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Dissertations / Theses on the topic 'Educational discourse'

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Published: 4 June 2021
Last updated: 20 February 2023

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1

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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2

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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3

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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4

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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6

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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11

Hampton, Martyn. ""Planning and guessing" : T.S. Eliot and the discourse of educational reform." Thesis, Keele University, 2011. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.545756.

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The purpose of this thesis is to contextualise the interwar writing of T. S. Eliot within the broader discourse of state reform that carne to define the British welfare state. Eliot was especially concerned by what he perceived to be the ideological direction of the education system, as this system played a fundamental role in his account of cultural transmission. In order to evaluate the critical tendency which suggests that Eliot's late poetry became asocial, the thesis employs post-structural discourse theory to trace a growing anxiety in his work about the very language of democratic reform and public mediation. It surveys a range of pro-reform discourse, from contemporary sociological texts to newspapers, all of which sought to hegemonise social organisation by recourse to a putative idea of democracy. It pays especial attention to the writing of H. C. Dent, editor of the Times Educational Supplement, with whom Eliot pursued a detailed critical engagement. By exploring the degree to which Eliot's poetry rehearses or interrogates these discourses, the thesis argues that from the outset his poetry was preoccupied with the calculation and formalisation of social space by recourse to a modernist aesthetic under perceived threat from secular state planning. Eliot's account of national collective life as a historical process of tradition and orthodox observance contrasts with the popular attempt to programme national life according to future-oriented prescription. From a deep sense of personal crisis described in the early poetry, this preoccupation develops into a classically mandated recognition of social consensus, which reaches its fullest realisation in Four Quartets. The thesis concludes that while Eliot's attempt to propose an alternative to centralised national direction may not have been ultimately successful, it nevertheless demonstrates a particularly significant intellectual and poetic negotiation of social organisation and public discourse.
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Turner, Charity S. "The Role of Teacher Discourse Moves in Promoting Mathematical Reasoning." The Ohio State University, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=osu1374159995.

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13

Bergfalk, Maria. "Forging discourse : språk som handling i konstskolepedagogik." Thesis, Konstfack, IBIS - Institutionen för bild- och slöjdpedagogik, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:konstfack:diva-6553.

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I uppsatsen undersöker jag samtida pedagogik på konstskolor i syfte att närma mig konstskolepedagogiken som begrepp. Begreppet är inte vedertaget och i generell mening inte tydligare i sin gestalt än att det är pedagogiken som bedrivs på konstskolor. Därför blir studien även ett explorativt försök till begreppsliggörande. Empirin består av intervjuer med sju lärare från sex förberedande konstskolor i Stockholm. Med titeln Forging discourse, vill jag synliggöra min diskursteoretiska ansats där jag ser språket som handling. Donna Haraway bistår undersökningen med det situerade kunskapsbegreppet och Pierre Bourdieu med sin fältteori. Den snåriga empirin utgör en styrka genom att vara rik och nyanserad och av samma anledning svårtillgänglig för analys. Många diskurser samexisterar i fältet, utan att de verkar uppenbart motsätta varandra. Konstskolepedagogiken konstrueras i förhållande till det kulturella fältet och pedagogik inom andra institutionella ramar. Det ligger något mycket intressant i att betänka konstskolan som en institution där flera intellektuella traditioner inom fältet kan samspela. Eftersom konstskolan i stor utsträckning konstrueras i förhållande till det kulturella fältet, reflekterar den även mycket av dess sammansättning, vilket jag i resultatet lyfter fram som en institutionell styrka. Min förhoppning är att jag på något vis genom undersökningen lyft relevanta aspekter av samtida konstskolepedagogik, men vad undersökningen egentligen kanske har lett till är ett betraktande av konsten genom ett pedagogiskt nyckelhål eller en språklig resa i konstens domäner. Den gestaltande delen av arbetet består av en interaktiv installation som ställdes ut på Konstfacks vårutställning 2018. Verket; Mötet - Det sanktionerade tittandet, finns dokumenterad i uppsatsen och tog sin form utefter den teckningsövning (teckna av varandra utan att titta på papperet) som inledde varje intervju i undersökningen. Med teckningen som verktyg ville jag undersöka vad Darla Crispin benämner som the fold - vecket mellan självet och det transpersonella. Detta unfolding lade grunden till samtalen och gav en möjlighet för mig och informanterna att betrakta varandra - ett sanktionerat tittande. Teckningarna förekommer parvis i texten, för att understryka undersökningens dialogiska upplägg och ge en visuell förankring till det område kring vilket dialogerna kretsar.
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Crawford, Malinda L. "The effects of time and discourse type on a writing performance assessment /." view abstract or download file of text, 2000. http://wwwlib.umi.com/cr/uoregon/fullcit?p9998028.

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15

Smith, Prudence. "Improving Classroom Discourse in Inquiry-Based Primary Science Education." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2013. https://ro.ecu.edu.au/theses/591.

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Teachers‟ capacity to use classroom discourse to deepen student learning through sustained conversation is considered crucial to increasing students‟ intellectual development. Learners actively construct knowledge and develop understandings from their shared experiences and via interaction with others (Driver, Asoko, Leach, Mortimer & Scott, 1994). However, talk that fosters students‟ capacity to reason is lacking in many classrooms (Alexander, 2006) and, what is more, teachers tend to control the discourse by asking a predominance of closed questions and using a question-answer recitation script which limits the exploration of students‟ ideas (Nystrand, Gamoran, Kachy, & Prendergast, 1997). The purpose of this study was to investigate how teachers‟ beliefs and knowledge about managing classroom discourse and their teaching practice was influenced by their participation in an action-research based professional learning intervention. The guiding framework for the teachers‟ professional learning drew on Mortimer and Scott‟s communicative approaches, which were matched to the phases of scientific inquiry. This study was a part of a larger research project entitled: Enhancing Classroom Discourse in Primary Science Education which utilised mixed methods and interpretive approaches, combining pre- and post-intervention observations and data collections involving a cohort of 12 teachers as well as a set of embedded case studies involving more extensive collection of data with five of the participants. These case studies provided the focus for this study. Analysis of classroom video as well as teacher questionnaire and interview data gathered before, during and after the professional learning intervention provided insights into the impact of the intervention on teachers‟ understandings about: quality talk; the classroom culture needed to support whole-class talk; and, the skills of using puppets to engage students in discourse. A more detailed analysis and coding of the transcripts of whole-class discussions revealed changes to the way the teachers used questioning, discourse moves and communicative approaches to orchestrate sustained conversations and the resultant impact this had on level of students‟ engagement and the quality of their talk. Following the professional learning intervention, the case study teachers gained a deeper understanding of substantive talk and of the complex role of the teacher in managing classroom discourse to sustain a culture for talk. They made significant gains in confidence and self-efficacy for managing classroom discourse and developed a greater understanding of the conventions that are supportive of substantive talk. The case study teachers increased their capacity to conduct more purposeful discussions and they developed sophisticated understandings about how to use teacher questioning and discourse moves to elicit, explore and probe their students‟ ideas and to develop cumulative talk. Ultimately, the teachers developed a repertoire of discourse moves to support their questioning and differentiate their management of class discussions in order to match their communicative approach to the instructional focus of the lesson and phase of inquiry. Consequently, their students participated more readily in discussion and they gave increasingly elaborated responses. Furthermore, they were able to generate cumulative talk and to give progressively more complex descriptions, explanations and reasons. Some teachers also used puppets effectively to establish a supportive culture for talk, set up convincing investigations, and elicit elaborated responses and explanations from their students. The findings of this research may be transferable to teachers who work in settings similar to those of the case study teachers. The set of codes that were developed to describe the teacher-student interactions will be useful for future researchers wishing to investigate classroom discourse. These codes along with the video footage and professional learning resources developed for this study will be used as the basis for future research and teacher professional learning. Further studies might investigate how changes to the teachers‟ discourse practice were sustained over time and what impact this had on students‟ learning outcomes. It would also be useful to understand how the improvements seen in whole-class discourse translate to the student-to-student interactions in both whole-class and small group discussions and whether students are able to manage the talk so that they use „talking for thinking‟. This study developed new approaches to and resources for teacher professional learning as well as new insights into teachers‟ discourse practices, which have informed an elaborated theoretical model that shows the variables impacting on quality classroom discourse.
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Williams, Charles Henry. "Challenging the boundaries of academic discourse." CSUSB ScholarWorks, 2000. https://scholarworks.lib.csusb.edu/etd-project/1835.

