Educational Discourse Research Articles

The difficult dynamic of teacher educators as policy actors: considerations for counter-conduct

ABSTRACT The literature on initial teacher education highlights a crisis facing teacher educators, one which threatens our own epistemic legitimacy and relevance in educational discourses, as market-economy mandates and political surveillance intensify and dominate what it means to be and do teacher education. Given this macro-level concern, we, as teacher educators, explore and problematise the recent mandate that all initial teacher education programmes in Ireland must include a Global Citizenship Education (GCE) perspective. Drawing on a theoretical framework focusing on power relations and the possibility of counter-conduct, we focus on our everyday practices as teacher educators and how our responses offer an affective insight into our political role as policy actors in initial teacher education. In doing so, we identify three categories of responses and discuss these from individual and institutional perspectives, while offering relevant contemporary examples of how previous mandates were enacted. In each response, we consider the resultant form that GCE experiences may take as a result of our translations. In conclusion, we work towards and highlight the importance of creating dialogic affective spaces which must seek to continue and contribute to educational conversations rather than dominate discourse.

Schools as Sites of Homelessness Prevention

Youth homelessness in Canada impacts a significant number of young people. More specific to our focus, populations of young people who are more likely to experience homelessness (e.g. youth with mental health issues, 2SLGBTQIA+ youth, youth from care, and Indigenous youth) face significant barriers to accessing safe, culturally appropriate, and supportive education, suggesting rights to housing and rights to education are intersecting equity issues. This article presents findings from a participatory research project led by members of Youth Action Research Revolution, carried out in Tio’tiá:ke/Montréal, Québec, Canada. Building from experiences young people shared, this article highlights aspects of the public education system that pose problems for youth who are precariously housed or homeless, namely, the application of one-size-fits-all approaches, barriers for students with mental health or learning disability diagnoses, and the lack of clear or actionable institutional mechanisms for students to access preventative support. Following this, we outline educational discourses, practices, and processes that constitute where something may have been done differently to prevent homelessness. We conclude with possible actions to support youth homelessness prevention in schools, including creating more flexible ways for children and families to access supports, resourcing “champion” teachers, and addressing the insidious biases and discrimination in the organization of school policies.

Introducing non-cognitive load to the educational discourse.

Introducing non-cognitive load to the educational discourse.

How Can We Learn from Milieus?

Environmental education requires a philosophical reevaluation. As evidence of this need, Humphreys and Blenkinsop (2017) note that educational theories remain fragmented due to the absence of strong philosophical foundations, while the educational discourse also lacks the coherence needed to transcend traditional disciplinary boundaries. Additionally, Sonu and Snaza (2016) argue that failing to question the assumptions underlying the concept of the human subject risks grounding the relationship between humans and the world in a ‘momentary ethic’, where partial knowledge is tied to accidental actions. In light of these critiques, it is clear that environmental education requires a philosophical reevaluation and rearticulation of issues such as entanglement to and with the individual. This paper argues that the abstract notion of ‘environment’, defined by its distinction from the individual, contrasts with the idea of ‘milieu’, which implies a connection to the individual, making the milieu a solid foundation for developing a philosophical theory of education. This argument is supported by bringing together theoretical and practical dimensions – namely, Gilbert Simondon’s theoretical concept of the ‘associated milieu’ and Phenomenon-Based Learning as a concrete educational practice. This approach not only identifies the individual as directly connected to the milieu but also demonstrates the potential to develop processes of connectedness to milieus as educational practices. In this respect, integrating philosophical insights with educational practices complements theories of environmental education, thereby creating an educational dimension which unites complex natural, cultural, and social phenomena.

