Relevant bibliographies by topics / Educational discourse

Academic literature on the topic 'Educational discourse'

Author: Grafiati
Published: 4 June 2021
Last updated: 20 February 2023

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Journal articles on the topic "Educational discourse"

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Truba, H. M. "DEFINITION OF THE CONCEPT OF EDUCATIONAL NETWORK DISCOURSE: DEFINITION OF THE CONCEPTS OF “EDUCATIONAL DISCOURSE”, “SCIENTIFIC DISCOURSE” AND “EDUCATION NETWORK DISCOURSE”." Opera in linguistica ukrainiana, no. 29 (November 9, 2022): 360–68. http://dx.doi.org/10.18524/2414-0627.2022.29.262420.

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The article is devoted to distinguishing a new discourse - the educational network, which is a completely new unit that has not been studied before, from traditional scientific and pedagogical discourses and its characteristics according to the classical established scheme of structuring discourses. In the modern world of digitization and automation of various processes, science and education do not stand aside, and the teacher is at the forefront of changes - scientific and pedagogical discourses undergo not only formal, but also qualitative changes, which are caused by the search for new educational paradigms and concepts, principles and approaches to the organization of educational process, as well as methods, forms and means of teaching students, the introduction of technological innovations that will contribute to the improvement of the quality of foreign language philological education. All this could not fail to fundamentally change the structures of these discourses and lead to the formation of new ones. The purpose of the study is to separate the educational network discourse into a separate structural unit. The task: to analyze the online “life” of Ukrainian educators and, based on this research, to describe the structure of educational network discourse.The object of the study is the educational network discourse, and the subject of the study is the definition of the main differential features inherent in any discourse. The actual material is a collection of materials on social networks “Intagram”, “Facebook”, “YouTube”, “TikTok”. In total, more than 500 pages of both well-known and notable figures in the Ukrainian educational space (the official pages of I. D. Farion and O. M. Avramenko) and little-known ones have been processed. Among the general scientific methods, analysis, synthesis, induction, deduction, observation were used, in particular not included (observation of official pages); descriptive. The scientific novelty of the study lies in the fact that it is the first attempt to study the educational network discourse, which is widely represented in today’s society. Therefore, the educational network discourse is not purely institutional, but is an argumentative, informational, socially ritual institutional-household mediated type of discourse.
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Holmes, Mark. "Synthesizing Educational Discourse." Curriculum Inquiry 25, no. 3 (September 1995): 229–32. http://dx.doi.org/10.1080/03626784.1995.11076180.

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VOROBEVA, SVETLANA N. "EDUCATIONAL CONTEXT OF RELIGIOUS DISCOURSE." Cherepovets State University Bulletin 1, no. 100 (2021): 78–88. http://dx.doi.org/10.23859/1994-0637-2021-1-100-6.

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This paper deals with the educational orientation of religious discourse, which is the dominant feature of this type of communication. In this regard, the article provides a comparative analysis of religious and pedagogical discourses, which allows us to identify common constitutive features, show typological similarities based on a special type of relations between discourses that have developed in the process of their historical interaction at different stages of development. The socio-cultural characteristics of discourses demonstrate the unity of their goals, means and methods aimed at the formation of a spiritual and moral personality. The study uses theological, socio-cultural and discursive research methods.
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Davoudi, Mohammad. "The Position and Role of Purification in Educational Discourses (Happiness Discourse, Health Discourse, Austerity Discourse and Quranic Discourse)." Applied Issues in Quarterly Journal of Islamic Education 2, no. 3 (February 1, 2018): 41–66. http://dx.doi.org/10.29252/qaiie.2.3.41.

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Anderson, Gary, and Angus Shiva Mungal. "Discourse analysis and the study of educational leadership." International Journal of Educational Management 29, no. 7 (September 14, 2015): 807–18. http://dx.doi.org/10.1108/ijem-05-2015-0064.

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Purpose – The purpose of this paper is to provide an overview of the current and past work using discourse analysis in the field of educational administration and of discourse analysis as a methodology. Design/methodology/approach – Authors reviewed research in educational leadership that uses discourse analysis as a methodology. Findings – While discourse analysis has been used in the field, little work has been done that explores “leadership” as a discourse practice. Originality/value – Increased use of discourse analysis in the field might unearth the ways principals and superintendents are creators of discourse and mediators of the discourses of others.
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Dronov, Ivan S. "Discursive space of educational environment of the university." Neophilology, no. 26 (2021): 335–44. http://dx.doi.org/10.20310/2587-6953-2021-7-26-335-344.

