Educational Discourse Research Articles

The status of History in the subject-selection ‘marketplace’: Insights from Australian students

AbstractConcern about declining enrollments in senior school History subjects has been a regular feature of history education discourse in Australia for at least 30 years. This concern is also evident in international discourse about History being a subject “in crisis”. In Australia and elsewhere, there has been increased speculation about the reasons History enrollments are contracting. However, students are not often included in these discussions, and the external conditions affecting their subject choices tend to be overlooked. Our mixed methods research draws on descriptive statistics and thematic analysis of data from an online survey of 293 students in years 10, 11, and 12 from across Australia. This article examines influences on History’s status in the subject ‘marketplace’ from the perspective of students and conceptualizes three sets of influences: instrumental, subject status, and local context. We position this work in the context of history education, subject selection, careers education research literature, and policy. The dominance of instrumental influences on the decisions of participants to choose or reject History as a senior secondary subject also leads us to examine how, in uncertain times, the forces of neoliberalism are shaping young people’s perceptions of the alignment of school and future work.

Analyzing the Role of Educational Discourse in Achieving Sustainable Development: Quality Education as an Example

The roles of educational discourse are evident in the effectiveness of education. It is a comprehensive and influential discourse within the educational institution that goes beyond the concept of educational discourse. Quality education is based on educational discourses as a pillar of achieving educational sustainability. The current study uses discourse analysis methods to highlight the role played by the educational discourse in achieving quality education referred to as the fourth goal of the United Nations to achieve sustainable development. The study takes Qassim University as an applied example, as a university which declared itself as a sustainable university.

Tracing neoliberal discourse in school documentation. The analysis of educational projects in Barcelona state schools

An extensive literature has been produced to interpret the transformations that have taken place in education as an expression of the expansion of neoliberal rationality in public policies. This study adopts a mixed method, combining quantitative (text mining) and qualitative approaches (computer-assisted discourse analysis), with the aim of determining/verifying/analysing the permeability of the educational projects of state secondary schools in the city of Barcelona with regard to the neoliberal educational paradigm. Taking into account the occurrence of specific node words (such as work, competition, quality, and company), the results highlight the construction of an educational discourse focused on teaching oriented towards the needs of the new labour market, thus allowing schools to become one of the institutions that contribute to shaping a new type of subject: the flexible, emotionally stable, self-enterprising person who always needs to acquire new skills to increase her ‘human capital’.

Identifying emergent roles and their relationship with learning outcomes and collaborative problem-solving skills

Collaborative problem-solving (CPS) has become essential in today's society because it provides opportunities for deep learning and critical thinking. During CPS, students tend to spontaneously adopt different roles that facilitate the interactive process. Previous studies have focused on the influence of emergent roles on learning outcomes and CPS skills, but have rarely used procedural approaches to analyze the diversity of and changes in emergent roles during CPS. The availability of naturally occurring educational discourse data provides the opportunity to identify emergent roles at a fine-grained level. Therefore, this study identified emergent roles based on fine-grained coding and used hierarchical regression and epistemic network analysis to explore the influence of emergent roles on learning outcomes through CPS activities and their co-occurrence with CPS skills. The identification of emergent roles was based on observations of 54 undergraduates and postgraduates. The results showed that the participants played different, flexible roles during the CPS process. Roles focused on content and performance appeared more frequently, while those related to social emotion and evaluation were relatively less frequent. Furthermore, knowledge seeker and distractor significantly impeded the success of CPS activities, and harmonizer was conducive to high-quality learning outcomes. In addition, information giver always co-occurred with the skills of maintaining team function. Content- and performance-focused roles usually appeared together with negotiation and coordination. These findings highlight the importance of emergent roles during the CPS process, and provide some practical suggestions for improving learning outcomes and CPS skills.

