Educational Discourse Research Articles

The Islamic Religious Education Curriculum Towards Globalization of Education: A Study on the Dynamics and Implications of Curriculum Changes

The quality of education is closely related to the curriculum that is implemented. Due to the consequences of changes in political, social, cultural, economic and technological systems, the curriculum also undergoes changes. Since Indonesia’s independence in 1945, the country has developed and been implementing its own school curriculum starting in 1947, 1952, 1964, 1968, 1975, 1984, 1994, 1999, 2004, 2006, and 2013. This study aims to analyze the dynamics and implications of curriculum changes in Islamic education and to examine its existence in the globalization of education. The research method used a library research approach with data analysis techniques including data reduction, data presentation and conclusion drawing. The results show that Islamic education has been implemented since the independence era, albeit influenced by the Dutch at that time. After the era of independence and reformation, the changes in curriculum resulted in the government giving special attention to Islamic Religious Education (called as PAI), which was demonstrated by the establishment of Islamic institutions called “madrasa” and Islamic universities. Indonesia’s experience in various curriculum models is a strength in exploring the potential of Islamic education to adapt to the discourse of global education. Moreover, Islamic education in Indonesia has the opportunity to become a world leader. To achieve this, efforts are needed to strengthen the Islamic education system and its curriculum, expand access to information and communication technology, improve the quality of teachers and researchers through increasing academic qualifications, and build international cooperation with other countries in the form of curriculum development and scholarships for foreign students who want to study PAI.

ASSESSING LEARNERS' INTERACTION QUALITY DURING DIGITAL STORY TELLING PROCESS

This qualitative study delves into digital storytelling, focusing on the quality of interactions among learners engaged in this innovative pedagogical approach. This research aims to provide a comprehensive description of these interactions, analyze the outcomes, and critically evaluate the advantages and disadvantages of interaction quality in the context of digital storytelling. Through in-depth interviews and participant observation, we explored the experiences of 21 grade X students at MA Al-Aman in Lamongan, East Java. Thematic analysis of the collected data revealed that digital storytelling fosters collaborative engagement, allowing students to work together, share ideas, and co-create narratives. It enhances their understanding of subject matter, nurtures meaningful discussions, and fosters improved communication skills. The advantages of this approach far outweigh the recognized disadvantages, such as occasional disagreements and time constraints for collaboration. This research contributes to the educational discourse, emphasizing the profound impact of interaction quality on learning experiences. However, this study has limitations related to its scope and qualitative nature. Future research should explore diverse educational settings, digital storytelling tools, and pedagogical strategies. In conclusion, this study highlights the transformative potential of interaction quality in the context of digital storytelling, offering students a dynamic platform for collaboration, meaningful communication, and enriched learning experiences.

The Development of Multicultural Islamic Education in the Modern Era: Relevance and Challenges

Multicultural Islamic Education is an education that emphasizes multiculturalism as one of the visions of education with the main character that is inclusive, egalitarian, and humanist but remains firmly based on spiritual and divine values based on the Qur'an and Sunnah. The type of research used is the qualitative method with a phenomenological approach. This research collected data through in-depth interviews, observation, and documentation. Researchers conducted epoché, followed by data analysis with three stages, namely data collection, data reduction, data presentation, and conclusion drawing/verification. The study's results demonstrate the relevance of developing multicultural Islamic education in the modern era, which provides high respect and guarantees for each individual. Therefore, it is incorrect to assume that Islamic education lacks humanistic elements. Furthermore, the study's findings indicate that the development of multicultural Islamic education is not a simple task. This study found challenges and obstacles in formulating and adopting multiculturalism in the world of Islamic education, including: differences in the boundaries of multiculturalism as an ideology, exclusivism in homogeneous groups, vague tolerance boundaries that have the potential to cause egocentrism, the selection of appropriate multicultural models and types for Islamic education, and the feasibility and readiness of each component of the Islamic education system. The study's results suggest several ways to enhance multicultural Islamic education, including the need to keep refining the discourse of multicultural Islamic education. Second, that must continue to deepen and explore the concept of education, which upholds values, beliefs, heterogeneity, plurality, diversity, and all aspects of community life within the context of studying Islamic teachings based on the Qur'an and Sunnah. Third, further research is needed to establish the concept and form of multicultural Islamic education that can be implemented in practice.

