scholarly journals Educational Policies During the Lockdown: Measures in Spain after Covid-19

2021 ◽  
Vol 11 (Sp.Issue) ◽  
Author(s):  
Enrique-Javier Díez-Gutiérrez ◽  
Katherine Gajardo Espinoza
Keyword(s):  
Discourse Analysis ◽  
Critical Discourse Analysis ◽  
Well Being ◽  
Critical Discourse ◽  
Educational Policies ◽  
Policy Recommendations ◽  
Autonomous Communities ◽  
Governmental Agencies ◽  
School Year ◽  
Economic Ideology

The pandemic has disrupted students’ lives, learning, and well-being worldwide and exacerbated existing disparities in education. Countries have unevenly followed policy recommendations to ensure education by non-governmental agencies, and in some cases, political and economic ideology has directly influenced the decisions taken, Spain being a case in point. The instructions and regulations published in April 2020 in Spain are analysed and compared in order to regulate the end of the school year, its evaluation, and the start of the new year, given the situation of suspension of classes during and the confinement of the Spanish population decreed due to the Covid-19 pandemic. The 20 documents published by the Autonomous Communities of Spain are subjected to critical discourse analysis. Their approaches and the aspects they highlight or ignore are examined to identify the different models of education that each region defends in times of crisis. There are significant differences between conservative and progressive regions, the latter being more inclined to implement the recommendations of non-governmental organisations.

Speaking But not Being Heard: Two Adolescents Negotiate Classroom Talk about Text

2001 ◽  
Vol 33 (2) ◽  
pp. 243-268 ◽  
Author(s):  
Kathleen A. Hinchman ◽  
Josephine Peyton Young
Keyword(s):  
Discourse Analysis ◽  
Critical Discourse Analysis ◽  
The Other ◽  
Three Dimensions ◽  
Critical Discourse ◽  
Social Constructions ◽  
Classroom Talk ◽  
Written Text ◽  
School Year ◽  
Field Notes

This article is a critical discourse analysis that explored how two students participated in classroom talk about written text. We analyzed field notes and transcripts from classroom videotapes and student interviews according to three dimensions, description, interpretation, and explanation, and with concern for three contexts, situational, institutional, and societal. The students participated in talk in complicated, devolving ways over 1 school year - ways that seemed tied to a variety of social constructions inside and outside the classroom. One participated in classroom talk about text with an assumption of expertise, only to lose credibility when his teacher expected richer interpretive insights. The other participated in such talk from an assumption of equality, yet no one listened to what she said until it diverged from the supportable, in which case they derided her. Our analysis suggests that we should be vigilant in our setup and monitoring of individuals' participation in classroom talk, about text and otherwise, looking to disrupt ways it is embedded with hurtful institutional and societal discourses. Such attention may help us to develop more equitable literacy pedagogy.

scholarly journals Analyzing The Farewell Sermon of the Prophet Muhammad (pbuh) A Critical Perspective

2021 ◽  
Vol 1 (1) ◽  
pp. 71-81
Author(s):  
Muhammad Akram Khan ◽  
Ali Furqan Syed ◽  
Muhammad Junaid ◽  
Sajid mehmood Shakir ◽  
Shahnawaz Shahid
Keyword(s):  
Discourse Analysis ◽  
Critical Discourse Analysis ◽  
Social Practice ◽  
Sense Of Self ◽  
Well Being ◽  
Critical Discourse ◽  
Complete Analysis ◽  
Road Map ◽  
The Relationship ◽  
Crucial Part

Critical Discourse Analysis considers language use to be a form of social practice, and it is frequently used in political discourse, including written, verbal and visual public speeches. The last sermon of the Holy Prophet Muhammad (PBUH) is presented in this article as a Critical Discourse Analysis (CDA) in the perspective of social discrimination, inequity and racism. The study explores how the sermon brings about the true picture of Islam. The Prophet Muhammad’s view has been reflected through textual and stylistic discussion in the study. This study also focuses the ideology of Prophet Muhammad PBUH that is revealed through the linguistic choices in the sermon and how the relationship between Muslim and Non-Muslim in the broader socio-cultural and political sense is represented. To achieve the goals of the study Fairclaugh’s 3D Model was opted. The Prophet (PBUH) teaches his followers how to live-in peace with others, connect with them, and communicate with them without jeopardizing their own identities or the Muslims' sense of self. The findings of the study are that the Prophet's Farewell Sermon is seen as a road map for humankind, ensuring happiness, well-being, and prosperity for all people regardless of race, color, language, or other factors. The Prophet’s expert use of the available media at the time added to the sermon's effectiveness. Teaching His disciples how to communicate and disseminate the sermon's teachings throughout the world. Furthermore, the study found that the Prophet's tremendous rhetorical and linguistic eloquence in placing words, phrases, sentences, and other elements in their right contexts played a crucial part in expressing His intended meanings to His audience. The study has some limitations as researchers could not analyse each element at the textual level, although they had given a little detail in the quantitative analysis of the text. The researchers suggest that future researchers go for complete analysis at the textual level and explore other potential areas.