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The concept and phenomenon of discourse as a social phenomenon has been of interest to researchers-methodologists for a long time. The diversity of opinions and approaches to definition also contributes to the development of modern discourse theory. In the formation of social in-stitutions, discursive characteristics take on a new meaning and are modified for individual partic-ipants in the communication process. We propose the author’s definition of the term “pedagogical discourse”, which is understood as the process of communicative-speech interaction of communi-cants, carried out in order to achieve certain pedagogical goals that contribute to the socialization of the student in society. We also propose the author’s interpretation of the term “educational dis-course”, which is a set of educational and methodological techniques aimed at increasing the level of training of participants in the formation of the communication process between the teacher and the student. We present a model for the formation of the discourse space of the educational environment of the university, represented by three types of discourses – pedagogical, educational and academic. The interrelation of discourses among themselves determines the structure of the discourse space and involves the creation of educational-pedagogical, academic-pedagogical and educational-pedagogical discourse. Each of the types of discourse serves a specific purpose. The work also explores and analyzes the existing definitions of discourse space. We bring the following definition of discursive space – a complexly organized structure within a social institution, in the center of which is an individual producing discourses interconnected with each other taking into account linguistic and extralinguistic norms and sociocultural implications.
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Prepotenska, Maryna Petrovna. "Multipotentials in educational discourse." Filosofiya osvity. Philosophy of Education 26, no. 1 (December 25, 2020): 99–112. http://dx.doi.org/10.31874/2309-1606-2020-26-1-6.

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While responding to the challenges of globalization, the system of modern education often reduces the range of humanitarian disciplines, forming utilitarian programs in universities, but at the same time preserves such a vestige of the past as the priority of the academic format over the heuristic one. At the same time, the global world, a multiplex of events and opportunities, contributes to the emergence of a special type of a student in the educational discourse – a multipotential (MPL), who is capable of succeeding in several activities at once. The philosophical and methodological key to the reorganization of education within this context may be the idea of ​​a “transversal self” of a student in the dynamics of diversity and creative self-development. In light of the theory of generations and multipotentiality, a balance of academism and new forms of university communication is becoming necessary because in the life of millennials and representatives of generation Z, reality and virtual space, modular thinking and multitasking, the dislike for reading and creativity, and independent judgments merge. Interactive, visual, virtual and performative forms of learning are the most effective solutions for them. Social cataclysms of the beginning of the 21st century also require special stress resistance, emotional intelligence, auto-reflection, and media literacy from participants of the educational process. This actualizes the resources of practical philosophy, psychology, sociology and other humanitarian disciplines for the comprehensive development, awareness and self-regulation of a person. A very constructive educational discourse is the communication of a multi-potential teacher with gifted students. One example can be the scientific and creative activities of Vanya Angelova, a professor at Velikotyrnovsky University. St. Cyril and Methodius, who emphasizes the value of the "return" of the book, the co-creation of teachers and students, and wide international cooperation within the context of the topic of multi-potentials.
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Purpel, David E. "Educational Discourse and Spirituality." Journal of Curriculum and Pedagogy 2, no. 2 (December 2005): 115–18. http://dx.doi.org/10.1080/15505170.2005.10411561.

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Smeyers, Paul, and Marc Depaepe. "Introduction: Educational Research: Discourses of Change and Changes of Discourse." Journal of Philosophy of Education 50, no. 1 (February 2016): 6–7. http://dx.doi.org/10.1111/1467-9752.12168.

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Gearity, Brian T. "Effective Coaching: the Winning Discourse or Educational Foundations?" Journal of Coaching Education 3, no. 1 (April 2010): 69–89. http://dx.doi.org/10.1123/jce.3.1.69.

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A multitude of discourses inside and outside of sport suggest the value of winning. The result of these discourses has contributed to the belief that winning is evidence of effective coaching and that winning is the aim of sport. This paper begins by describing several of the winning discourses constructed by the media, academic community, sport stakeholders, and coaches. Furthermore, I argue that the winning discourse has tacitly contributed to coaches identifying the outcome of a sport contest (e.g., win or loss) as an appropriate measure of good, effective coaching. After identifying the perils of this view and associated illogical thinking, I suggest the creation of new discourses related to the educational foundations of effective coaching.
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Dissertations / Theses on the topic "Educational discourse"

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Flobakk, Fride Røe. "Educational Neuroscience - A Critical Discourse Analysis." Thesis, Norges teknisk-naturvitenskapelige universitet, Pedagogisk institutt, 2011. http://urn.kb.se/resolve?urn=urn:nbn:no:ntnu:diva-13057.

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Duncanson, Charles Scott. "Movement and discourse in educational practice." The Ohio State University, 1991. http://rave.ohiolink.edu/etdc/view?acc_num=osu1260986477.

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Southwell, Myriam. "Educational discourse in post-dictatorial Argentina : (1983-1999)." Thesis, University of Essex, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.391657.