Branding discourses in transnational higher education in the era of hypercompetition: leveraging secondary brand associations

ABSTRACT Transnational higher education (TNHE) providers are a notable part of many domestic higher education systems. Historically, TNHE providers benefitted from the perceived value proposition of offering ‘something different’ or ‘something superior’ compared to local institutions, but nowadays the domestic provision of higher education poses a more significant threat for the TNHE providers. A particular challenger type of institution is the local, foreign-affiliated (branded) university, which represents a rather unexplored type of TNHE. This research compares international branch campuses and local, foreign-affiliated universities in different TNHE contexts, to identify how the institutions leverage secondary brand associations in branding. The study identified four shared branding discourses (grandiosity, third space, place brand, and boundary-spanning) and the common underlying secondary brand associations used in each branding rhetoric. The findings strengthen our understanding of the importance of authentic branding in the era of hypercompetition for the future of TNHE development.

Qualitative Analysis: Effective Practices in Inclusive and Special Needs Education in China

The sphere of inclusive and special needs education has garnered significant attention in contemporary educational discourse. China, as an influential global actor, provides a pertinent case study due to its socio-cultural dynamics and rapid educational reforms. This qualitative analysis seeks to elucidate effective practices prevalent in China's special needs education system and examine their implications for further academic and policy-oriented discussions. A qualitative study method was chosen and in-depth interviews were used to obtain in-depth information. The study sample consisted of 4 teachers,3 students,1 parent and 1 school manager in China using purposive sampling technique. Data analysis was analyzed inductively and successively coded to generate emerging themes. The results of the study shows that special needs children enjoy equal educational access in China, however, there is a lack of systematic and comprehensive support at school level resulting in limited compensatory equity and differential equity. Also, the results of the study show that teachers’ professional ethics and professional level are the keys for implementing relevant policies and ideas and promoting the educational equity of children in regular classes.

“Ready to fly with a lust for life”

The Cultural Schoolbag (TCS) is a national programme designed to provide all school pupils in Norway access to professional art and culture. On average three times a year, in their school time, children and youth get to experience art and culture in various forms, spanning literature, film, music, visual arts, cultural heritage, theatre, and dance. To build and maintain Norway as a democracy is an explicit aim of the programme. Securing all children and youth equal access to professional art and culture regardless of geography, economy, religious or cultural background is but one aspect of its democratic scope. Also important is the belief that being exposed to art and culture is instrumental in educating future citizens who are able, ready, and willing to take active part in a democratic society. Reflecting this rather utopian vision of TCS, the county municipality of Vestfold used to launch their TSC programme under the motto: “Livslysten og flyvedyktig”, in English; “Ready to fly with a lust for life”.In what sense, however, do these utopian rationales influence the programme that is offered in the schools? How, exactly, may performance events and theatre experienced in TCS contribute to bringing up citizens that are “ready to fly with a lust for life”?Presenting an outline of current ideological, cultural political, and educational discourses surrounding TCS, this study addresses how, and to what extent, political and educational guidelines have an impact on its artistic programme. Offering two recent TCS productions as examples, I discuss how the utopian spaces provided by these theatre and performance events prepare the grounds for enactment and reflection that may take performative effect in influencing the lives and futures of the participating children and youth.

Les discours de la mémoire en Europe. La représentation de la Seconde Guerre mondiale dans le discours des manuels français et polonais. Causalité et agentivité

This paper deals with the educational discourse used in French and Polish history textbooks addressed to adolescents and published in a so-called modern-day model of textbooks. The study falls under the continuity of the French discourse analysis in a contrastive dimension, the object of which is the description of different “discursive cultures” based on their verbal productions. The hypothesis developed in this study is that French and Polish textbooks diff er in their representation of causality and agentivity, which contributes, through discourse infl ections, to the construction of two different memories of the course of events. The two concepts mentioned are, indeed, organizing principles of the educational discourse analysed, since indicating explanatory causes and links between phenomena, anticipating and providing an understanding of consequences are an integral part of the educational activity supported by the popularization discourse we analyse. Our analysis is based on the principles of discourse semantics in a comparative perspective.

The effects of musical feedback training on metacognition and self-directed learning.

Metacognition and self-directed learning are key components in educational research, recognized for their potential to enhance learning efficiency and problem-solving skills. This study explores the effects of musical feedback training on these competencies. The study involved 84 preservice teachers aged 18 to 21. Participants were randomly assigned to either an experimental group, which received musical feedback training, or a control group. The findings indicate that musical feedback training effectively improved metacognitive abilities. However, its impact on the readiness for self-directed learning was inconclusive. A notable difference in metacognition and self-directed learning readiness was observed between the experimental and control groups during the session, indicating a significant interaction effect. Furthermore, a positive correlation was identified between metacognition and self-directed learning. These results contribute to educational discourse by providing empirical evidence on the utility of musical feedback training in fostering metacognition. They also highlight the importance of consistent and long-term engagement in self-directed learning practices. The significance of these findings advocates for incorporating music feedback training into music education curricula to enhance metacognition and improve overall learning efficiency.