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This thesis suggests other ways of helping students resist blind submission to the discourse of the university. The primary objective is to discuss meaningful ways of transforming composition classrooms into counter hegemonic cultural environments where students can critically examine the complications of cultural dynamics and power relations within the communication process.
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Rivas, Araceli. "Postcolonial analysis of educational research discourse: creating (Mexican) American children as the." Texas A&M University, 2005. http://hdl.handle.net/1969.1/3310.

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Research is a modern practice whose production of knowledge needs to be critically and continually examined. The pursuit of knowledge is not a neutral and objective endeavor; it is a socially situated practice that is embedded within power/knowledge/culture configurations. Historically, research discourses have labeled and positioned minority groups to an inferiority/superiority matrix, illustrating how research can create an oppressive otherness/alterity. Thus, the general purpose of this study was to critically critique research from the postcolonial perspectives of alterity and colonial discourse. In particular, the study sought to deconstruct the conceptual systems that create the alterity of (Mexican) American children within research discourse. The study was in part guided by Said's (1978) analysis of the colonial discourse in Orientalism. There were two parts to the study that analyzed one hundred and nineteen research documents from 1980-2004. Phase I identified the discursive themes that construct that alterity of (Mexican) Americans by employing a qualitative content analysis method. Phase II employed a discourse analysis method to deconstruct theconceptual systems and sites of power in the production of knowledge that position (Mexican) Americans as objects of research. The analysis disclosed that the conceptual systems that construct the alterity of (Mexican) Americans are structured by modern and colonial research structures that project a hegemonic Westernized vision of research, education, and human existence. Under these conceptual structures, there are multiple levels of alterity ascribed to (Mexican) Americans that continue to (re)inscribe positions of inferiority; as objects of research, they are constantly placed in a comparative framework against the dominant cultural norms. Some of the key sites of power in the production of knowledge about (Mexican) Americans are illustrated by the researcher (as author) and the university (as a privileged location). The conclusions problematized research as an apparatus that reconstructs hierarchical differences and reinscribes colonial relationships where the Other is defined only from a Western and culturally dominant perspective of separateness.
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18

OLIVEIRA, IZABEL MARIA DE. "TEACHING PROJECT DESIGN FOR UNDERGRADUATE DESIGN COURSES IN BRAZIL: EDUCATIONAL PRACTICE DISCOURSE." PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2009. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=15439@1.

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PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO
Um dos pontos centrais nas discussões sobre a pedagogia do design refere-se ao ensino de projeto e ao campo de conhecimento relativo ao processo projetual de configuração de objetos ou sistemas de informações visuais. Historicamente, o desenvolvimento do projeto tem sido visto como ponto de convergência e de articulação dos diversos níveis de saberes adquiridos durante o curso, de forma a conjugar experiências, reflexões, análises e ações práticas. Por conta destes fatores, assumiria um papel nuclear, estrutural, não só em termos curriculares mas, especialmente, no sentido pedagógico e cognitivo. Entretanto, o pleno funcionamento do ensino de projeto com o enfoque de espinha dorsal do curso e motor da formação do conhecimento específi co em design foi bastante difi cultado no período em que vigorou o Currículo Mínimo, estabelecido pelo Conselho Federal de Educação em 1987, por conta de sua estrutura pouco flexível. Com o estabelecimento das Novas Diretrizes Curriculares Nacionais - LDB 9.394/96, as instituições de ensino ganharam autonomia e flexibilidade para definir as propostas pedagógicas e curriculares de seus cursos de graduação. Nesse contexto, refl etir sobre as inúmeras questões que permanecem ou despontam no âmbito do ensino de projeto torna-se imperativo. Essa tese tem como objetivo traçar um panorama da construção de uma realidade relativa ao ensino de projeto em design, conforme está sendo vivenciada em diferentes contextos do país, a partir da identificação e análise de aspectos relevantes do discurso construído na prática pedagógica de um grupo de professores de disciplinas de projeto. Utiliza o método de análise de discursos com o intuito de revelar indicadores daquilo que compõe opiniões, idéias, convicções, conflitos e questionamentos, entre outros aspectos, gerados pela experiência dos docentes que fazem parte do grupo selecionado. O detalhamento metodológico observou alguns princípios básicos do Método de Explicitação do Discurso Subjacente (MEDS) desenvolvido por Nicolaci-da-Costa. As questões abordadas são discutidas sob a ótica da experiência educacional, percebendo-a como território politico, como uma construção social, resultante de um processo histórico. Os pontos centrais relacionam- se à concepção de conhecimento e de educação, assim como à visão e postura frente aos paradigmas e modelos pedagógicos.
One of the main issues in discussions on design courses focuses on teaching project design and the field of knowledge encompassing the project design processes required to confi gure visual information systems or items. Historically, the development of project design has been viewed as a point of convergence and networking for various levels of knowledge acquired during the course, underpinning the conjugation of experiences, refl ections, analyses and practical actions. Due to these factors, it would take on a structural role, not only with regard to the syllabus but more specifi cally in the educational and cognitive senses. However, the full functioning of project design teaching focused on the backbone of the course and the driver behind the formation of specifi c design knowledge was hampered significantly during the time of the Minimum Syllabus, (introduced by the Federal Education Council in 1987), due to its somewhat rigid structure. With the establishment of the New National Syllabus Guidelines in 1996 through Law Nº 9,394, teaching institutions were endowed with greater autonomy and fl exibility for defi ning educational proposals and syllabuses for their undergraduate courses. Within this context, it is imperative to refl ect on the countless issues that still remain or arise within the project design teaching sphere. This thesis intends to outline an overview of the construction of the real situation of project design education in design courses as experienced in a variety of contexts in Brazil, based on the identifi cation and analysis of important aspects of the discourse built up through the teaching practices of a group of project design lecturers. It uses the discourse analysis method in order to disclose indicators refl ecting opinions, ideas, beliefs, confl icts and queries, among other aspects, generated by the experience of faculty members belonging to the selected group. The methodological detailing complies with some basic principles of the Underlying Discourse Unveiling Method developed by Nicolaci-da-Costa. The issues addressed are discussed from the standpoint of educational experience, perceiving it as a political territory, a social construct that is the outcome of a historical process. The key points relate to the concepts of knowledge and education, in addition to vision and stance on teaching paradigms and models.
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Milton, Damian Elgin Maclean. "Educational discourse and the autistic student : a study using Q-sort methodology." Thesis, University of Birmingham, 2016. http://etheses.bham.ac.uk//id/eprint/6505/.