Language and significance — or the importance of import

2006 ◽  
Vol 5 (3) ◽  
pp. 449-471 ◽  
Author(s):  
Andrew Sayer
Keyword(s):  
Discourse Analysis ◽  
Social Science ◽  
Critical Discourse Analysis ◽  
Well Being ◽  
Critical Discourse ◽  
Critical Thought ◽  
Critical Social Science ◽  
Critical Social

One of the main functions of discourses is to impute significance to, or interpret the significance of, things. Claims about significance are not merely expressive or evaluative but informative or descriptive, often referring to matters bearing on well-being or flourishing. It is argued that critical discourse analysis (CDA) can hardly be critical unless it acknowledges and evaluates how discourses impute and interpret significance or import and how this relates to well-being. Critical thought in contemporary social science is undermined by dualisms such as fact/value, reason/emotion, and positive/normative, which tend to position critique as ‘merely subjective’ and beyond the scope of reason or science. Although, like any critical social science, CDA uses terms like ‘oppression’, ‘racism’, ‘abuse’, ‘exploitation’ and ‘suffering’, these cannot be reduced wholly to either positive or normative matters. The paper shows how significance can be understood by challenging these dualisms.

scholarly journals Universal values as a barrier to the effectiveness of global citizenship education: A multimodal critical discourse analysis

2019 ◽  
Vol 11 (1) ◽  
pp. 87-102 ◽  
Author(s):  
Jenny Hatley
Keyword(s):  
Discourse Analysis ◽  
Critical Discourse Analysis ◽  
Citizenship Education ◽  
Common Good ◽  
Global Citizenship ◽  
Well Being ◽  
Critical Discourse ◽  
Global Citizenship Education ◽  
Local Contexts ◽  
Universal Values

The United Nations Educational, Scientific and Cultural Organization's (UNESCO) approach to global citizenship education (GCE) includes a set of values termed 'universal values'. These social ideals include peace, justice and sustainability, and are normatively considered a common good. A multimodal critical discourse analysis of universal values within key UNESCO texts reveals that rather than moving societies towards genuine mutual human well-being, a central theme of GCE, universal values are counterproductive to the achievement of GCE. To enable GCE to achieve its aims, UNESCO needs to incorporate a diverse concept of values that allows for motivations and actions towards global citizenship more relevant to local contexts.

scholarly journals The Limits to Reform: A Critical Discussion of the Saskatoon Public School Board's Assessment Controversy

in education ◽  
2013 ◽  
Vol 17 (2) ◽  
Author(s):  
Robert J. LeBlanc
Keyword(s):  
Discourse Analysis ◽  
Public School ◽  
Critical Discourse Analysis ◽  
Curriculum Reform ◽  
Critical Discussion ◽  
Media Representations ◽  
Critical Discourse ◽  
Educational Policies ◽  
Assessment Policy ◽  
The World

This article presents a critical discussion of the controversy surrounding the perceived changes to the Saskatoon Public School Board’s assessment policy in September 2010.  Utilizing Critical Discourse Analysis (Fairclough, 2005; Gee, 2005) and a critical framework of curriculum reform (Apple, 1996, 2000), an analysis of media representations, government statements, and curriculum documents suggests that the general public outcry, the Saskatoon Public School Board’s reaction to the controversy, and the government’s response exemplify a tacit understanding of the socialization purposes of school in preparing students for the world of labour.  This article further examines the influence of "conservative modernization" (Apple, 1996; Lankshear & Gee, 1997; Gee, Hull, & Lankshear, 1996) on Saskatchewan educational policies and the capacity of Saskatchewan schools to innovate.Keywords: critical discourse analysis; critical framework; curriculum reform; socialization; educational policies

scholarly journals Relational Critical Discourse Analysis: A Methodology to Challenge Researcher Assumptions

2021 ◽  
Vol 20 ◽  
pp. 160940692110209
Author(s):  
dorothy Vaandering ◽  
Kristin E. Reimer
Keyword(s):  
Discourse Analysis ◽  
Critical Discourse Analysis ◽  
Research Methodology ◽  
Well Being ◽  
Critical Discourse ◽  
Research Methodologies ◽  
New Approaches ◽  
Traditional Research ◽  
New Research

This paper introduces a new critical peace methodology—Relational Critical Discourse Analysis. For research to contribute to the well-being of people and their societies, traditional research methodologies need to be examined for biases and contributions to societal harm, and new approaches that contribute to just and equitable cultures need to be developed. As two researchers from dominant, privileged populations, we challenged ourselves to do this by creating and employing Relational Critical Discourse Analysis, a new research methodology that provides space for diverse perspectives and emphasizes the researchers’ interconnectedness with their participants. In this paper we describe the methodology and examine how, within one case study, it increased our ability to (a) listen deeply to participants and (b) be personally impacted by what participants are saying.