PECULIARITIES OF EDUCATIONAL DISCOURSE

This article delves into the intricate world of educationaldiscourse, highlighting its multifaceted nature and pivotal role in contemporary education. Educational discourse encompasses a broad range of conversations, debates, and discussions surrounding education, spanning topics such as pedagogy, educational policies, sociocultural issues, and more. Drawing from various disciplines like psychology, sociology, philosophy, linguistics, and beyond, it offers a comprehensive understanding of the intricacies of modern education. The article explores the practical applications of educational discourse, providing evidence from studies that demonstrate how meaningful dialogues, including Socratic questioning and dialogic interactions, enhance learning outcomes and critical thinking skills. This article employs a mixedmethods research approach to examine the impact of educational discourse on various aspects of education. The qualitative component involves in-depth case studies, such as the exploration of dialogic interactions in science education. These case studies employ qualitative data collection methods, includingparticipant observations, interviews, and content analysis of educational discourse.

Visual Education and the Care of the Figuring Self. Mr. Palomar’s Exercises as Pedagogy

This paper engages with Italo Calvino’s lecture on Visibility, included in his last—and testamentary—volume Six Memos, by understanding it in an educational and pedagogical key. While the question of pedagogy is expressly addressed by Calvino himself in his lecture, the interpretation here provided is not merely an application of his tenets but an elaboration on and an autonomous development of them. In particular, in the spotlight there is the intimate bond image-cum-writing which seems to preside over Calvino’s insights and is here suggested as key to tackling the challenges of the contemporary mediascape and the “tautological vision” dominating therein. While a part of the educational discourse invokes “homeostatic” pedagogical solutions, namely the (ultimately confrontational) deployment of writing to compensate for the iconic ruling regime, this paper explores the possibility of a specific kind of visual education (instantiated by comics and Otto Neurath’s Isotype), which combines the role of the image with some features traditionally attributed to the pedagogy of writing (e.g. the cultivation of abilities of abstraction, of reflection etc.). A pedagogy of figuration is, accordingly, proposed as an interruption of the tautological vision of the new media and as conducive to educating readers of the unwritten world and of the world of digital images, Mr. Palomar—the hero of Calvino’s last novel—possibly being the archetype of this kind of (new?) readership. By referring to two influential notions in the contemporary debate in educational philosophy and theory, this pedagogy is finally interpreted in term of (visual) thing-centredness rather than (visual) subjectification.

Digital natives in the scientific literature: A topic modeling approach

The term “digital natives” was introduced in 2001 to describe a generation that has grown up surrounded by technology and the internet. The accompanying claims of a new way of thinking among digital natives were influential in shaping educational policy. Still, they were challenged by research that found no evidence of generation-wide cognitive changes in learners. Yet, the digital natives narrative persists in popular media and the education discourse. This study set out to investigate the reasons for the persistence of the digital native myth. It analyzed the metadata from 1886 articles related to the term between 2001 and 2022 using bibliometric methods and structural topic modeling. The results show that the concept of “digital native” is still both warmly embraced and fiercely criticized by scholars mostly from western and high income countries, and the volume of research on the topic is growing. However, the results suggest that what appears as the persistence of the idea is actually evolution and complete reinvention: The way the “digital native” concept is operationalized has shifted over time through a series of (metaphorical) mutations. The concept of digital native is one (albeit a highly successful) mutation of the generational gap discourse dating back to the early 1900s. While the initial digital native literature relied on Prensky's unvalidated claims and waned upon facing empirical challenges, subsequent versions have sought more nuanced interpretations. Notably, a burgeoning third mutation now co-opts the “digital native” terminology for diverse purposes, often completely decoupled from the foundational literature and its critiques. This study explains the concept's persistence as dynamic evolution of the digital native discourse in contemporary academic and public spheres.