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With some notable exceptions (e.g. Jones et al., 2012), current guidance regarding best practice for the education of children on the autism spectrum often reflects a medical / behavioural model approach that seeks to remediate perceived deficits (Cumine et al., 1998, Hanbury, 2005, Hewitt, 2005, Worth, 2005, Hagland and Webb, 2009). Such advice can be contrasted with that given by autistic writers (Sainsbury, 2000, Lawson, 2010) often situating itself within a social model of disability. This study utilised Q-sort methodology (n = 60), followed by qualitative interviews (n = 6) to investigate the ideology and priorities of differing stakeholders, including autistic adults, parents of autistic children, practitioners and academics working in the field, and those occupying multiple positions, regarding the education of autistic pupils of secondary-school age. Eight factors were extracted through the PoetQ application for analysis. Two of these factors were dominant within the data-set. One represented a critical radical pedagogy frequently favoured by autistic adults, the other an approach akin to a Positive Behavioural Support (PBS) model often preferred by non-autistic parents. Practitioners and academics were found to hold a less-defined eclectic approach between these two main factors. The thesis concludes with a reflection regarding this ‘three-way dispositional problem’ and offers a number of recommendations for future research and practice.
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Cameron, Lynne Joan. "Metaphorical use of language in educational discourse : a theoretical and empirical investigation." Thesis, University College London (University of London), 1997. http://discovery.ucl.ac.uk/10020284/.

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This thesis investigates metaphor used by teachers and textbook writers, and the impact on children. The theoretical investigation clarifies definitions and descriptions of metaphor, to establish a valid, adequate framework for analysis of metaphor in ordinary, contextualised interaction. A "prosaics of metaphor" is developed, including metaphor identification procedures, a set of graded descriptors of metaphor, and interactional units of analysis to investigate metaphor in talk. Theoretical issues of the coherence of the category "prosaic metaphor", and the relation between prosaic and poetic metaphor, are discussed. Two linked empirical investigations are centred around a ten year old child's discourse experience in a U.K. primary classroom. The first analyses transcribed talk, collected across several different lessons, for use of metaphor in relation to teaching/learning goals. Results include information on the frequency, distribution and nature of metaphor in use, and insights into how metaphor is signalled and supported in teacher-pupil interaction. Metaphor use is explained in terms of contextual demands, and the set of graded metaphor descriptors is refined. The second investigation uses a variation of Think Aloud methodology to explore understanding of metaphors in scientific texts. Analysis shows how knowledge brought to a text, selection of metaphors, the place of metaphor in text structure, and peer or adult mediation can influence understanding and learning. The study reveals how metaphor choice can oversimplify concepts and skills which children need to acquire in the middle years of education. Interaction is shown as central in providing access to new ideas through metaphor. These results carry implications for textbook writers, teachers, and others who may mediate content through metaphor. The thesis contributes to the field of metaphor studies through links found between child and adult use of metaphor, and through the development of tools for analysing metaphor in interaction, which can be refined and extended to other discourse contexts.
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Crotty, Diane. "An Examination of Finland's Educational and Mathematics Equity through Critical Discourse Analysis." Diss., Temple University Libraries, 2019. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/575262.

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Teaching & Learning
Ph.D.
This investigation focuses upon the nation of Finland. Described by its Ministry of Foreign Affairs (“This is Finland”, n.d.) as a parliamentary democracy, Finland is a free-market economy with a young but progressive history. While the nation’s scores on the 2015 triennial PISA continue to indicate above average performance on all three domains, science, reading, and mathematics, inconsistencies were disclosed with regard to equity. Scoring above average on equitable achievement related to social background, which includes factors such as parents’ education and employment, Finland fell short regarding equitable achievement as it pertains to gender and immigrant students (“Compare Your Country, n.d.). This investigation will survey Finnish policy-related texts, education and mathematics curriculum, and Finnish artifacts; through the analysis of these texts, the intent is to determine how inequities and power dynamics are decipherable within these documents and potentially jeopardized students’ accessibility to mathematics endeavors. Fairclough’s interpretations and applications of critical discourse analysis will provide the foundation for analyses of Bourdieu’s notions of field, doxa, and habitus as they relate to Finnish equity and mathematics education and performance.
Temple University--Theses
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Sandeman, Lauren K. "Racialised Discourses of Educational Opportunity: Neoliberal Education Reform and Community Resistance in Bronzeville, Chicago." Miami University / OhioLINK, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=miami161909471708297.

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23

Smith, Kevin J. "A Critical Discourse Analysis of Developing the Curriculum Cymreig:The Language of Learning Welshness." Miami University / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=miami1292251849.

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24

Aleshire, Seth Peter. "The Spectrum of Discourse: A Case Study Utilizing Critical Race Theory and Critical Discourse Analysis." Diss., The University of Arizona, 2014. http://hdl.handle.net/10150/338708.

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This case study provides empirical evidence of the master and counternarrative described by Critical Race Theory (CRT) and seeks to understand the impact of these narratives in educational policy and practice. In 2010, Arizona passed A.R.S. §15-112, a law that was designed to eliminate the Mexican American Studies (MAS) program in the Tucson Unified School District. Utilizing the literature on culturally-relevant pedagogy and leadership, this case study uses a CRT theoretical framework and Critical Discourse Analysis (CDA) methodology to analyze the narratives of 26 participants. While the program was under investigation by the State for violation of A.R.S. §15-112 all of the teachers involved in MAS participated in qualitative interviews. In addition, this case study analyzes the narratives of two student focus groups, school administrators, and district governing board members well as the written findings of two former State Superintendents of Public Instruction both of whom found the program in violation of the law. By specifically focusing on the styles and genres described in a CDA methodology the findings provide evidence of both the master and counternarrative but also a spectrum of discourse in which other forms of narrative reside. Implications from this research include a more complex theory of discourse beyond the dichotomy of the master and counternarrative, the application of a new methodological tool in CRT, and recommendations for educational leaders and policy makers interested in advocating for a culturally relevant approach.
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Sterner, Caroline. "Educational development - A way of coping with globalization?" Thesis, Linköpings universitet, Institutionen för samhälls- och välfärdsstudier, 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-79223.