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Fotiadou, Maria. "The discourse of careers services : a corpus-based critical discourse analysis of UK university websites." Thesis, University of Sunderland, 2017. http://sure.sunderland.ac.uk/10127/.

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This thesis examines the discourse of careers services in UK university websites. The notion of employability has been presented and promoted by powerful groups, such as governments, organisations, the media, employers, and higher education institutions, as the remedy to the social problem of unemployment. Careers services in UK universities were given the role of ‘expert’ professionals who are there to support and guide students towards developing their employability and skills. This study examined the ideas and messages reproduced and promoted by the careers services, which could affect the students’ understanding of the ‘job market’ and their role in it. The chosen methodology, that is corpus-based critical discourse analysis, combined qualitative and quantitative methods and tools for the analysis of 2.6 million words deriving from 58 UK universities’ websites, and more specifically the careers services sections. In general, this thesis highlights some of the problematic, common-sense ideas that are being promoted by these services and encourages the denaturalisation of the careers services’ discourse. The main argument is that the language used by the careers services in UK universities reproduces and promotes neoliberal ideology. The analysis shows that higher education students are encouraged to develop ‘job-hunting techniques’ and are presented as responsible for their own ‘survival’ in a ‘fiercely competitive job market’. The notion of employability is promoted as the main solution to this highly problematic ‘reality’. The services advertise that they ‘know’ what employers are looking for from prospective employees and claim that they can ‘help’ students with their job search. The close analysis of linguistic data reveals that these services act as the ‘enablers’ of the students’ self-beneficiary action. In addition, besides their role as careers counsellors, the services’ use of language demonstrates their involvement in the therapeutic field. Finally, the language used by post-1992 and Russell Group universities was found to be quite similar. There are, however, some differences that could be viewed as signs of competition between these two university ‘groups’ and a preference of the job market towards a particular ‘group’ of graduates from elite institutions.
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Rose, Sarah Elizabeth. "Merit, individualism and equity : ideological dilemmas in educational discourse /." Title page, table of contents and abstract only, 2004. http://web4.library.adelaide.edu.au/theses/09ARPS/09arpsr7951.pdf.

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Zangmo, Zinpai. "Educational policy borrowing in the Bhutanese education system." Thesis, Queensland University of Technology, 2018. https://eprints.qut.edu.au/122873/1/Zinpai_Zangmo_Thesis.pdf.

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This study focussed on analysing educational policy documents to understand the history and discourse of educational policy borrowing practice in Bhutan's K-12 education system. The conceptual framework drew on theories of globalisation and the theory of discourse. An interpretivist methodology drawing on James Paul Gee's discourse analysis was employed to comprehend the education policy borrowing and policy learning practices within the K-12 education policies of Bhutan. The findings revealed that while there is a complex system of policy borrowing influenced by the phenomenon of globalisation, there are discourses that stress the importance of Gross National Happiness and local themes. The study concludes by stating that policy borrowing and policy learning are important aspects of Bhutanese education policy.
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Hong, Huili, Renee Rice Moran, LaShay Jennings, Laura Robertson, and Stacey Fisher. "Discourse of Integrating Science and Literacy." Digital Commons @ East Tennessee State University, 2019. https://dc.etsu.edu/etsu-works/3242.

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The authors start this chapter with a reconceptualization of science literacy and proceed to discuss why science literacy matters and why discourse in various forms matters to science literacy. Then, drawing on their recent research study on science literacy integration, the authors center on the teacher-student interactive discourses revolving around science concepts and literacy skills. They particularly examined some of the seemingly off-topic classroom dialogues. Doing so aims to explore how the potential opportunities of science literacy integration can be discursively co-constructed by the teacher and the students in naturally occurring classroom activities. Further, doing so aims to show science literacy integration can become more enjoyable to students. Meanwhile, the authors advocate that both science and literacy teachers should see themselves as teachers of language as well as examine and think how their classroom discourse can be orchestrated for the purposes of integrating science and literacy.
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Hussain, Tamara. "The views of educational psychologists about neuroscience : a discourse analysis." Thesis, University of East London, 2012. http://roar.uel.ac.uk/1893/.