Disrupting the rhetoric of education: separating the spin of teaching and learning from the reality

PurposeThe Instagram site, teacherwhispers, was created as part of a qualitative research project that chronicled the stories and lived experience of preservice and graduate teachers. Since 2020, the purpose of the study was to identify themes connected to the participants' experiences of current trends in education. The intent was to situate the research as a critical interruption into the bigger political discourses surrounding education. The study sought to question why pedagogical practices are increasingly being positioned and located for political and economic reasons and to frame the questions of how we emerge as teachers in specific moments in time.Design/methodology/approachThe methodology employed in the project was ethnographic and narrative-based, representing stories of teachers and teaching. Ethnography as embodiment contributes to an evocative portrayal of the participants' experiences. Teacher stories can be used to progress understandings of schools and schooling and play an important role in reflecting upon and learning from experience.FindingsThe selection of posts from teacherwhispers have brought into sharp focus the broad range of difficulties and rewards that are inherent in teaching. The site has been a microcosm of current issues in education. As a problematic and uncomfortable site of public pedagogy, it has been a site for sharing the realities, specificities and challenges of situatedness. The places where teachers work within their respective communities are highly diverse and can be a source of pressure both professionally and personally. Consequently, in the analysis of teacherwhispers, generalisations have been avoided.Research limitations/implicationsAs a repository of data for research, a public online site has its challenges; research is meant to be generalisable but in teaching each setting is unique and generalisations can be problematic. Sites of public pedagogy for teachers tend to be kaleidoscopic representations: diverse locations, groups, interests and disciplines. They are a stark reminder to be sceptical of accepting the statement, “research tells us” without questioning the positioning and biases that are inherently at play.Practical implicationsPractical elements of the project have included navigating a public online space for the dissemination of data.Social implicationsCreated in the spirit of problematising the methodology of public pedagogy, the online space at the centre of this project eventuated into something of a definition of what can be problematic in defining teachers' spaces of connection. The site was a place where opinions were expressed in confidentiality and that problematised methodology by putting into question what that methodology may be in a public sphere. What came forth as a result of putting methodology at the centre, rather than a definite answer, was unpredictability.Originality/valueThe online space has been an original place to display unanalysed data. The willingness to tell stories through an intermediary was juxtaposed by the public readership's unwillingness to engage with the stories, which would have meant exposing their identity. The online space is one that is increasingly relevant in public sharing and communications relating to communities of practice. This research is a critical interruption to the bigger political discourses in education. It questions why pedagogical practices are increasingly politicised. The project has been significant in mapping the stories of emerging educators at a time of unprecedented pedagogical change.

Yeh Toh Ulto Hi Ho Gayo! Juxtaposing Educational Discourse on Forests and Conservation with Everyday Discourses of Adivasi Communities of Central India

Researchers often point out a wide rift between school culture and students’ home culture, especially for Adivasi students whose culture, language and knowledge systems are played down by the mainstream discourse. We believe that such deficit perspectives must be countered to work towards an equal and just society. For this purpose, in this study, we explored the funds of knowledge of Adivasi communities of Central India with regard to forests and conservation. We also examined school textbooks from the standpoint of these communities to understand how connected or disconnected they are to the life-worlds of Adivasi students. The study adopted a participatory design and drew upon the principles of critical ethnography. For data collection, we used a strategic combination of ethnographic observations, informal interactions, focus group discussions, personal interviews and field notes. The findings indicate a strong need for developing learning material that is contextually relevant, meaningful and transformative for students.

Images of educational discourse participants in foreign language textbooks

Images of educational discourse participants in foreign language textbooks

Imla' as an Innovative Memorization Method in Qur'an-Hadith Learning

This research explores the dual functionality of Imla' as both a writing skill and an innovative memorization method. Employing a qualitative descriptive approach, the study delves into the utilization of Imla' in recording Quranic verses or Hadiths, extending beyond its conventional role in writing skills. The findings reveal that Imla', when integrated into the memorization process, triggers cognitive recording as the teacher recites, mirroring the stages of general Imla'. Success in this method is gauged through fluency, accuracy, and the time required for memorization. While offering advantages such as expedited memorization, the research also acknowledges limitations, emphasizing the need for careful consideration of its suitability across diverse groups and ages. The study's implications underscore the nuanced application of Imla' in educational settings, urging educators to weigh the method's benefits and drawbacks. Recommendations include tailored implementation based on learner characteristics. The research contributes to the understanding of pedagogical approaches within the Quran-Hadith subject, emphasizing the broader utility of Imla' beyond conventional writing skills. Overall, this work enriches educational discourse and provides valuable insights for curriculum development and instructional practices

A Comparative Analysis of Discourse Knowledge Structures in Different Disciplines of Education in Colleges and Universities in the Context of Informatization

Abstract In this paper, we first construct the discourse knowledge structure of education in different disciplines so that the knowledge points in a certain cross-cutting area between different disciplines are finite sets called knowledge domains, and we use the network of the discourse field system to characterize the logical relations in the knowledge space. Secondly, by defining the elements of hypertext as a triadic structure, a specific chain of dependencies is constructed by combining the hypertext structure with the knowledge space. Finally, we conducted a comparative analysis of the knowledge structure of educational discourse in various disciplines. The results show that among 45 knowledge states, 15 attributes corresponding to the whole column have all 0 information values and the knowledge structure model based on the knowledge space can master the corresponding effective skills of students in different disciplines, which indicates that it realizes this learning process of knowledge learning from point to point, from concrete to abstract, and from part to the whole under different disciplines. This paper examines the use of discourse in various knowledge structures, which may provide insights into the teaching of English academic writing in China.