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The purpose in this study is to investigate how the educational system in Tanzania is seen to enable the transformations of globalization in order to develop the economy, society and individuals. I look at how educational development in Tanzania is described, what the purpose of educational development is and under which conditions educational development is seen to enable global transformations. The main perspectives of this study are globalization and governmentality to highlight global transfers and governance of the individual. I interview ten people and scrutinize policies and vision from the area of education. The analyze method is critical discourse analysis to highlight the transferring of ideas or discourses. From the results the purpose with educational development is to develop the individual, the social welfare and the economy to be a part of a competitive and global world but there are a lot of limitations such as poverty, a lack of resources and lack of motivation.
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Humphreys, Deborah Maria. "Discourses of educational leadership the under-explained influence of context." Thesis, Liverpool John Moores University, 2016. http://researchonline.ljmu.ac.uk/4421/.

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The aim of the this small scale empirical research study was to shed a discursive light on the leadership that was experienced within two primary school settings in the North West of England and the constraints of context that shaped the discourses of leadership within those schools. Contextual factors have been defined as being on three levels: institutional, cultural and governmental. So using this framework as a sorting category for posing situated questions of the participants and Gee’s (1999; 2005; 2011) interconnected one to explore and question the data and the taken-for-granted assumptions, it has been possible to garner an understanding of how these contexts interacted in framing an individual’s understanding of the leadership they were experiencing and implications for their practice. The research questions which this study addressed were: What are the contextual factors that shape discourses of educational leadership? What does the discursive analysis reveal of how stakeholders talk about ways of becoming in the leadership they are experiencing within a socially situated practice? What are the implications of this analysis for the practice of leadership within school? The research was influenced by two particular approaches to discourse analysis, a ‘practice approach’ and a ‘critical approach’. As educational practices are communicative events, this study has adopted a critical discourse analysis in making visible the ways that individuals talk about leadership they are experiencing within their settings. Through a Foucauldian lens it was possible to question the basis for the assumptions and norms of educational leadership in school and examine the ways in which individuals within school were both constructed and shaped by that discourse. This study takes the view that the school as an organizational context for leaders is both complex and under explored as it is in a constant state of flux. Various complexities are acknowledged concerning the contextual nature of leadership; it is complex, context specific, socially constructed, negotiated and hierarchical. Analysis of 18 in-depth semi-structured interviews and 18 cognitive maps reveals a range of Discourses of contextual factors of leadership such as the Discourse of the pivotal role of the headteacher; Discourse of leadership activity; Discourse of identity-work; Discourse of power relations and Discourse of commodification of education all made visible by the individuals within the school to which they endeavour to belong.
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Miller, Malcolm Neal. "An analysis of educational documents : two philosophical models of analysis considered." Thesis, University of Nottingham, 1996. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.319607.

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Meabon, Bartow Susan L. "Teaching with Social Media: A Multiple Case Foucaudian Discourse Analysis of Participatory and Egalitarian Potential." Miami University / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=miami1372339719.

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Reimers, Eva. "Economic and Political Subjectivities in Public Discourses on Education." Linköpings universitet, Lärande, Estetik, Naturvetenskap (LEN), 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-93316.

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Purposes The present paper employs public discourses, in the form of policy documents from the OECD, EU and the UN, news and popular media, to explore how economic and political subjectivities simultaneously emerge and are obfuscated in the ubiquitous discourses on education that are dominated by neoliberal ideas (Ball, 2006; Buras & Apple, 2005).  Perspectives and theoretical framework One point of departure are the notions of “interdiscursivity” and “medialization of politics,” which point to how discourses are rearticulated in different contexts, drawing on each other, and thereby both affirming and displacing each other, and to how politics is made intelligible in public media (Fairclough, 1995; 2000). Another point of departure is the notions of assemblages and flight lines (Deleuze & Guattari, 2004). These concepts enable us to understand the neoliberal education discourse as an open, ambiguous and undecided assemblage, and to explore how this assemblage makes possible differing educational aims and subject positions.  Methods The argument is based on discourse analysis of transnational policy documents and news and popular media from different nations. The aim of the analysis is to explore what economic and political subject positions are made possible in these different data sets.  Results and Arguments Although the tenants of neoliberalism are dominant, they are not totally hegemonic. In both the policy documents and the public media data, there are simultaneous articulations of a neoliberal educational discourse and a discourse of education as a tool to enhance democracy and create social justice. Furthermore, these discourses inform and are often intertwined with each other.   The transnational policy documents predominantly articulate education as possibilities. There are, however, salient differences between the OECD and EU documents, and the UN documents. Although all emphasize what education can do for the nations, the former stress education as a prerequisite for economic progress, whereas the latter stress eliminating poverty, fostering democracy, and empowering individuals and subordinated groups. In this way, the OECD and EU documents constitute subjectivities in relation to a market focused on how learners can contribute to a growing economy, whereas the UN documents constitute political subjects who can contribute to society through political interventions.  News and public media are dominated by articulations of an education system in a state of “crisis”. The arguments for these representations and the solutions brought forward are drawn from a neoliberal discourse focused on competition, marketization, free choice, and private initiatives, but there is also a parallel and intersecting discourse of education as a means to give subordinated subjects opportunities for a better life. However, these discourses mainly point to economic rather than to political subjectivities, who hold their future in their own hands by making the right choices and working hard. This is not completely unambiguous, as media representations, especially in the popular media, also depict resistance and constitute subjectivities who subvert the neoliberal hegemony and who insist on the political (Mouffe, 2005). These subversions open the door to notions of education as practices that not only stabilize, but also destabilize and change society.
Class in neoliberal education discourses
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Sellin, Amy L. "Critiquing the nation, creating the citizen : a century of educational discourse in Venezuela." View abstract/electronic edition; access limited to Brown University users, 2008. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3318360.

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Russell, III Homer Arthur. "Transactive Discourse during Assessment Conversations on Science Learning." Digital Archive @ GSU, 2005. http://digitalarchive.gsu.edu/epse_diss/41.