Neoliberalusis aukštojo mokslo diskursas Lietuvos universitetų jungimo kontekste

University mergers are closely linked to the neoliberal higher education discourse which relies on competitiveness and the adoption of best market practices in institutional settings. The necessity of a second wave of university mergers has been dictated by the neoliberal order of higher education. The drive for greater competitiveness, more efficient system management and a better response to societal needs through university mergers coincides with the neoliberal higher education discourse. While mergers are not a new practice, they are often chosen as a policy instrument precisely because of the neoliberal conditions under which the system is organised. Therefore, the aim of the paper is to investigate how neoliberal discourses have been used to shape the perception of the need for university mergers in Lithuania.The analysis of online media messages related to university mergers (2005–2020) reveals that university mergers are an integral part of the discussions on other structural reforms of higher education, such as governance or funding. University mergers are framed as an imminent and obligatory solution to a wide range of higher education problems, mainly targeting discourses on study quality and international competitiveness. And while the arguments seem to remain similar over time, the content of both quality and competitiveness concepts is changing. Initially, quality was associated with standard setting and societal needs, with a later shift towards internationalisation and the labour market needs. The notion of competitiveness is also changing, from seeking to attract more domestic students, to the vision of attracting high-level academics and students from abroad, becoming regional or even European leaders and reaching top rankings.

The diversity of genres in cultural and educational radio programs

Radio remains a powerful medium for cultural and educational discourse, providing diverse content tailored to various audiences. This article explores the diversity of genres in cultural and educational radio programs, highlighting their role in disseminating knowledge, fostering cultural identity, and engaging listeners in intellectual dialogue. By analyzing key formats such as documentaries, interviews, debates, and dramatizations, this study evaluates their effectiveness in contemporary media landscapes. The findings suggest that genre diversity in educational and cultural radio programs enhances accessibility, sustains listener engagement, and broadens educational outreach.

Argumentation resource in scientific pedagogy as an object of research

Introduction. The analysis of the argumentation employed by scientists and educators in recent years reveals a tendency to adopt an uncritical attitude towards the opinions of scientific authorities, as well as distortions in the formulation of definitions and inaccuracies in both theoretical and empirical justifications of conclusions. These issues indicate attempts at methodological “interference” within the argumentative discourse in science education. Aim. The present research aims to identify the specifics of scientific argumentation in pedagogy and categorise the criteria for its compliance with the methodological framework into two parts: the formulation of “strict” and “soft” requirements. Methodology and research methods. The following research methods were employed: analysis of recordings of scientific dialogues, as well as texts from articles, monographs, and dissertations on pedagogy to assess argumentative correctness; analysis of methodological literature addressing the issues of argumentation across various fields of knowledge; and a method for dividing the field of scientific argumentation into two categories based on the characteristics of the subject of pedagogical research, including the potential for definition and the construction of theoretical frameworks. Results. The outcome of the study is the identification of the requirements for scientific arguments in pedagogy, shaped by the unique characteristics of its subject area. These requirements can be categorised into two types: “strict” requirements, which should be aspired to, and “soft” requirements, which can be described as mitigating circumstances that assist pedagogical researchers in addressing criticisms arising from comparisons between pedagogical argumentation and analogous processes in other scientific disciplines. Scientific novelty. The scientific novelty of this research lies in the justification for dividing the field of argumentation – an essential component of pedagogical methodology – into “hard” and “soft” criteria that align the arguments of scientific pedagogy with methodological norms. Practical significance of the results lies in the potential to utilise the presented material as educational content for students enrolled in pedagogical education programmes, serving as a guide for completing their final qualifying works.

Mapping the intelligent classroom: Examining the emergence of personalized learning solutions in the digital age

It may seem that learning platforms and systems are a tired topic for the academic community; however, with the recent advancements in artificial intelligence, they have become relevant to both current and future educational discourse. This systematic literature review explored platforms and software supporting personalized learning processes in the digital age. The review methodology followed PRISMA guidelines, searching Scopus and Web of Science databases. Results identified three main categories: artificial intelligence, platforms/software, and learning systems. Key findings indicate artificial intelligence plays a pivotal role in adaptive, personalized environments by offering individualized content, assessments, and recommendations. Online platforms integrate into blended environments to facilitate personalized learning, retention, and engagement. Learning systems promote student-centered models, highlight hybrid environments’ potential, and apply game elements for motivation. Practical implications include leveraging hybrid models, emphasizing human connections, analyzing student data, and teacher training. Future research directions involve comparative studies, motivational principles, predictive analytics, adaptive technologies, teacher professional development, cost-benefit analyses, ethical frameworks, and diverse learner impacts. Overall, the dynamic interplay between artificial intelligence, learning platforms, and learning systems offers a mosaic of opportunities for the evolution of personalized learning, emphasizing the importance of continuous exploration and refinement in this ever-evolving educational landscape.