What is non-formal learning (and how do we know it when we see it)? A pilot study report

In this paper we consider the issue of formality in learning. Both formal and informal learning appear to be well-defined in educational discourse, in contrast with non-formal learning which is less clearly articulated. This lack of clarity around non-formal learning has consequences for its recognition by teachers and learners. To contribute to the conceptualisation of non-formal learning we carried out a literature review that helped us to identify dimensions of learning formality. This framework allowed us to discriminate the ways in which non-formal learning differed or matched with aspects of formal or informal learning. It also suggested to us that formality is fluid, and that learning with different formalities might co-exist in some learning environments. We then used our framework to develop tools for capturing evidence of non-formal learning. We describe these tools and how we used them in a pilot study to explore the features of non-formal learning in a formal, Year 12 classroom learning context in an English school. We use our pilot study outcomes to reflect on the utility of our data gathering methods. We also use the study outcomes to update our non-formal learning framework.

Wittgenstein’s Philosophical Investigations and Bildungsroman literature: a guidebook for journeying home, seeing places anew, and encountering Land-based education

Abstract Guarding against reliance on his own biography and romantic tendencies in Bildungsroman literature, I draw parallels to Ludwig Wittgenstein’s use of the journey trope and place-based inquiry in the Philosophical Investigations, as an exploration of concept development and confusion that exhorts and guides readers in traversing the borderlands of their own cultural–linguistic practices. l recall Wittgenstein’s journey in search of himself: his retreat from Cambridge to a remote hut in Norway, leading him on a philosophical search for meaning. This self-transformative (Bildung) process of writing the Philosophical Investigations offers new ways for thinking the concept of ‘place’: not the bounding limit of things/beings; rather, working through the linguistic turn in philosophy, as potentially meaningful ‘sites’ in conceptually familiar/unfamiliar landscapes of native languages. The Investigations also carries ancient Heraclitian and Homeric tropes of homecoming and authenticity: ‘searching ourselves’ and ‘becoming who we are’, as found in Wittgenstein’s call to ‘know our way about’—rediscovering the grammatical order operating out of view but pervading the world as we see and know it, as well as setting its limits. Awareness of different languages of place is crucial to appreciating Indigenous discourses of Land-based education—a topic central to discussions of incorporating Indigenous knowledge while decolonizing education. Rethinking Bildungsroman literature in postcolonial terms—through the lens of reconciliation, renaissance, and resurgence —I call for careful listening to Indigenous peoples’ storied landscapes instead of fact-checking them: recognizing their sovereign right to self-govern their own education and resources. The goal is not to assess the truths of Land-based education, as in some epistemological inquiries, nor to make them accessible as pedagogical resources or instruments for non-Indigenous educators. The aim rather is to promote respect for its deep, nearly inaccessible context within Indigenous grammars and ways of life.

Reclaiming & reasserting Third World womanhoods in U.S. higher education

AbstractThis study combines narrative inquiry with Third World feminism to bring a nuanced and scopic perspective of Third World women student experiences in US higher education. Specifically, it utilises Talpade Mohanty's concept of Third World womanhood to visibilise the experiences of five Third World international female students. Understanding womanhood as transnationally fluid and contextual, I investigate how women international students from the Third World perceive themselves to be misrepresented or homogenised in Western higher education. I also examine how gender and foreignness act as dynamic, interrelated categories in doubly‐othering this population. The purpose is to identify how Third World women students enact agency and contest reductive stereotypes. Findings reveal that Third World women students confront a range of exclusions in the US university, including being typecast as poor, needy, and civilisationally lacking, which predicates the (over‐) representation of Third World women as constrained and backward. Third World feminism emerges as a powerful intervention to unsettle colonial and oriental discourses in education and empower minoritised women to determinate selfhood.

Racial discourses and colonial education policy: The discursive construction of education development at a historically white South African university

Motivated by critiques from black students during the protests (2015-2016), I trace continuities between the racialised discourses and knowledge regimes that justified colonial education policies and that of Education Development at a historically white South African university. First, I show how the University of Cape Town’s Humanities Education Development Programme racialised and misrecognised black students, despite attempted reforms. Secondly, I trace the discursive formation of the ED project - from the assimilationist discourse of missionary education; the adapted model of trusteeship; the production of race science during apartheid; to a return to assimilationist discourse via the Cape Liberal tradition during apartheid’s demise. However, after a generation of inferior Banu Education, the attempt to assimilate black students into historically white universities’ curricula was not feasible. Instead, an adapted, remedial model was proposed that became entrenched post-apartheid by a state and HE system that failed to transform its inherited Eurocentric curriculum.