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Transactive Discourse During Assessment Conversations on Science Learning by Homer A. Russell III It has been argued that development of science knowledge is the result of social interaction and adoption of shared understandings between teachers and students. A part of understanding that process is determining how student reasoning develops in groups. Transactive discussion is a form of negotiation between group members as they interpret the meaning of their logical statements about a topic. More importantly, it is a form of discourse that often leads to cognitive change as a result of the interaction between group participants as they wrestle with their different perspectives in order to achieve a common understanding. The research reported here was a correlational study designed to investigate the relationship between the various forms of transactive discussion and learning outcome performance seen in an investigation involving 24 students in a middle-SES high school located in southwest Atlanta, Georgia. Pretest and posttest measures of genetics reasoning, as well as curriculum content test data, were used in this study. Group discussion was captured on videotape and analyzed to determine whether transactional discussion was present and whether or not it had an effect on learning outcome measures. Results of this study showed that participant use of transactive discussion played a role in development of reasoning abilities in the area of genetics. It is suggested that teachers should monitor classroom discourse for the presence of transactive discussion as such discourse plays a role in fostering performance outcomes.
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Hurner, Casey. "The Phenomenology of Preparing Culturally Proficient Teachers| Modeling Co-Teaching and Critical Discourse in a Rural State College." Thesis, University of South Dakota, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10607235.

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Every student deserves to be educated by teachers who are culturally proficient to ensure their needs are being met within inclusive school systems. This calls for educator preparation programs to ensure teacher candidates are culturally proficient. However, this is a pedagogical shift in isolated, rural settings due to the challenges rural communities pose for cultural proficiency (Sileo, Sileo, & Pierce, 2008). Modeling co-teaching and critical discourse in educator preparation allows teacher candidates to explore historical and systemic inequities of marginalized populations. Understanding these inequities can allow teacher candidates to recognize how diversity may impact the lives of various individuals and learn to honor the cultural uniqueness of others.

The purpose of this study was to explore the perspectives of teacher candidates within a course modeling co-teaching and critical discourse in educator preparation to capture the essence of their experiences. The conceptual framework created to guide this study centralizes co-teaching in educator preparation to model and promote critical discourse embedding critical theory and disability inquiry. This study used a phenomenology approach to obtain the essence of teacher candidates’ experiences. Participants of the study were pursuing a degree in education from a rural state college. Of the participants, 92% were female and 98% were white. To ensure the essence of teacher candidates’ experience prevailed, the researcher used a peer debriefing process and member checking to ensure validity.

Three themes emerged from the survey responses and four participant interviews. Each theme had three sub-themes that emerged as well. The first theme was a prosocial environment, with sub-themes of connectivity, multiple perspectives, and critical discourse. The second theme was vulnerability, with sub-themes of professors as change agents, self-awareness, and critical consciousness. The last theme was empowerment, with sub-themes of advocacy, pedagogical awareness, and understanding and honoring culture. Interconnections of the themes were analyzed and presented to combine the conceptual framework of the study with the findings.

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Beech, Jason. "International agencies, educational discourse, and the reform of teacher education in Argentina and Brazil (1985-2002) : a comparative analysis." Thesis, University College London (University of London), 2005. http://discovery.ucl.ac.uk/10006657/.

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This thesis addresses the relationship between the discourses about teacher education produced by international agencies and the policies and practices of teacher education in Argentina and Brazil. In particular the thesis analyses the proposals of UNESCO, the World Bank and OECD for teacher education, arguing that there are certain common assumptions that underlie these recommendations. Based on the theories of Foucault, the thesis identifies a universal model for teacher education that international agencies promote as the solution to most educational problems in most contexts. In order to illuminate the effects of the discourse produced by UNESCO, the World Bank and OECD, the thesis analyses the reforms of teacher education in Argentina and Brazil in the 1990s, showing a strong influence of international agencies on these reforms. However, the effects of the discourse of international agencies in Argentina and Brazil depend on the interaction of this discourse with local assumptions about what constitutes good education for teachers. Consequently, the discourse of international agencies was recontextualized differently in each of these contexts of reception. Drawing upon the work of Ball and Bernstein, an analysis of interviews with teacher educators in Argentina and Brazil shows how the discourse of international agencies was re-interpreted in and through the views of teacher educators, revealing several unanticipated consequences of local ising the proposals of international agencies in these countries. Thus, this thesis shows that foreign influences in education cannot be explained by theories that are only centred on the state. Rather, comparative education needs a theory that takes into account supranational and sub national actors that are fundamental in defining educational practices. In order to contribute to the development of such a theory, the findings of this thesis are placed within a broader theoretical model to map the circulation of discourse in the global educational field.
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Cereghini, Christina A. "Analyzing the Cultural Critical Discourse of Adolescent Authentic Discussions Using Online Booktalks." Thesis, University of Arkansas at Little Rock, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10824823.

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This mixed methods study investigates the effect of cultural and sociolinguistic textures of talk on authentic discussion patterns and whether reading comprehension and inferencing are affected in an online booktalk environment with adolescents. The research will also investigate the contextual features of the classroom community to be studied to help determine the specific sociocultural norms established in that classroom. The unique conditions of the setting in which today’s adolescents function, such as amplified access to digital technologies, the evolving status of socialization, the express shift of physical and emotional factors, and the collective influence of prior experiences with reading, call for a more nuanced examination of their literacy practices. Data was collected from a Pre-AP 10th grade students in an urban high school setting. Using a sample of 75 students for the blog postings and recorded classroom discussions, the transcripts were sent through LIWC and the variables of tone, analytical, social, affect, cognitive process, and affiliation were examined. An F-test two sample for variances found that there is a connection between the students’ funds of knowledge and their comprehension of the text. The results also suggest that inferencing is influenced through the other variables. There was no statistical significance between cognitive process and social, affect and affiliation, cognitive process and affiliation.

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Rydström, Fredrik, and Michael Lucas Gill. "The process of conformation in Eastern African education : A discourse analysis of gender equality in Eastern African educational policy documents." Thesis, University of Kalmar, School of Human Sciences, 2008. http://urn.kb.se/resolve?urn=urn:nbn:se:hik:diva-438.

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In this study, we will carry out a discourse analysis on gender equality in Eastern African educational policy documents. We have chosen to investigate policy documents from Kenya, Tanzania and Uganda, since these countries share a common cultural and colonial heritage. The Eastern African process on enhancing gender equality in education is of great interest to investigate in an educational study since the work on improving gender equity is still quite undeveloped in this region. In addition, these countries have all signed the Millennium Declaration, which obligate the participating countries to reduce gender disparities in education and provide universal primary education to all children.

Our aim is to analyse and compare different aspects of gender equality in these Eastern African policy documents. In order to do so, we have synthesised critical discourse theory with pedagogical methods. Focus is going to be aimed on the interrelationship between ideas of gender, education, state and society within the different discourses and how these affect the distribution of power.

This study concludes that there is several common interregional gender discourses embedded in the policy documents, although some national differences has been determined. Our study does also acknowledge that gender and educational policies are globalised. East African gender discourses have conformed to international educational norms and values. This process has resulted in a uniform acceptance of ideas and strategies on how to eradicate gender disparities in education.