The Enactment of a “Postfeminist Sensibility”: A Critical Discourse Analysis of Teens’ Constructions of Dating Abuse Among Their Peers

Affilia ◽  
2020 ◽  
pp. 088610992097855
Author(s):  
Heather L. Storer ◽  
Erin A. Casey
Keyword(s):  
Discourse Analysis ◽  
Critical Discourse Analysis ◽  
Personal Responsibility ◽  
Well Being ◽  
Individual Characteristics ◽  
Critical Discourse ◽  
Abuse Survivors ◽  
Structural Determinants ◽  
Dating Abuse ◽  
Analysis Methodology

At a societal level, postfeminist and neoliberal companion discourses have minimized structural determinants of dating abuse while elevating individual characteristics such as personal responsibility and agency. Adolescent survivors of dating abuse most frequently seek help from their peers; thus, the substance of that support is critical to reduce stigma and support survivor’s well-being. Using critical discourse analysis methodology, this article examines how postfeminism has been enacted in teens’ discursive constructions of dating violence and describes the ramifications of such constructions. Analysis used structured questions to unpack teens’ constructions and discursive formations of dating abuse. Teens participated in 11 in-person and online focus groups nationally. Results indicate that teens discursively construct abuse survivors in ways that privilege postfeminist discourses of personal choice, agency, and empowerment. Specifically, teens employed discourses of direct and indirect culpability to describe why survivors enter and remain in abusive relationships. Such framings contribute to constructing a “stigmatized identity” for abuse survivors consistent with postfeminist discourse. Multitiered interventions must be developed that both challenge postfeminist discourses and support teens in developing more empathetic responses to abuse survivors.

scholarly journals Promoting and Hindering Health and Well-Being in Firefighter Discourse

SAGE Open ◽  
2020 ◽  
Vol 10 (4) ◽  
pp. 215824402097917 ◽  
Author(s):  
Ann Jacobsson ◽  
Susann Backteman Erlanson ◽  
Christine Brulin ◽  
Annika Egan Sjolander
Keyword(s):  
Discourse Analysis ◽  
Critical Discourse Analysis ◽  
Well Being ◽  
Critical Discourse ◽  
Work Culture ◽  
Rescue Service ◽  
Individual Interviews ◽  
Routine Work ◽  
External Pressures ◽  
Health And Well Being

The aim of this critical discourse analysis is to identify and discuss dominant and recurrent themes in firefighter discourse that promote and hinder firefighters’ health and well-being. Using critical discourse analysis, the focus is directed toward routine work culture at the station, as well as how firefighters deal with extraordinary events. The empirical material was collected from rescue services in Sweden representing different geographical areas. In total, 28 firefighters participated in focus group discussions or individual interviews. We identified dominant themes in the discourse that promoted firefighters’ health and well-being. We also identified recurrent themes that may serve as hindrances to health and well-being. We note that themes in the latter category also relate to changes in the profession and work culture, expressing external pressures on the rescue service. One reason for resistance toward change might be the health benefits that the current order of firefighter discourse brings.

scholarly journals A Critical Discourse Analysis of Linguistic and Discursive Strategies Used in Kenya’s Citizen Television Advertisements to Display Gender Ideologies

2020 ◽  
Vol 2 (1) ◽  
pp. 154-170
Author(s):  
Edna Magoma Mayoyo ◽  
Josephine Khaemba ◽  
Fred Wanjala Simiyu
Keyword(s):  
Discourse Analysis ◽  
Critical Discourse Analysis ◽  
Research Design ◽  
Main Tool ◽  
Well Being ◽  
Critical Discourse ◽  
Depth Information ◽  
Gender Ideologies ◽  
Men And Women ◽  
Discursive Strategies

The present study sought to examine how linguistic devices and discursive strategies used in Kenya’s Citizen TV ads which pattern men and women differently according to gender well-being. This thereby results in unconscious rationalisations of social constructions. Using observation as the main tool of data collection, a corpus of fourteen adverts sourced from one mainstream media station, Citizen TV were purposively sampled, observed by the researcher, transcribed into data, coded, then thematically analysed using techniques of content analysis. Guided by Fairclough’s Critical Discourse Analysis theory which provided the framework for analysis, the study adopted a qualitative, case study research design. The research design provided in-depth information about the phenomenon in order to establish the discursive and linguistic strategies used in the TV ads and how they mirror society’s system of values, attitudes and beliefs about men and women. The findings of this study indicated that gender ideologies that affect how meaning is made out of Kenyan TV ads were embedded in linguistic structures, social processes and manoeuvres.

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