说服力,发挥思想政治教育的育人功能,提高学校思想政治教育的实效。  相似文献   

16.
随着信息技术的飞速发展,人们已经进入网络信息时代。思想政治教育话语是连接教育者与受教育者之间的桥梁与纽带,在很大程度上影响着思想政治教育工作的顺利开展,有助于增强思想政治教育的感召力与影响力。针对网络语境对思想政治教育话语的双重影响,探索提高网络思想政治教育话语有效性的途径,具有深刻的时代意义与现实意义。  相似文献   

17.
Successive republican governments in France have constructed a complex educational context, which is rhetorically committed to a myth of provision of educational equality of opportunity whilst in practical terms it is characterised by a system focused on the production and reproduction of elites. This article aims to consider the political drivers and levers that are transforming French teacher education during the current challenging economic, social and cultural context. It uses a relatively new methodological approach to the analysis of policy evolution and development by applying a critical analysis of discourse, which considers the ways in which teacher education policy is ‘reproduced and reworked’. This is achieved through the discourse analysis of a policy speech made in October 2013 by the then Minister of Education, Vincent Peillon, contextualised by comparisons with reforms enacted by the previous Sarkozy government (masterisation). The article, therefore, utilises a systematic framework that allows analysis at the levels of contextualisation and deconstruction of the text and so highlights developments to date in the arguably unique approach of the Hollande government, driven by the relationship between the republican state and the education system in France. The article also considers how reaction following the Charlie Hebdo attacks of January 2015 afforded opportunities to assert new validity for the teacher education policy espoused within Peillon’s speech.  相似文献   

18.
Abstract In this essay, Naomi Hodgson reconsiders the value of Michel Foucault’s normalization thesis to the study of educationalization in relation to contemporary educational policy and research. Hodgson begins by analyzing educational researchers’ response to the recent introduction of citizenship education in England, focusing specifically on a review of research, policy, and practice in this area commissioned by the British Educational Research Association (BERA). She argues that the BERA review exemplifies the field of education policy sociology in that it is conducted according to the concepts of its parent discipline of sociology but lacks critical theoretical engagement with them. Instead, such work operationalizes sociological concepts in service of educational policy solutions. Hodgson identifies three dominant discourses of citizenship education within the BERA review— the academic discourse of education policy sociology, contemporary political discourse, and the discourse of inclusive education — and draws attention to the relation of citizenship education to policy initiatives, and thus to educationalization. She then discusses Foucault’s concept of normalization in terms of the demand on the contemporary subject to orient the self in a certain relation toward learning informed by the need for competitiveness in the European and global context. Ultimately, Hodgson concludes that the language and rhetoric of education policy sociology implicate such research in the process of educationalization itself.  相似文献   

19.
Anders Breidlid 《Compare》2005,35(3):247-263
This article examines the educational discourse in the part of the Sudan administered by the Government of the Sudan. It first analyses the value system upon which the Sudanese education is based by focusing on the nature of Islamism. Such a discussion is necessary because the dominant discourse is a discourse where power and Islamic theocracy legitimise each other and spill over into the educational discourse. Given the ethnic and religious complexity in the Sudan the imposition of a fundamentalist Islamic discourse is fiercely contested. The second part of the article, therefore, discusses the educational discourse of the government and relates it to the oppositional discourses in the country. It pays particular attention to the homogenising efforts of the dominant discourse to eradicate difference as a constituting factor in the Sudanese education system. The attempts to recognise difference have not led to a fundamental negotiation of the consequences of Islamism in the official school system.  相似文献   

20.
This paper draws attention to the trend to consider context in educational discourse. It documents the increasing use of “context” in everyday educational talk and in educational research and begins to consider the implications of this trend for the theory and practice of education. The paper considers different ways that context is used and suggests that over the last 5‐10 years conceptions of context have shifted. As well as being understood spatially as the outside or backdrop relative to a phenomenon of interest, context is increasingly being considered in a more ephemeral figure and ground relationship. I argue that this shift marks a significant reframing of education and its implications in the practice and politics of education and educational research.  相似文献   

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