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Omar, Yunus. "Discourses of professionalism and the production of teachers' professional identity in the South African Council for Educators (SACE) Act of 2000 : a discourse analysis." Master's thesis, University of Cape Town, 2002. http://hdl.handle.net/11427/7410.

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Includes bibliography.
This study seeks to identify discourses of professionalism and the production of Teachers' professional identity in the South African Council for Educators (SACE) Act of 2000. These identifies are located in the context of their social impact on, and in the actualisalion of the political roles of teachers in post-apartheid South Africa. Central to the study is the conceptualisation that discourses coiistruct identities. The research methodology is derived from Ian Parker's approach to discourse analysis, which is premised to an extent on post-structruralist thought. The author summarises Parker's 'steps' to effect a discourse analysis, and constructs a set of five analytic tools with which no analyse the SACE Act of2000. The study's main finding is that two discursive frames constitute the roles of the post-apartheid teacher in South Africa. The first is a bureaucratic discourse of marketisation that defines a role for teachers in preparing students for participation in a global market economy. A second discourse which is identified in the study is a democratic professional discourse, which delineates a critical, independent professional role for teachers. The study suggests that the two teacher identities are in tension. The two identities are complex and are simultaneously constructed and actualised.
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Mood, Elizabeth. "An examination of processes and structures in oral narrative discourse in an educational context." Thesis, Durham University, 1995. http://etheses.dur.ac.uk/5560/.

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Thesis: The structures and processes used in narrating are reflective of processes of thought. These processes will determine the grammatical structures selected to represent them. The nature of the story idea is related to the level of commitment to, and involvement with" the telling as social Interaction. Texts: The thesis is based on two texts, the first, an oral narrative telling of an event in family history, and the second, several group constructed endings to a traditional oral tale. Each text consists of several tellings, as well as questioning and discussion of the story. The thesis is in two parts, corresponding to these texts.ArgwmeM:1. The child telling is in dialogue with previous telling voices.2. The child constructs 'history' through a search for meaning at the present time.3. Questions open up spaces in a narrative in which the child works on meaning.4. The child uses language in specific ways to achieve specific narrative outcomes.5. As the narrative develops, further voices from the storying event shape the story.6. The question in the story becomes a tool for realizing thought.7. The nature of the story determines the nature of the thought provoked.8. Stages in constructing a story can represent stages in an argument.9. Thought, as it is realized, may be represented in text.10. The time of narrating Is the time of story innovation and change for the teller.
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BRUNO, DANIELA CALDEIRA. "PEDAGOGIC DISCOURSE, A PRACTICE OF IDEOLOGICAL MEANING: IDENTITY CONSTRUCTION IN A MILITARY EDUCATIONAL CONTEXT." PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2005. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=7224@1.

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PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO
Este trabalho desenvolve uma visão sobre a construção de identidades no contexto de práticas discursivas vivenciadas na formação de oficiais combatentes do Exército Brasileiro. Tais práticas evidenciam a representação dos sistemas simbólicos que dão forma a esta ecologia e às identidades suscitadas em seus participantes. As principais fontes de análise utilizadas foram textos interpretados como a materialização de um discurso de ordem social superior - o discurso pedagógico, produzidos durante exercícios de adestramento de tropas combatentes para o cumprimento de sua missão constitucional. Considerando-se que a língua carrega o potencial de produzir as ordens de significado que o dispositivo pedagógico está tentando controlar e distribuir, uma análise da organização funcional das práticas pedagógico-discursivas selecionadas, baseada no ferramental da Gramática Sistêmico-Funcional de Halliday (1985), principalmente no que tange à metafunção ideacional da linguagem e à transitividade, evidenciou que as escolhas lexicogramaticais, semânticas, fonológicas e entoacionais instanciadas constituem-se de sistemas semióticos não arbitrários de construção e representação do mundo. Essas escolhas funcionam produzindo significados particulares no âmbito da formação militar combatente, ideologicamente compartilhados e apropriados pela comunidade de prática estudada, facilitando processos de formação e representações sociais. As análises trouxeram à tona a crença de que o imaginário, o simbólico e o mítico marcham na mesma cadência que a racionalidade pretendida pelo discurso pedagógico enquanto veiculador de uma verdade e fator de construção de identidades no cotidiano das práticas discursivas que emergem nesta academia militar.
This dissertation focuses on discourse, understood as an ideological practice of meaning and as a practice evocative of social identities at an institution of undergraduate military education. A particular view is developed on the identity construction process in the context of discursive practice enunciations taking place along the education of combatant officers of the Brazilian Army. Such practices reflect the representation of the symbolic systems which contribute to the shaping of this ecology and of the identities evoked from its members. The main source for analysis comprises texts interpreted as the materialization of a superior social order discourse - pedagogic discourse, produced during military maneuvers aiming at skilling combatant troops to accomplish their constitutional mission. Considering that language carries the potential of producing the orders of meaning which pedagogic discourse tries to control and distribute, the functional organization of the pedagogic-discursive practices was analyzed. Based on Halliday´s (1985) Systemic-Functional Grammar, with special focus on the ideational metafunction and transitivity, these analyses support that choices of lexicogramatical, semantic, phonological and intonation patterns build nonarbitrary semiotic systems of construction and representation of the world. These choices function producing particular meanings in the military combatant educational scope, besides being ideologically shared and appropriated by the studied community of practice, enabling social formation and representation processes. The analysis has risen the belief that the imaginary, the symbolic and the mythical march in the same cadence as that intended by the pedagogic discourse, medium which materializes the truth and factor of identity construction during the daily discursive practices that flourish at this military academy.
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Kim, Wonseok. "A critical investigation into the discourse of educational neutrality in South Korea (1987-2017)." Thesis, University of Warwick, 2018. http://wrap.warwick.ac.uk/111740/.

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There has been a steady proliferation of discourses concerned with neutral education in South Korea since the democratisation of 1987. The problem of educational neutrality has been raised particularly by conservative forces. This thesis offers a critical examination of the conservative use of educational neutrality. Three inter-connected questions guide the thesis. First, what events and elements are combined in the discourse of educational neutrality in what ways? Second, how do non-discursive practices (e.g. techniques of power) help realise the discourse of educational neutrality? Finally, how do teachers and students resist pressure to be neutral? In order to address these questions, by drawing on theoretical tools offered by Kim Dong-choon and Michel Foucault, I, first of all, contextualize the conservative use of educational neutrality in relation to war-politics where critical thought and action are punished and regulated in the name of protecting society. I then combine Critical Discourse Analysis with Foucault's genealogical approach in order to grasp multiple dimensions of the discourse of educational neutrality. The construction of the discourse of educational neutrality is investigated through an analysis of a conservative newspaper's editorials. The deployment of power techniques in the realization of the discourse of educational neutrality is examined through a genealogical study of how critical teachers' unions have been regulated and how history textbooks have been sanitised. Last but not least, I explore courageous speech activities carried out by teachers and students. Those speeches, as forms of resistance to the myth of neutral education, serve to introduce a break in war-politics that draws an arbitrary line between what is and what is not say-able and do-able. The thesis concludes by highlighting that education cannot be reduced to the mere transmission of technical knowledge from teachers to students. Rather, education should take on the task of regenerating critical thought and action particularly in a pluralistic democratic society where different individuals, values, and views coexist not in an antagonistic way but in a harmonious way.
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Saeedi, Sina. "Perceptions of Racism in Educational Settings: A Critical Discourse Analysis of Inter-Racial Stories." The Ohio State University, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=osu1595571431384119.