Philosophical foundations of the study of the problem of involvement in additional education: encouragement and development of subjectivity of adult learners

The problem of the development of subjectivity of adult students enrolled in additional education programs occupies an important place in psychological and pedagogical research. In the development of vocational training programs, the personality of the student is an integral factor that encourages additional education and meaningful involvement in educational activities. The success of building a student's personality in the vocational education system depends on its active subjectivity and autonomy. The relevance of research is due to the difficulties associated with the ambiguity of understanding this concept and its substantive elements in the psychology of education. A promising area of research is the clarification of the concepts of subjectivity, the possibility of its development in the educational process of higher professional education in the synthesis of an interdisciplinary matrix of psychological and pedagogical knowledge. Philosophy provides many prerequisites and perspectives for analyzing and understanding the subjective position of students. The concept of subjectivity in philosophy lays the foundation for understanding the use of the potential of philosophical knowledge in improving psychological and pedagogical approaches to the development of subjectivity and autonomy of adult learners. Each of the existing directions can contribute to understanding the role of an adult in the educational process of vocational education as an independent subject. The conducted research is aimed at enriching the educational discourse on the problem of adult learner subjectivity in the expanding contexts of additional learning by analyzing three trends in the evolution of subjectivity in Western philosophy: from Protagoras and the sophists to Descartes' metaphysics and the antimetaphysical form of philosophizing in postmodernism. The author puts forward the thesis that philosophy can be successfully integrated into modern additional adult education. At the same time, it is possible to use the potential of both academic and practical philosophy, as well as philosophy as the art of life. The expansion of scientific discourse on the problem of subjectivity in psychological research actualizes the theory, ontology, epistemology and epistemological independence, which are of primary importance for the self-determination of an adult, his values and meanings.

The Potential of Science Education for Development of Responsible Citizenship in Ukraine

Our research focuses on how sociocultural processes can foster responsible citizenship in Ukraine through scientific literacy within an overarching philosophical narrative. In particular, the authors aim to outline various dilemmas, beginning with the ambiguities that science education faces when confronting notions of good citizenship within differing sociocultural contexts. Hence, we focus on the ethical and moral aspects of citizenship within a science education agenda that is not reducible to the learning of scientific facts. We show that it is an essential instrument for developing critical rationality, moral judgment and civic involvement. This agenda is centered around the development of scientific literacy, motivating students to engage in their own auto-didactic pursuit of scientific inquiry. The authors maintain that this sense of curiosity and critical engagement is bound to translate into an ability to make sense of difficult ethical and social Ukrainian terrain as well as positively influence approaches to pedagogical education. We further examine Ukrainian science education curriculum in the context of the broader national and global challenges of attaining scientific literacy as a foundational pillar of any future learning and teaching. More specifically, the authors propose a policy rooted in evidence-based inquiry as a centerpiece of all progressive education to allow students to develop the tools they need to become better informed, active citizens able to bring about positive societal shifts. The findings of our study relate to the call for educational reform in Ukraine through the modernization of both its physical and pedagogical infrastructure. The case is made for creating a strong foundation of scientifically-minded attitudes amongst the well-informed citizenry, which will lead to a generation able to consider and address complex ethical and social issues. The research interprets its results in terms of a broader philosophical and educational discourse with a view as to how military conflicts can affect the producing an informed population able to direct its concerted efforts towards the development of sustainable, equitable progress that serves both the individual and society at large.