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The field of neuroscience has received more and more publicity over recent years, specifically by its claims to contribute to the understanding of childrens' learning, education and development. However, progress in neuroscience findings and its links with education have also been subject to controversy, particularly with regard to how far the brain can inform understanding of social processes. While educational psychologists have been identified as a discipline potentially central to the debates about neuroscience (Hall, 2004), little research has yet investigated the views of educational psychologists about the value or relevance of this field in their discipline. This research presents an analysis of views of ten educational psychologists from two Local Authority services. The researcher carried out semi-structured interviews and analysed the data using two approaches from the Discourse Analytic tradition. Methods from Discursive Psychology and Foucauldian Discourse Analysis were used to investigate how educational psychologists discursively constructed the role of neuroscience in their discipline. The combination of research tools yielded rich interview data. Ten discursive sites were identified. Neuroscience was simultaneously viewed and identified discursively as the Identification of Pathology or Deficit, an Additional Explanatory Model, A Challenge to the Social Constructionist Worldview, and Knowledge for Responsibility and Duty. Implications of these findings for Educational Psychology practice are discussed. The prevalence of professional eclecticism in the discipline was evident. Reference to educational psychologists’ frameworks and models for practice were notable and was considered as points for discussion. Educational psychologists’ constructions gave rise to a variety of different subject positions, and therefore the actions that are made possible by these positions. Methodological issues are also considered, together with suggestions for future research.
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Barkley, Candice. "School Leader Use of Social Media for Professional Discourse." VCU Scholars Compass, 2012. http://scholarscompass.vcu.edu/etd/2701.

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The purpose of this case study was to explore how a group of principals from diverse backgrounds and different locations create and perpetuate a virtual community of practice. This investigation is a case study of Connected Principals, a group that has come together to create a regular blog on significant issues within education and the principalship. In addition, this group regularly disseminates pertinent information on Twitter via a hash tag. The study includes a content analysis of the blogs posted by Connected Principals as well as social network analysis of the group’s Twitter network and of the key players within the Twitter network. In addition, the investigation includes interviews with six of the key blog and Twitter contributors in order to triangulate the information gleaned from the other analyses. The results of the study provide a thorough description of Connected Principals. While the study set out with the framework of a community of practice, the findings led to the idea that what was actually created by this group is an affinity space. In addition, the results give indication that the members of the group generate social capital within their field. Overall, the study contributes to the literature by providing an in-depth look at a relatively new field in education.
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Quinn, Barbara. "Counterpoint, an analysis of eurocentrism in Canadian native educational academic discourse." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/nq39585.pdf.

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Books on the topic "Educational discourse"

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Smeyers, Paul, and Marc Depaepe, eds. Educational Research: Discourses of Change and Changes of Discourse. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-30456-4.

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Gerhard, Zecha, ed. Critical rationalism and educational discourse. Amsterdam: Rodopi, 1999.

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Rethinking education critical discourse and society. Islamabad: Narratives, 2012.

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Discourse in educational and social research. Buckingham: Open University, 2003.

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Elicited metaphor analysis in educational discourse. Amsterdam: John Benjamins Publishing Company, 2015.

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Popular culture, educational discourse, and mathematics. Albany: State University of New York Press, 1995.

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David, Corson, ed. Discourse and power in educational organizations. Cresskill, N.J: Hampton Press, 1995.

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Wan, Wan, and Graham Low, eds. Elicited Metaphor Analysis in Educational Discourse. Amsterdam: John Benjamins Publishing Company, 2015. http://dx.doi.org/10.1075/milcc.3.

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Richard, Edwards. Rhetoric and educational discourse: Persuasive texts. New York: RoutledgeFalmer, 2004.

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Dilemmas of the modern educational discourse. Zürich: LIT, 2014.

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Book chapters on the topic "Educational discourse"

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Smeyers, Paul. "Neuromyths for Educational Research and the Educational Field?" In Educational Research: Discourses of Change and Changes of Discourse, 71–86. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-30456-4_7.

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Mercer, Neil. "Effective Educational Talk." In Oral Discourse and Education, 179–86. Dordrecht: Springer Netherlands, 1997. http://dx.doi.org/10.1007/978-94-011-4417-9_18.

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van Oers, Bert. "Educational Forms of Initiation in Mathematical Culture." In Learning Discourse, 59–85. Dordrecht: Springer Netherlands, 2002. http://dx.doi.org/10.1007/0-306-48085-9_2.

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Temple Adger, Carolyn, and Laura J. Wright. "Discourse in Educational Settings." In The Handbook of Discourse Analysis, 858–79. Hoboken, NJ, USA: John Wiley & Sons, Inc., 2015. http://dx.doi.org/10.1002/9781118584194.ch40.

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Morales, Jessie A. Bustillos. "The ever-present discourses in education: Discourse and educational change." In Sociology for Education Studies, 68–78. Abingdon, Oxon ; New York, NY : Routledge, 2020. | Series: The routledge education studies series: Routledge, 2020. http://dx.doi.org/10.4324/9780429397585-8.

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Lopez, Ann E. "Coloniality and Educational Leadership Discourse." In Decolonizing Educational Leadership, 21–34. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-62380-7_3.

