Discourses may be defined as socially constructed and recognised ways of doing and being in the world, which integrate and regulate ways of acting, thinking, feeling, using language, believing and valuing”
(Lankshear, 1994, p. 6)
Discourse can be considered as a standerdized approach to thinking, a sort of social boundary illustrating what can be taught about specific topics. Discources affect our veiws and diffrent discources can put a diffrent perspective on the same issue or topic. It is imposible to escape discourses ecspecially in relation to education. To put it another way; the chosen discourse expresses the vocabulary, interpretation and style in which a person communicates e.g a teacher to their students.
Adopting a critical perspective in relation to discourse in education is vital, As it offers an important means to analysis complex educational problems in which form the basis of making educated professional judgments.
There are four main types of discourse realted to education in schools ; these are academic rationalism which focuses on teaching students to learn placing a specific importance on building intelectual and cognitive skills such as litracy and numracy. Social and economic efficency which places great importance of producing studnets that better society. Child centered which focuses on creating an enviroment where children can reach their full potenial and make the best of all oportunities that come their way. Also Lastly, social reconstruction which spcifically looks at brinigng about social reform.
Throughout history is easy to see the discourses used and how they effected the students in schools. History shows that the veiws of scoiety especailly those in which held power to change or influence schools largly decided in whcih discourse a school operated as. In the 1850's to 1900's history shows that schools mainly operated under the discourses of academic rationlism and social and economic effeciency placing great importance of producing student that had the intelectual and cognitve skills to benifit and better society. Leaving the students directly subject to school practrices and often leaving them without a voice in how they are educated. It wasn't untill the 1970's to the early 2000's did change start to occur with some foccus shone onto creating a voice for students with the creation of student councils though minor it lead the way of implenting more approaches to child centered and social reconstructive discourse in education.
It is important to relise diverstiy in schools across diffrent times and locations. With an ever changing social and cutural society with technology constinaly being impoved it is vital our ideologies and intutionlized approach reflect the changing times.
So many lessons and skills can be learned from the topic of diversity. Learning about different cultures and diversity can strengthen a child 's sense of self as well as the sense of others.Keeping diversity in class can also educate the children on the differences in the different cultures in the world. This allows them to see different living conditions, taste different foods,and experience different traditions. A final reason to keep diversity in the classroom is in doing so betters the teacher being self-aware of diversity can prevent any bias acts being taken in the class. It reminds the teachers to stay open minded and equal toward any and every student that is getting an
...e cited this as another major limitation of discourse analysis, stating that the array of options available through the various methods can create inconsistencies and render issues of methodology problematic. In terms of application, discourse analysis involves a re-design of the topic through the study of interactional order (Schiffrin, Tannen and Hamilton, 2008).
Downs, Doug. "The Concept of Discourse Community." Writing about Writing: A College Reader. By Elizabeth A. Wardle. Boston: Bedford/St. Martins, 2011. 466-78. Print.
A Discourse Community is a group of people that share a set of goals or discourses and within this group, find ways to communicate about these set goals. Discourse Communities can mean having a spot on a sports team, being a part of a school club, and even your workplace can be considered a discourse community. To be accepted into a discourse community, one must seen as a credible source, one that has knowledge on the topic at hand and can help the group reach the goals of the discourse community. When joining a discourse community, it is important that one learns how those in the group use effective ways of communicating.
The author begins his argument by retelling the story of his youth to build his ethos but the results are poor as it presents more questions on how he is a credible source on this argument as his only evidence is his own story. However, through the same means his pathos is built as his anecdote conveys feelings in the audience, making them more willing to listen. Graff finally, gives a call to action to schools to use students’ interests to develop their skills in rhetoric and analysis, which reveals the logic behind his argument. The topic about how students are taught rhetoric and analysis brings interest but with an average argument only built on pathos, a low amount of logos, and questionable ethos it can fall on deaf
To examine various discourses, it is crucial that the idea of discourse and the way in which discourses operate is clear. A discourse is a language, or more precisely, a way of representation and expression. These "ways of talking, thinking, or representing a particular subject or topic produce meaningful knowledge about the subject" (Hall 205). Therefore, the importance of discourses lies in this "meaningful knowledge," which reflects a group’s ideolo...
You belong to a discourse community! Whether you know it or not almost everyone belongs to some type of discourse community, but how does it affect you as an individual? From the studies of multiple authors, it has been established what defines a discourse community, what effects intertextuality have on a discourse community and even the overall dynamics, but even with all this research there is still something missing. Elizabeth Wardle, John Swales, and James Porter all make very good discussion points and arguments in their research, but none of these writers stop to examine the effects that these communities could possibly have on the individuals that make the community what it is. Just as it’s the simple stone block that when combined become
Our schools are full of a variety of children who are diverse in their own ways. What comes to mind when you hear the word diversity within schools? Many people think of race or culture, but diversity in our schools is more than that. Diversity can include race, religion, culture, and even learning styles in a classroom. In the past classrooms where not that diverse consisting of white protestant students. Currently diversity in classrooms is on the rise big time. Today’s classrooms are more effective in diversity, learning styles, and influences than past years.
A political science major is the main discourse community I am apart of. It is a community that consists of students studying political science through a four-year bachelor’s program at the University of New Mexico. Almost anyone interested in being a part of this community is capable of joining. This guide goes in depth about what this discourse community is about. Making it easy for anyone that would like to be apart of the community, allowing outsiders to see if it is truly for them. This guide will touch on the origin, goals, values, and the exploration of language usage in the discourse community of political science majors.
The first chapter talks about the justification of the pedagogy, the contradiction between the oppressors and oppressed, which each house on another in each other psyche’s, and how the pedagogy is justified. Chapter two is about the “banking” concept of education as means of oppression which treats students as brainless ‘piggy banks’ to be filled with knowledge and teachers as all-knowing beings; “the more completely she fills the receptacles, the better a teacher she is. The more meekly the receptacles permit themselves to be filled, the better students they are” (Freire, 1998, p. 53). Chapter two also poses a solution to the “banking” method: problem posing, which through dialogue creates a co-creator relationship between the students and teacher. The third chapter builds more on dialogue as a practice of freedom in education and the final chapter is about dialogics and antidialogics as opposing theories of action.
Diversity in classrooms can open student’s minds to all the world has to offer. At times diversity and understanding of culture, deviant experiences and perspectives can be difficult to fulfill, but with appropriate strategies and resources, it can lead students gaining a high level of respect for those unlike them, preferably than a judgmental and prejudiced view.
VAN DIJK, TEUN A. “18 Critical Discourse Analysis”. discourses.org. Website Teun A. van Dijk. 20 December 2011.
The world is currently undergoing a cultural change, and we live in an increasingly diverse society. This change is not only affect the people in the community but also affect the way education is viewed. Teaching diversity in the classroom and focusing multicultural activities in the programs can help improve positive social behavior in children. There is no question that the education must be prepared to embrace the diversity and to teach an increasingly diverse population of young children.
Education is a vital part of society. It serves the beneficial purpose of educating our children and getting them ready to be productive adults in today's society. But, the social institution of education is not without its problems. Continual efforts to modify and improve the system need to be made, if we are to reap the highest benefits that education has to offer to our children and our society as a whole.