PHILOSOPHY OF EDUCATION IN THE DIGITAL AGE: TRANSFORMATION OF KNOWLEDGE AND LEARNING

The article examines the transformational process in the philosophy of education driven by digitalization, which necessitates a critical re-evaluation of traditional epistemological and ontological categories. The study addresses the dichotomy between classical educational paradigms and emerging approaches that respond to digital innovations. This research aims to analyze the impact of digital technologies on the structure of knowledge, educational institutions, and cognitive interaction methods. It applies poststructuralist and relational analysis methods to conceptualize knowledge as a contingent and variable phenomenon. By employing a multi-discursive approach, the study demonstrates how digital media not only reshape the learning process but also alter the nature of knowledge itself. The relevance of this research is underscored by the context of epistemological relativism that arises in the era of educational virtualization.The study finds that knowledge no longer operates as a static logos but takes on the form of a fluctuating, networked substance, interacting with the subject through multichannel simulations. Traditional educational hierarchies give way to hypertextual and multi-agent forms of knowledge transmission, where the authenticity and credibility of knowledge increasingly depend on dynamic algorithmic and simulacral constructs. The practical significance of this work lies in defining new axiological imperatives for education that focus on enhancing adaptability and critical reflexivity in the learner. The study proposes heuristic methods designed to foster cognitive resilience against informational entropy and to cultivate “flexible thinking” capable of navigating the evolving digital environment.In conclusion, the study emphasizes that the philosophy of education in the age of digital expansion undergoes profound ontological and epistemological changes, transforming the learning process into an interactive and multidimensional phenomenon. Knowledge loses its stability, evolving into a series of cognitive impulses that continually shift in form and structure. This evolution calls for the formation of a new type of educational subject, capable of integrating and critically navigating virtually dispersed informational environments. Accordingly, the article offers a foundational analysis and innovative approaches to the philosophy of education, reflecting the integration of digital technologies as the basis of the contemporary cognitive process, and highlights the importance of harmonizing technocratic and humanistic elements in the educational discourse.

Маркеры неолиберальных тенденций в концепциях модернизации российского образования

The article presents an attempt to critically comprehend the influence of the neoliberal ideological project on the educational policy of post-Soviet Russia. The authors elucidate the meanings of the ideologies of global capitalism, such as “knowledge economy”, “lifelong learning”, “human capital”, “individual freedom”, “competition” and their impact on the formation of educational policy. Furthermore, the authors demonstrate how these ideological constructs are integrated into modern concepts of modernization of Russian education. Particular attention is given to the emergence of “new pedagogical thinking” in the late 1980s and 1990s, which introduced the idea of child's freedom and the prioritization of their rights into the educational discourse. The article discusses the concept of personality-oriented education, which promoted the significance of the “individual self”, as well as the competence-based approach, which established competencies as leading characteristics of a competitive individual adapted to the demands of the global economy. The article raises the question of the place of personalized education in modern pedagogical theory and practice. In conclusion, the authors advocate for a critical reassessment of adherence to the neoliberal tradition in education to revive and strengthen the value sovereignty of Russia.

Rurality and Curriculum Implementation in Zimbabwean Primary Schools: Challenges and Opportunities

The paper argues that harnessing community epistemologies can greatly improve the implementation of the curriculum in Zimbabwean rural primary schools. The contribution of rural communities in educational discourses has been less valued and this position is being challenged given the wealth of knowledge and skills that are prevalent in rural communities. Employing the Social Capital Theory, the study empirically analyses the implications of engaging rural communities based on a qualitative descriptive survey design with a small purposefully selected sample of four rural primary schools, twenty primary school teachers, and ten community members. The study employed focus group discussion and in-depth unstructured interviews in data collection. The research findings indicated that rural teachers cannot self-provide all the educational knowledge critical for quality primary school education. They need to meaningfully engage community members in the implementation of the primary school curriculum. Furthermore, rural community members felt the primary schools did not value their contributions and, therefore, did not engage them in curriculum implementation discourses. The study concludes that there is a need to change the current teacher-community relationship practices that erode trust and voluntarism on classroom matters and create favourable win-win educational conditions. The study recommends that teachers identify specific attributes of members of the rural community and exploit them for the good of curriculum implementation at the primary school level.