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Belz, Julie A. "Discourse Analysis and Foreign Language Teacher Education." In Educational Linguistics, 341–63. Boston, MA: Springer US, 2005. http://dx.doi.org/10.1007/1-4020-2954-3_20.

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Warriner, Doris, and Kate T. Anderson. "Discourse Analysis in Educational Research." In Research Methods in Language and Education, 297–309. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-02249-9_22.

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Warriner, Doris, and Kate T. Anderson. "Discourse Analysis in Educational Research." In Research Methods in Language and Education, 1–13. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-02329-8_22-1.

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Christie, Frances. "Genres and Institutions: Functional Perspectives on Educational Discourse." In Discourse and Education, 29–40. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-02243-7_2.

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Conference papers on the topic "Educational discourse"

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Tang, Tang. "Discourse and Pragmatics in Language Teaching." In 2013 International Conference on Educational Research and Sports Education. Paris, France: Atlantis Press, 2013. http://dx.doi.org/10.2991/erse.2013.31.

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Cheng, Nancy Yen-wen. "Evolution of Digital Design Teaching: A Course as Microcosm for Educational Issues." In ACADIA 2001: Reinventing the Discourse. ACADIA, 2001. http://dx.doi.org/10.52842/conf.acadia.2001.013.

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Raziev, A. K. "TEXTBOOK AS A GENRE OF EDUCATIONAL DISCOURSE." In ACTUAL PROBLEMS OF LINGUISTICS AND LITERARY STUDIES. Publishing House of Tomsk State University, 2020. http://dx.doi.org/10.17223/978-5-94621-901-3-2020-15.

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Brooks, Christopher, Stephanie Teasley, and George Siemens. "Challenges and opportunities facing educational discourse researchers." In LAK '17: 7th International Learning Analytics and Knowledge Conference. New York, NY, USA: ACM, 2017. http://dx.doi.org/10.1145/3027385.3029480.

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Chedzhemov, German Aslanbekovich, and Dmitriy Nikolayevich Medvedev. "THE CONCEPT OF GAMING IN EDUCATIONAL DISCOURSE." In Российская наука: актуальные исследования и разработки. Самара: Самарский государственный экономический университет, 2021. http://dx.doi.org/10.46554/russian.science-2021.02-1-190/194.

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Salih, Rashwan. "12th International Conference on Educational Studies and Applied Linguistics." In 12th International Conference on Educational Studies and Applied Linguistics. Salahaddin University-Erbil, 2022. http://dx.doi.org/10.31972/vesal12.03.

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This paper investigates the effect of using discourse markers on the writing skills of Kurdish university students. By revising the related literature, it appeared that so far there is no consensus on the actual effect of the explicit presence of discourse markers on foreign language writing. Many studies concluded that different discourse markers have different effects on the writing of foreign language learners (Morell, 2004; Ying, 2007; Castro and Marcela 2009; Dariush and Mohamad 2015, etc.). The current research tries to find out if there are any cross-linguistic factors that could cause issues for students in EFL modules. Data for the current study were collected from essays written by Kurdish students at the English Department in Salahaddin University, Erbil. In total, 20 essays were received with total of 19872 words and total 261 DMs were found in the data. A mixture of quantitative and qualitative methods was used to analyse the data. The raw frequencies of the DMs were: Additive (101 = 0.5 %), Adversative (45 = 0.22 %), Causal / Conditional (83 = 0.4 %), and Temporal (32 = 0.16 %). The findings suggested that level of attention to and appropriate use of discourse markers were significantly unbalanced, and various misuses were found. Sample errors in using the DMs were selected for a qualitative analysis. It is recommended that discourse markers are taught individually not in groups with more focus on the more difficult discourse marker types.
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Zinkovskaya, Anastasia. "Psycholinguistic Aspect Of Dramaturgic And Educational Discourse Interaction." In International Scientific Conference «Social and Cultural Transformations in the Context of Modern Globalism» dedicated to the 80th anniversary of Turkayev Hassan Vakhitovich. European Publisher, 2020. http://dx.doi.org/10.15405/epsbs.2020.10.05.364.

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Truba, H. M. "Interrelationship of mass media and educational network discourse." In THE INTERACTION OF JOURNALISM, ADVERTISING AND PR IN THE MODERN MEDIA SPACE. Baltija Publishing, 2022. http://dx.doi.org/10.30525/978-9934-26-250-0-17.

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Hnativ, Zoriana. "Emotional and aesthetic dominant in modern educational innovation processes." In First International Conference "Open Science and Innovation in Ukraine 2022". State Scientific and Technical Library of Ukraine, 2022. http://dx.doi.org/10.35668/978-966-479-129-5-6-4.