Speech Act Analysis: Pakistani Private Universities as a Case in Point

The marketisation of higher education has received mushrooming growth in not only Pakistan but all around the globe for the last few years. Most of Pakistani universities are modifying prospectuses’ discourse to market their image and establish credibility in the competitive academic environment under the influence of marketization. The present study aimed to analyse speech acts in the educational discourse which were manifested in the recognition and reputation of universities. In the current study, the researcher has used prospectus discourse as the prime source of data to evaluate its significance in an educational environment. This study has employed a qualitative exploratory paradigm to analyze the data collected from prospectuses of Pakistani private universities. In this context, the present study has explored variations of linguistic characteristics i.e. speech acts which have been embedded in the administrative discourse to represent universities in the Pakistani academic market. The current study has attempted to employ speech acts as interpretive tools to investigate how persuasive language is used in the academic discourse of Pakistani private universities. The findings have revealed that the text of academic discourse is aligned with the commoditized practices of marketisation in the current scenario prevailing in Pakistan. The present study has also highlighted the hidden ideological perspective incorporated and displayed through speech acts in the educational discourse of Pakistani private universities.

Singing Techniques and Teaching Methods of Singer Liao Changyong in Chinese Opera Vocal Performance in a Sociological Context

Background and Aims: Grounded in the rich tradition of Chinese opera, the study aims to investigate the singing techniques and teaching methods of Singer Liao Changyong in Chinese Opera Vocal Performance in a Sociological Context. Materials and Methods: Utilizing a mixed-methods approach, including qualitative analysis, interviews, and sociocultural analysis, the research investigates how Singer Liao Changyong navigates the dynamic landscape of Chinese opera vocal performance, particularly in terms of technical proficiency, emotional expression, and cultural resonance, integration of Bel canto singing traditions with Chinese opera. Results: Through a comprehensive examination of Liao Changyong's journey from rural roots to international acclaim, the study uncovers valuable insights into the sociological dimensions of opera reflecting human experiences and societal dynamics. The findings contribute to theoretical discourse in music education, performance studies, and sociological studies on music and culture, emphasizing the importance of cultural preservation, innovation, and cross-cultural dialogue in the realm of vocal performance. Conclusion: The study explores the intricate relationship between individual artistry and sociocultural influences in Chinese opera vocal performance, emphasizing the importance of incorporating cultural nuances, emotional expression, and technical mastery in vocal education and performance, offering practical guidance for educators and performers.

Analyzing the Climate Change and Deforestation Education Discourses at Social Studies Grade Eighth Sindh Textbook Board: A Content Analysis

Climate change and deforestation education play a crucial role in raising awareness of environmental issues, fostering eco-literacy, promoting environmental responsibility, and enabling young minds to take action. It has a broader scope across the globe, and many research studies have been carried out worldwide to provide awareness of environment-related consequences. Textbooks are the primary sources of information for students. How these topics are presented can significantly influence their understanding and awareness of climate change and deforestation. The discourse in textbooks can shape public opinion on these issues, impacting policy discussions and societal actions. For this purpose, the study was conducted to analyze climate change and deforestation. This research methodology was qualitative, and the content analysis method was used for this study. The data was collected through document analysis and criterion sampling and one book of social studies Sindh textbook for grade 8th has been used as a sample size for this research. Thematic analysis was used, where coded data was analyzed thematically to identify recurring themes, topics, patterns, and points related to environmental education discourses within the textbook. The findings revealed that the textbook highlights the influence of climate change and deforestation on human health, migration patterns, and economic activities. It is recommended that the state take immediate measures to protect the environment from all forms of pollution and practices that directly or indirectly impact global climate. Social studies textbooks should include Projects and activities that foster hands-on and problem-solving skills to prepare students for natural disasters.