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41

Tinitali, Peter. "Culture, language and colonial discourse a study of educational professional preparation in American Samoa /." Thesis, University of Hawaii at Manoa, 2002. http://proquest.umi.com/pqdweb?index=0&did=765044601&SrchMode=1&sid=10&Fmt=2&VInst=PROD&VType=PQD&RQT=309&VName=PQD&TS=1209146903&clientId=23440.

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Ferrell, Tonia P. "A Critical Discourse Analysis of Academic Presidential Transitions: Framing Images of Leadership." Kent State University / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=kent1542145474175605.

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Khwaja, Tehmina. "The language of leadership a feminist poststructural discourse analysis of inaugural addresses by presidents of high profile research universities." W&M ScholarWorks, 2015. https://scholarworks.wm.edu/etd/1539618807.

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44

Yates, Mark Timothy. "Congressional Debates Over Prisoner Education: A Critical Discourse Analysis." Digital Archive @ GSU, 2009. http://digitalarchive.gsu.edu/eps_diss/39.

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The United States has the highest incarceration rate of any country. The causes for the large number of prisoners can be traced, in part, to a politicized war on crime that resulted in harsh sentencing and high recidivism rates. Prisoner education provides the potential for slowing the revolving door of prison by helping to create engaged citizens, who are committed to bettering themselves and their communities. However, there is a paucity of support for programs such as Pell Grants, which could facilitate emancipatory education in prisons. The purpose of this work is to examine why prisoners are provided few meaningful educational opportunities while incarcerated. This study seeks to understand the genealogy of prisoner education policy through an examination of the debate surrounding the 1994 Omnibus Crime Bill and its prohibition of Pell Grants for prisoners, as well as the 2008 Second Chance Act and its reentry programs. The study analyzes the ideological underpinnings of key decision makers and how their values are often embedded in the narratives of neoliberalism. In addition, the work examines elite stakeholders’ discursive attempts, both manifest and subtle, to influence and maintain social policy through the creation of legitimizing myths, including the viewpoints that prisoners are hopelessly flawed or that they have potential only as human capital. Counter-hegemonic discourse is also described. The study methods are critical discourse analysis which looks at the ways text and talk maintain inequities in society and critical policy analysis. Utilizing transcripts from legislative debates, the study analyzes the discourses of members of Congress to expose the tropes that often lie beneath the surface of the debate over prisoner education. Their rhetoric appears to generate and maintain widespread support for legislation that is frequently deleterious to marginalized out-groups. The study should add to the literature examining the role of legitimizing myths that maintain inequities in educational access.
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Gazi, Yakut. "Discourse indicators of culture in online courses." [College Station, Tex. : Texas A&M University, 2007. http://hdl.handle.net/1969.1/ETD-TAMU-1304.

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Banks, Cerri Annette. "This is how we do it! Black women undergraduates, cultural capital and college success-reworking discourse /." Related electronic resource: Current Research at SU : database of SU dissertations, recent titles available full text, 2006. http://proquest.umi.com/login?COPT=REJTPTU0NWQmSU5UPTAmVkVSPTI=&clientId=3739.

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47

Saichaie, Kem. "Representation on college and university websites: an approach using critical discourse analysis." Diss., University of Iowa, 2011. https://ir.uiowa.edu/etd/1071.

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The purpose of this study is to understand how colleges and universities use language to represent themselves on their institutional websites (official websites of higher education institutions). Organizations, like colleges and universities, seek to create and maintain a distinctive identity in an effort to build legitimacy (i.e., status) and attract students (i.e., tuition dollars). Institutional websites are increasingly important to the admissions and marketing practices of colleges and universities due to their ability to rapidly communicate a significant amount of content to a vast audience. Colleges and universities use language, whether textual (i.e., written) or visual (i.e., images), to position and differentiate themselves from other institutions and promote their efforts. This study utilizes Critical Discourse Analysis (CDA) to examine the language on the institutional websites of 12 colleges and universities across a number of characteristics (e.g., control, type, geographic region, admissions selectivity) in the United States. Theoretically, CDA provides the means to examine everyday language in an effort to raise awareness about issues of inequality, such as access to education. Methodologically, Fairclough's approach to CDA has three dimensions of analysis. The first dimension is descriptive analysis where the intent is to describe the properties of the textual and visual elements. The second dimension involves interpretive analysis where the goal is to examine the contents of language and its functional parts to understand and interpret the connections between the role of language and the greater social structures it reflects and supports. Societal analysis, the third dimension, focuses on explanations of larger cultural, historical, and social discourses surrounding interpretations of the data. The analyses from this study suggest that colleges and universities utilize a common promotional discourse en masse to market rather systematic representations of "higher education" despite the fact that they vary widely by a number of institutional characteristics. Specifically, analyses reveal that institutions use language to repeatedly establish prestige and relevancy by touting the accomplishments of their institutional actors. The institutions attempt to engage the viewer with relational language, present numerous co-curricular experiences along with numerous images related to generic institutional characteristics (e.g., architecture, campus scenery), and multiple layers of navigation. The scholarly commitment associated with higher education plays a reduced role while the intangibles available to the prospective student are at the forefront of representations in the sample. Institutions also poorly represent other social goods (e.g., class, sexual orientation). Of the 453 images in the study, 98 feature a non-white actor (21%) and 146 feature a female actor (32%). Representations of diverse actors often appear in the form of caricatures (e.g., Native American in tribal dress). Given the mission and rhetoric stemming from many postsecondary institutions, including the institutions in this sample, to increase access to education for underrepresented individuals and enhance diversity in all its forms, the language utilized on the websites does not align with such statements. By deploying similar promotional discourse, the institutions choose what to present, emphasize, and exclude. Hence, institutions retain a great amount of control over information the viewer has access to on the institutional website. The language in use reveals that the institutions retain significant control over its actors with strategic placement of obligational discourse and, in most cases, complete silence on issues. Such discourse constructs an unrealistic portrayal of higher education while simultaneously reducing the role higher education has as a social institution committed to teaching, research, and service.
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48

Vergara, María. "Silence, order, obedience and discipline : the educational discourse of the Argentinean military regime (1976-1983) /." Lund : Lund University Press, 1997. http://catalogue.bnf.fr/ark:/12148/cb40996223j.