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n the scientific field of the author – the study of prospects, risks, challenges of the modern educational process, the importance of the aesthetic and emotional component of education, which is formed in the plane of philosophical, pedagogical, psychological discourse, subordinated to updated educational paradigms. The report substantiates the relevance of the formation of the level of emotional intelligence by means of aesthetics, which is part of the structure of the phenomenon of education and forms a picture of the existence of the present and the future.
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Chudy, Štefan. "The Discourse Of Professional Identity Construction Of Beginning Teachers." In 9th ICEEPSY - International Conference on Education and Educational Psychology. Cognitive-Crcs, 2019. http://dx.doi.org/10.15405/epsbs.2019.01.75.

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Reports on the topic "Educational discourse"

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Lysokon, Ilia. Analysis of the Definition "Management of Education" in the Ukrainian Pedagogical Discourse. Тернопіль, 2022. http://dx.doi.org/10.31812/123456789/6472.

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The national system of education has always been a subject of scientific discussions in the pedagogical paradigm. It should be noted that this system is multi-vector special processes and factors created by the state to implement the social mission of education in the society. Education as a constituent phenomenon includes many areas of work: educational process, scientific and scientific-technical activities, psychological and psychological-pedagogical counselling, financial and economic work and more. All these processes are united not only by the attitude to education as a system, but also to the process of governance in general. Therefore, the definition of "management of education" in various processes plays a particularly important role.
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BAGIYAN, A., and A. VARTANOV. SYSTEMS ACQUISITION IN MULTILINGUAL EDUCATION: THE CASE OF AXIOLOGICALLY CHARGED LEXIS. Science and Innovation Center Publishing House, 2021. http://dx.doi.org/10.12731/2077-1770-2021-13-4-3-48-61.

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The process of mastering, systematizing and automatizing systems language skills occupies a key place in the theory and practice of teaching foreign languages and cultures. Following the main trends of modern applied linguistics in the field of multilingual research, we hypothesize the advisability of using the lexical approach in mastering the entire complex of systems skills (grammar, vocabulary, phonology, functions, discourse) in students receiving multilingual education at higher educational institutions. In order to theoretically substantiate the hypothesis, the authors carry out structural, semantic, and phonological analysis of the main lexical units (collocations). After this, linguodidactic analysis of students’ hypothetical problems and, as a result, problems related to the teaching of relevant linguistic and axiological features is carried out. At the final stage of the paper, a list of possible outcomes from the indicated linguistic and methodological problematic situations is given. This article is the first in the cycle of linguodidactic studies of the features of learning and teaching systems language skills in a multilingual educational space.
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Hendricks, Kasey. Data for Alabama Taxation and Changing Discourse from Reconstruction to Redemption. University of Tennessee, Knoxville Libraries, 2021. http://dx.doi.org/10.7290/wdyvftwo4u.

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At their most basic level taxes carry, in the words of Schumpeter ([1918] 1991), “the thunder of history” (p. 101). They say something about the ever-changing structures of social, economic, and political life. Taxes offer a blueprint, in both symbolic and concrete terms, for uncovering the most fundamental arrangements in society – stratification included. The historical retellings captured within these data highlight the politics of taxation in Alabama from 1856 to 1901, including conflicts over whom money is expended upon as well as struggles over who carries their fair share of the tax burden. The selected timeline overlaps with the formation of five of six constitutions adopted in the State of Alabama, including 1861, 1865, 1868, 1875, and 1901. Having these years as the focal point makes for an especially meaningful case study, given how much these constitutional formations made the state a site for much political debate. These data contain 5,121 pages of periodicals from newspapers throughout the state, including: Alabama Sentinel, Alabama State Intelligencer, Alabama State Journal, Athens Herald, Daily Alabama Journal, Daily Confederation, Elyton Herald, Mobile Daily Tribune, Mobile Tribune, Mobile Weekly Tribune, Morning Herald, Nationalist, New Era, Observer, Tuscaloosa Observer, Tuskegee News, Universalist Herald, and Wilcox News and Pacificator. The contemporary relevance of these historical debates manifests in Alabama’s current constitution which was adopted in 1901. This constitution departs from well-established conventions of treating the document as a legal framework that specifies a general role of governance but is firm enough to protect the civil rights and liberties of the population. Instead, it stands more as a legislative document, or procedural straightjacket, that preempts through statutory material what regulatory action is possible by the state. These barriers included a refusal to establish a state board of education and enact a tax structure for local education in addition to debt and tax limitations that constrained government capacity more broadly. Prohibitive features like these are among the reasons that, by 2020, the 1901 Constitution has been amended nearly 1,000 times since its adoption. However, similar procedural barriers have been duplicated across the U.S. since (e.g., California’s Proposition 13 of 1978). Reference: Schumpeter, Joseph. [1918] 1991. “The Crisis of the Tax State.” Pp. 99-140 in The Economics and Sociology of Capitalism, edited by Richard Swedberg. Princeton University Press.
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Morini, Luca, and Arinola Adefila. Decolonising Education – Fostering Conversations - Interim Project Report. Coventry University, September 2021. http://dx.doi.org/10.18552/glea/2021/0001.