Teachers’ enactment of Freirean democratic pedagogies in primary school physical education

ABSTRACT Background: Despite its ubiquity in education discourses, social justice is a highly contested concept that can be framed in different ways [Dowling, F., H. Fitzgerald, and A. Flintoff. 2012. Equity and Difference in Physical Education, Youth Sport and Health: A Narrative Approach. Routledge]. The ‘social’ element of social justice is always framed by broader cultural and socio-political contexts. Therefore teaching for social justice cannot be conceptualised as a single pedagogy that can be enacted without regard for the learning content and the learning context. Purpose: The rationale for this research is to bridge the gap between advocacy for pedagogies for social justice and practices done in the name. The specific aim of this paper was to explore how specialist primary school physical education teachers in Spain enact democratic practices that promote social justice by engaging students in decision making in ways that ensure their voices are heard and considered. Method: The research was informed by Critical Incident Technique (CIT) methodology. Data were generated through six classroom observations and stimulated recall interviews with three Spanish primary PE teachers. Data analysis was informed by Paulo Freire’s [1970. Pedagogy of the Oppressed. Seabury Press] democratic pedagogy and associated concepts of dialogue, problem posing and critical consciousness. Findings: The findings demonstrate how the teachers’ PE teachers’ practices have strong roots in democratic principles that are consistent with the scholarship of Freire. The two themes; (1) ‘Student-led dialogical encounters’ and (2) ‘Pedagogy of questioning and exploration’ provide insight into how the Spanish primary school PE specialists in this study teach for and about social justice in contextually relevant ways. Discussion: These findings remind us that PE provides a fertile educational context for implementing democratic pedagogies due to its interactive activity-based context and curricular focus on holistic development. The findings provide insight into both how democratic pedagogies in PE are possible even with very young students. Conclusion: We argue that democratic pedagogies are essential to social justice outcomes in school PE. They can enhance student participation, foster relationships, and empower individuals to become active agents of change. Democratic pedagogies in primary schools provide a sound foundation for scaffolding a critical consciousness in secondary school PE contexts.

Philosophy of Islamic Education

This research examines nomenclature disputes in Islamic Philosophy of Education using historical, anagogical and philosophical approaches. The research question posed is how the disputes over terms such as 'tarbiyah', 'ta'lim' and 'ta'dib' reflect different views within the Islamic educational tradition and what the philosophical and spiritual implications are. The aim of this study is to provide a deeper understanding of the evolution and meaning of these terms and their contribution to the discourse of Islamic education. The method used is an in-depth literature analysis with a qualitative approach, combining a historical study to trace the development of the terms, an anagogical analysis to unearth their spiritual meaning, and a philosophical approach to explore their conceptual implications. The results show that the nomenclature disputes not only reflect intellectual diversity in Islam but also highlight the need for a more holistic and multidimensional approach in understanding Islamic education. This research contributes to the development of a more inclusive Islamic education discourse that is relevant to the contemporary context.

The Impact of Metaphors on Academic Text Comprehension: The Case of Students With Dyslexia.

Metaphor has long been used by scholars to make concepts more comprehensible. However, this use of figurative language has never been investigated in relation to the way students with dyslexia learn from academic texts. This study aims to assess the impact of metaphors on overall academic text comprehension in university students with and without dyslexia. Excerpts from scientific articles containing metaphors were adapted to be presented in two comparable conditions: metaphorical and literal. Legibility indexes were controlled for to guarantee the same difficulty between conditions. Twenty-eight students with dyslexia and thirty students without dyslexia underwent a multiple-choice comprehension task for two texts, one for each condition, and provided evaluations of text perception. A standardised assessment of general reading comprehension and cognitive abilities, such as reading speed, reading accuracy, and working memory was conducted. Data revealed that, when reading ability was controlled for, students with dyslexia presented significantly lower comprehension scores only in texts containing metaphors, despite comparable perceived complexity and increased interest in metaphorical texts. These findings suggest that metaphors used in educational discourse may not be entirely inclusive, as they seem to impose additional cognitive demands on students with dyslexia.