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49

Stiff, Charlotte. "A discourse analytical study that explores the discursive constructions of therapeutic practice within educational psychology." Thesis, University of Sheffield, 2013. http://etheses.whiterose.ac.uk/4449/.

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This Discourse Analytical (DA) study explores the discursive constructions of therapeutic practice within educational psychology. These constructions are taken from the perspective of fifteen Educational Psychologists (EPs) who are new to the profession. Drawing on data from four focus groups, comprising of three to four participants, I used Discursive Psychology (DP) to analyse the psychological themes emerging from participant talk. My analysis indicated that five interpretative repertoires were used to talk about therapeutic EP work. These included: ‘therapeutic-asskilled’,‘therapeutic-as-eclectic’, ‘therapeutic-as-threatening’,‘therapeutic-as-limited’ and ‘therapeutic-as-emerging’. A number of discursive devices such as disclaiming, excusing and blaming were also used. Participants were able to take up varying subject positions in relation to therapeutic practice, presenting themselves as both passive and active agents. When talking about therapeutic work participants positioned themselves as confused, reluctant and unconfident; as well as valuable, skilled and motivated practitioners. I concluded that the relational aspects of therapeutic EP practice are as important as the technical aids or tools used to facilitate this type of work. I have suggested that the uncertainty that exists around therapeutic work might reflect the uncertainty of participants’ emerging EP identity. My research indicates that EPs, who are new to profession, have the sufficient agency to negotiate therapeutic practices with educational psychology. However, this will require further investment from leaders within the profession.
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Donnison, Sharn, and n/a. "Discourses for the New Millennium: Exploring the Cultural Models of 'Y Generation' Preservice Teachers." Griffith University. School of Education and Professional Studies, 2005. http://www4.gu.edu.au:8080/adt-root/public/adt-QGU20061012.154401.

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This thesis examines the cultural models and discourses that a group of aspiring, primary school teachers in South-East Queensland employed to explain their current world and describe the likely development of their own careers and lives. Thirteen males and fifty-seven females, aged between 15 and 25, were involved in the study. All participants had expressed an interest in preservice teacher training with 77 percent of the cohort currently enrolled in a teacher-training program in the South-East region of Queensland, Australia. This study adopted a multi-method approach to data collection and included informal interviews, scenario planning workshops, focus groups, and a telephone survey. Initial pilot studies, incorporating informal interviews, preceded scenario planning workshops. Four males and eleven females were involved in six scenario planning groups. The scenario planning format, based upon Schwartz (1991), followed a seven-step approach whereby participants formulated and evaluated four possible future scenarios for Australia. These formed the stimulus material for the second stage of the study where thirteen focus groups critically analysed the scenario planning data. Interpretation of the data was underpinned by a framework based on an amalgamation of Gee's (1999) theoretical concepts of acts of meaning, cultural models, and Discourses and Bernstein's (1996) theoretical concepts of classification, framing, and realisation and recognition rules. The respondents exhibited five pre-eminent Discourses. These were a Technologies Discourse, Educational Discourse, Success Discourse, Voyeuristic Discourse, and an Oppositional Discourse. The group's Technologies Discourse was pervasive and influenced their future predictions for Australian society, themselves, and education and was expressed in both positive and negative terms. The respondents spoke of their current and future relationship to technologies in positive terms while they spoke of society's future relationship to technologies in negative terms. Their reactions to technologies were appropriated from two specific cultural resources. In the first instance this appears to be from their personal positive interactions with technologies. In the second instance the group have drawn from Science Fiction Discourses to predict malevolent and controlling technologies of the future. The respondents' Technologies Discourse is also evident in their Educational Discourse. They predict that their future classrooms will be more technological and that they, as teaching professionals, will be technologically literate and proficient. Their past experiences with education and schooling systems has also influenced their Educational Discourse and led them to assume, paradoxically, that while the process of education is and will continue to be a force for change, schools will not evidence a great deal of change in the coming years. The respondents were optimistic and confident about themselves, their current interactions with technologies, their future lives, and their future careers. These dispositions formed part of their Success Discourse and manifested as heroism, idealism, and a belief in utopian personal futures. The respondents' Voyeuristic Discourse assumed limited social engagement and a limited ability to accept responsibility for the past, present, and future. The respondents had adopted an 'onlooker' approach to society. This aspect of their Discourse appeared to be mutable and showed signs of tempering as the respondents matured and became more involved in their teaching careers. Finally, the respondents' Oppositional Discourse clearly delineated between themselves and 'others'. They were users of technologies, teachers, good people, young, privileged, white, Australian, and urban dwelling while 'others' were controllers of technologies, learners, bad people, older or younger, non-privileged, non-Australian, and country dwelling. Current reforms introduced by Education Queensland have stressed the need for a new approach to new times, new economies, and new workplaces. This involves having a capacity to envisage new forms, new structures, and new relationships. 'New times' teaching professionals are change agents who are socially critical, socially responsible, risk takers, able to negotiate a constantly changing knowledge-rich society, flexible, creative, innovative, reflexive, and collaborative (Sachs, 2003). The respondents in this study did not appear to be change agents or future activist teaching professionals (Sachs, 2003). Rather, they were inclined towards reproducing historical, traditional, and conservative social and professional roles as well as practices, and maintaining a safe distance from social and environmental responsibility. Essentially, the group had responded to a period of rapid social and cultural change by placing themselves outside of change forces. Successful educational reform and implementation, such as that being proposed by Education Queensland (2000), demands that all interested stakeholders share a common vision (Fullan, 1993). The respondents' Discourses indicated that they did not exhibit a futures vision beyond their immediate selves. This limited vision was at odds with that being espoused by Education Queensland (2000). This body recognises the importance of being able to envisage, develop, and sustain preferable futures visions and have developed futures oriented curricula with this in mind. Such curricula are said to respond to the changing needs of today's and tomorrow's society by having problem solving and the concept of lifelong learning at the core. The future towards which the respondents aspire is one where lifelong learning and problem solving have little significance beyond their need to stay current with evolving technologies. In reflecting on the respondents' viewpoints and the range of Discourses that they draw upon to accommodate their changing world, I propose a number of recommendations for policy makers and educators. It is recommended that preservice teacher training institutions take up the challenge of equipping future teachers with the skills, knowledges, and dispositions needed to be responsible, reflective, and proactive educators who are able to envisage and work towards preferable visions of schooling and society. Ideally, this could occur through mandatory Futures Studies courses. Currently, Futures Studies courses are not seen as an essential area of study within education degrees and as such preservice teachers are given little opportunity to engage with futures concepts, knowledges, or skills. The success of the scenario planning approach in this thesis and the richness of the issues raised through interactive engagement in imagining possible futures, suggests that all citizens, but particularly teachers, need to enlighten their imaginations more often through such processes.
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