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‘Decolonising Education – Fostering Conversations’ is a project funded by RECAP involving Coventry University (CU) and Deakin University. While originated as a comparative study focussing on exploring respective decolonisation practices and discourses from staff and student perspectives, the pandemic forced a shift where Coventry focused data collection and developments were complemented, informed and supported by literatures, histories, institutional perspectives, and methodologies emerging from Indigenous Australians’ struggle against colonialism. Our aims are (1) map what is happening in our institution in terms of decolonisation, and (2) to explore accessible and inclusive ways of broadening the conversation about this important topic.
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Bellwood-Howard, Imogen, and Abdulai Abubakari. Children’s Harmful Work in Ghana’s Lake Volta Fisheries: Research Needed to Move Beyond Discourses of Child Trafficking. Institute of Development Studies (IDS), December 2020. http://dx.doi.org/10.19088/acha.2020.004.

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Children work throughout the Lake Volta fisheries value chain. It is commonly assumed most have been trafficked. Research and advocacy has focused on dangers to young boys harvesting fish, and poverty as a driver, precluding attention to harms experienced by non-trafficked children, girls’ experiences and work-education dynamics. More work is needed on the proportions of children who fish and perform harmful work; structural, ecological and historical contexts; young people’s agency in pursuing fishing work; and why attention to trafficking dominates.
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Томашевський, Володимир Володимирович, Лілія Вікторівна Саприкіна, and Анна Петрівна Ємельова. Formation of Future Designers’ Aesthetic Culture as a Pedagogical Problem. КДПУ, 2021. http://dx.doi.org/10.31812/123456789/4989.

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The results of theoretical research of the process of formation of future designers’ aesthetic culture are outlined in the article. A modern state of problem status of the formation of future designers’ aesthetic culture is analyzed in scientific and pedagogical discourse. The theoretical analysis of the formation process of future designers’ aesthetic culture as a pedagogical problem is made. The formation process of future designers’ aesthetic culture as self-organizing system is characterized. The principles which characterize the role of vocational education in the formation of aesthetic culture of future specialists in the sphere of design are determined. Scientific and pedagogical support of the formation process of future designers’ aesthetic culture.
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Obiakor, Thelma, and Kirsty Newman. Education and Employability: The Critical Role of Foundational Skills. Research on Improving Systems of Education (RISE), November 2022. http://dx.doi.org/10.35489/bsg-rise-ri_2022/048.

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A great deal of policy attention is paid to the role that education plays in driving employment outcomes. Most of this attention has focused on post-primary education— particularly Technical and Vocational Education and Training (TVET). This paper sets out the less-discussed role that foundational skills, typically built through basic primary education, play in driving employability; how foundational skills affect TVET provision; and what implications this body of evidence has for education policy. We acknowledge the need to consider how education systems build skills which will contribute to countries’ economic aspirations. However, we suggest that the dominant discourse which focuses specifically on TVET and how it can be linked to employer demands is unlikely to be successful for several reasons. Firstly, we show that foundational skills are themselves associated with economic gains for individuals and societies. This, together with the evidence showing extremely low levels of foundational skills in many countries, suggests that focusing on improving foundational skills may be a more cost-effective approach to driving employability than has been previously acknowledged. Furthermore, we show that TVET (and other later forms of education) may struggle to add value where foundational skills are not in place. Focusing large amounts of energy and resources on reforming TVET may not achieve hoped-for impacts if TVET entrants don’t have the necessary foundations to learn. We discuss the popular policy prescription of linking TVET provision to employer needs. As well as noting our concern that this focus fails to acknowledge the binding constraint of low foundational skills, we also set out why employer demand for skills may not be a good indication of actual future skills needs. We therefore suggest a more nuanced discussion on skills for employability which acknowledges economic development goals; the skills that will be needed to achieve them; and, crucially, a country’s starting point. We end the paper by highlighting the fact that unemployment and underemployment are generally caused by a lack of jobs, not a lack of skills. We therefore urge policymakers to be realistic about the extent to which any education policy—whether focusing on foundations, technical, and vocation skills or any other type of skills—can affect employment outcomes. Considering the evidence presented in this paper, we suggest that policymakers in many low- and lower-middle income countries may want to consider a stronger focus on foundational skills. The major reason for focusing on foundational skills is that a quality education is a fundamental right for all children which will allow them to experience lifelong learning. This paper sets out that foundational skills will also be the first step towards achieving a more employable workforce—but also that policymakers should consider the full range of policies that need to be in place to deliver productive employment and economic growth.
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Tadros, Mariz, ed. What About Us? Global Perspectives on Redressing Religious Inequalities. Institute of Development Studies, October 2022. http://dx.doi.org/10.19088/creid.2021.005.