Functions of crisis in religious education discourse since 1975. A critical corpus-assisted analysis

ABSTRACT The omnipresence of multiple crisis diagnoses in contemporary public discourse deeply affects religious education (RE). At first sight, this does not seem to be surprising, insofar as it corresponds to the pedagogical ambition to meaningfully respond to challenges in the lifeworld of learners. Yet, what happens when current phenomena are framed as crisis? Prior to asking the question how RE responds to a particular crisis, one might consider the way in which the perception of reality as crisis emerges and works. Against this background, the paper investigates the use of ‘crisis’ in RE discourse since 1975. We consider developments up to 2019 using an evenly distributed, diachronic random sample of 485 papers from English RE journals, and then compare this with a synchronic corpus of 31 papers around the emergence of the Covid pandemic. With reference to critical political theory, crises are interpreted as part of normative orders that structure the perception of the respective present. Methodologically, we follow the approach of a corpus-assisted critical discourse analysis. Results show how RE discourse frames its perception of the present by means of diagnosing crises. A critical examination of corresponding attributions and implications opens spaces for alternative ways of thinking and acting.

“It’s like there is a veil placed over racial issues”: AfroBrazilians’ educational experiences negotiating transnational racialization and the pedagogy of mestizaje of the Americas

ABSTRACT “As the experiences of AfroLatinx groups continue to gain momentum in academic conversations, AfroBrazilians’ identity and racialized experiences remain undertheorized. Anchored by the conceptual framework of AfroLatinidades and methodologically situated in the realm of qualitative research, this study draws from oral history interviews to document AfroBrazilians’ educational experiences across transnational contexts. In contextualizing AfroBrazilians’ experiences transnationally, this study is attentive to the complex ways AfroBrazilians mobilized racial understandings to negotiate their multiple subjectivities in Brazil and in the U.S. Research findings revealed that educational discourses, curriculum, pedagogy, and policies play a key role in shaping how AfroBrazilians are forced to negotiate the politics of race within and outside educational spaces. I argue that AfroBrazilians’ lived experiences illuminate how racialized ideologies, such as mestizaje, colorism, and racial democracy, manifest in educational contexts and shape pedagogical discourses across the Americas. Such racial discourses inform AfroBrazilians’ deracialized learning experiences, which I call ‘Pedagogy of Mestizaje’.

The Role of Yusuf Akçura in the Formation of Turkish National Historiography

This article discusses the formation of Yusuf Akçura as a professional historian and one of the founders of the Turkish national historiography in the Republican period. Researchers of his works used to focus on his socio-political activities, educational and public work. His role as one of the first Turkish historiographers, who took seriously the idea of the Turkic origin of the Turkish nation, remains still understudied basically. It is noteworthy that he stood at the foundations of the official concept of national history after the collapse of the Ottoman Empire. Akçura succeeded to include (pre-)modern history of the Turkic peoples of Eurasia in the Thesis on Turkish History (see: [Türk Tarihinin Ana Hatları, 1930]), which became the basis of the official historiography in Republican Turkey. As is known, M. K. Ataturk noticed him and introduced him into the group of the new Turkish political elite charged to formulate the official republican historical and educational discourse in the early 1930s. It was because of Akçura’s works, that history of the Turks began to be studied and taught in Republican Turkey.

Reflecting on metaphors and the possibilities of ‘language change’ in teaching and teacher education

ABSTRACT The paper suggests that ‘language change’ might hold an important key to aspects of educational reform and to the betterment of teacher education. The language we identify as contributing the most to the ineffectiveness of educational reform is the educational language impregnated by psychologised metaphors, which dominate educational discourses – a language that utilises constructs (e.g. self, mind, cognition), as if those were ‘things’ located within an individual. We argue that psychologised language creates and uses metaphors for students and teachers that constitute obstacles to learning/knowing. Psychologised metaphors produce learning/teaching ‘technologies’ that bring about subsequent practices that work against the declared school goals, while pathologizing individual minds and holding them responsible for departing from assumed universal patterns of normality. The paper suggests some alternative paths by proposing a different metaphor (learning as performance) and discussing its implications for teaching and teacher education.