The concept of “intercultural competence” in educational and scientific discourses

This article attempts to analyse the definition and structure of the concept of "intercultural competence" in scientific research and normative documents at the Ukrainian and European levels, to identify commonalities and differences, to characterise positive changes and, based on the analysis, to formulate a definition of the concept that would reflect today's realities and take into account modern challenges in education (general, foreign language). Starting from the end of the 20th century, scientific works of English-speaking, German-speaking, and domestic scientists were studied, but the main focus was on research from the last 20 years due to significant changes in the structure of societies due to globalisation, migration processes, and the activation of contacts in the professional and private spheres of representatives of different linguistic and cultural communities. Attention is drawn to the fact that understanding the concept of "intercultural competence" acquired new meanings at different stages of its research. Among the reasons for reconsideration and clarification are primarily the challenges that appeared under the influence of social processes in the pan-European and world dimensions, taking into account the national characteristics of countries' development. In accordance with the shift in emphasis in the definition of the concept, its structure also changed; however, despite the selection of specific components by different authors, the structure of intercultural competence retained a common core and layered new components. In the educational discourse, there is a noticeable increase in attention to the concept in the context of social competence, the development of which is aimed, among other things, at conflict-free coexistence, successful communication, and the ability to adapt to a multilingual and multicultural society.

Understanding translations and controversies in contemporary curriculum reforms: a Colombian case study

ABSTRACT This paper analyzes the connection between a university’s curricular reform and the creative ways in which actors position themselves to respond. The study takes place in a Colombian university that underwent an institutional competency-based curricular reform. This context allows us to question the ways in which different actors perceive and interpret the curriculum. Utilising curriculum enactment and policy enactment as analytical frameworks, this research distances itself from technical approaches that view reforms as merely a matter of implementing the official curriculum in a linear and technical manner. Instead, it examines the transformations and the ways in which actors such as students, faculty, and academic leaders experience, adapt to, and interpret the curriculum as a dynamic artefact. A comparative case-study underpinned the methodological approach to understand the challenges and singularities that emerged from curricula transformation in three different departments. Interviews, focus group, a class project carried out by students and document analysis, were used to understand the various forms of creative deviation and opposition displayed by actors towards technocratic discourses on innovation, evaluation, and accountability. Findings evidence that opposition to the curricular reform process came from a resistance to adhering to global discourses of competency-based education. However, findings also show that there is a misalignment between the decision-making process of the curricular reform and the demands of the job market. Therefore, any curricular reform should be critically examined from multiple perspectives rather than solely through a technical lens.

The marionette theatre: Decentering the all too human architect

This paper presents a philosophical reflection on a first-year design studio, conducted as an experimental deviation from traditional ‘all too human’ models of architectural education. The pedagogical approach ventures into broader ethical concerns surrounding the nonhuman and the art of building. In the studio, familiar human standpoints were decentered through the art of storytelling, drawing insight from discourses in posthuman education and nonhuman narratology which were interweaved into the design and performance of a marionette theatre. Throughout the term, the theme and its methodological and representational challenges were carried out in three main acts: the marionette, the theatre and the performance—with an intermission assignment posed as a point of critical reflection. At differing scales, each phase prompted different considerations related to nonhuman characters, the audience, performer and performance. Instead of assessing the studio’s outcomes within a positivistic framework, this paper presents portraits of student materializations from the semester. In this way, the results are framed heuristically, echoing the storytelling approach of the studio itself. Finally, a critical postscript reflects on a hypothetical direction for future studios.

Yes means yes and no means no? A critical sociolinguistic analysis of cultural assumptions and transnationalism in Polish online sexual education discourses on sexual consent

Yes means yes and no means no? A critical sociolinguistic analysis of cultural assumptions and transnationalism in Polish online sexual education discourses on sexual consent