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How can we make religious equality a reality for those on the margins of society and politics? This book is about the individual and collective struggles of the religiously marginalised to be recognised and their inequalities, religious or otherwise, redressed. It is also about the efforts of civil society, governments, multilateral actors, and scholars to promote freedom of religion or belief (FoRB) whatever shape they take. The actors and contexts that feature in this book are as diverse as health workers in Israel, local education authorities in Nigeria, indigenous movements in India, Uganda, or South Africa, and multilateral actors such as the Islamic Development Bank in Sudan and the World Bank in Pakistan. Some of the case studies engage with development discourses and narratives or are undertaken by development actors, while other cases operate completely outside the international development paradigm. These case studies present some important insights, which while highly relevant for their contexts also draw out important insights for academics, practitioners, activists, and others who have an interest in redressing religious inequalities for socioeconomically marginalised populations.
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Orning, Tanja. Professional identities in progress – developing personal artistic trajectories. Norges Musikkhøgskole, August 2018. http://dx.doi.org/10.22501/nmh-ar.544616.

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We have seen drastic changes in the music profession during the last 20 years, and consequently an increase of new professional opportunities, roles and identities. We can see elements of a collective identity in classically trained musicians who from childhood have been introduced to centuries old, institutionalized traditions around the performers’ role and the work-concept. Respect for the composer and his work can lead to a fear of failure and a perfectionist value system that permeates the classical music. We have to question whether music education has become a ready-made prototype of certain trajectories, with a predictable outcome represented by more or less generic types of musicians who interchangeably are able play the same, limited canonized repertoire, in more or less the same way. Where is the resistance and obstacles, the detours and the unique and fearless individual choices? It is a paradox that within the traditional master-student model, the student is told how to think, play and relate to established truths, while a sustainable musical career is based upon questioning the very same things. A fundamental principle of an independent musical career is to develop a capacity for critical reflection and a healthy opposition towards uncontested truths. However, the unison demands for modernization of institutions and their role cannot be solved with a quick fix, we must look at who we are and who we have been to look at who we can become. Central here is the question of how the music students perceive their own identity and role. To make the leap from a traditional instrumentalist role to an artist /curator role requires commitment in an entirely different way. In this article, I will examine question of identity - how identity may be constituted through musical and educational experiences. The article will discuss why identity work is a key area in the development of a sustainable music career and it will investigate how we can approach this and suggest some possible ways in this work. We shall see how identity work can be about unfolding possible future selves (Marcus & Nurius, 1986), develop and evolve one’s own personal journey and narrative. Central is how identity develops linguistically by seeing other possibilities: "identity is formed out of the discourses - in the broadest sense - that are available to us ..." (Ruud, 2013). The question is: How can higher music education (HME) facilitate students in their identity work in the process of constructing their professional identities? I draw on my own experience as a classically educated musician in the discussion.
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Schmidt-Sane, Megan, Elizabeth Benninger, Tabitha Hrynick, and Santiago Ripoll. Youth COVID-19 Vaccine Engagement in Cleveland, Ohio, United States. Institute of Development Studies, June 2022. http://dx.doi.org/10.19088/ids.2022.040.

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Despite overall progress in COVID-19 vaccination rates in Cleveland, vaccine inequity persists as young people from minority communities are often less likely to be vaccinated. COVID-19 vaccine hesitancy is not just an issue of misinformation or lack of information. Vaccine hesitancy among young people is reflective of wider issues such as mistrust in the state or the medical establishment and negative experiences during the pandemic. This report is based on case study research conducted among minority youth (ages 12-18) in Cleveland, Ohio. While public discourse may label young people as “vaccine hesitant,” we found that there were hesitation differences based on social location and place. We found the greatest vaccine hesitancy among older youth (15+ years old), particularly those from minoritized communities. Unvaccinated youth were also more likely to be from families and friend groups that were unvaccinated. While some expressed distrust of the vaccines, others reported that COVID-19 prevention was not a priority in their lives. Instead, concerns over food security, livelihood, and education take precedence. Minority youth were more likely to report negative experiences with authorities, including teachers at their schools and police in their communities. Our findings demonstrate that COVID-19 vaccine hesitancy is embedded in a context that drives relationships of mistrust between minority communities and authorities, with implications for COVID-19 vaccine uptake. Young people’s attitudes toward vaccines are further patterned by experiences within their community, school, family, and friend groups.
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