Unlocking the Potential of the Decolonial Approach in Migration Studies

ABSTRACTBased on a bibliometric analysis of Scopus‐indexed articles on decolonial research on migration from Social Science disciplines this article outlines the main topics covered by the sampled literature, namely: (1) the academic migration as framed by the internationalization discourse in higher education; (2) migrants' social movements and their transnational dimension; (3) gender and age in decolonial studies of migration; (4) the ways in which intersectionality shapes migrants' experiences through their class, race, gender and sexual orientation; and (5) critique of humanitarian discourse regarding refugees and asylum seekers. The article shows that type of literature first emerged in 2010 and significantly increased after 2020. Likewise, the geographic distribution of the knowledge production in this field highlights the uneven contributions by various countries and regions. Moreover, this picture is further complicated by the biographies of authors who, in many instances, are academic migrants coming from different national backgrounds in the Global South to work in higher education institutions in the Global North. The article ends with suggestions for further developments of the decolonial approach in the study of migration.

Counter-Extremism and ‘Critical Thinking’ as a Measure of the Human

Educational approaches to counter-extremism are proliferating globally, claiming to foster ‘critical thinking’ amongst those deemed vulnerable to extremism. These projects ‘make sense’ through two mutually-reinforcing discourses: a psychological discourse that adjudicates the moral value of different ways of thinking through scientific measures; and an ethical discourse of liberal education that idealizes critical thinking as essential to human development – becoming more human and humane. Counter-extremism mobilizes both to over-represent a ‘dominant genre of being’, to take Sylvia Wynter’s phrase, as if it were the only way of being human. Such projects show how expert and everyday understandings of ‘critical thinking’ have been shaped by psychology’s history as a race science and liberal understandings of education that have legitimated hierarchies of being human. I argue that these conditions of possibility that shape critical thinking must be grappled with in any critical pursuit against hierarchies of being human.

AI and the Future of Teaching: Preservice Teachers’ Reflections on the Use of Artificial Intelligence in Open and Distributed Learning

The rapid advancement of artificial intelligence (AI) in education underscores transformative prospects for open and distributed learning, encompassing distance, hybrid, and blended learning environments. This qualitative study, grounded in narrative inquiry, investigates the experiences and perceptions of 141 preservice teachers engaged with AI, mainly through ChatGPT, over a 3-week implementation on Zoom to understand its influence on their evolving professional identities and instructional methodologies. Employing Strauss and Corbin’s methodological approach of open, axial, and selective coding to analyze reflective narratives, the study unveils significant themes that underscore the dual nature of AI in education. Key findings reveal ChatGPT’s role in enhancing educational effectiveness and accessibility while raising ethical concerns regarding academic integrity and balanced usage. Specifically, ChatGPT was found to empower personalized learning and streamline procedures, yet challenges involving information accuracy and data security remained. The study significantly contributes to teacher education discourse by revealing AI’s complex educational impacts, highlighting an urgent need for comprehensive ethical AI literacy in teacher training curricula. However, critical ethical considerations and practical challenges involving academic integrity, information accuracy, and balanced AI use are also brought to light. The research also spotlights the need for responsible AI implementation in open and distributed learning to optimize educational outcomes while addressing potential risks. The study’s insights advocate for future-focused AI literacy frameworks that integrate technological adeptness with ethical considerations, preparing teacher candidates for an intelligent digital educational landscape.

Conceptualizing United States democracy: insights from government content standards

ABSTRACT Objectives In this Paper, I examine how high school social studies content standards in the United States address fundamental concepts of American governance, particularly the concept of democracy. Methods I conducted a qualitative textual analysis of government/civics content standards from all 50 states, Washington DC, and the Advanced Placement United States Government and Politics (AP Gov) course materials. I applied a framework that distinguishes between 'thick' and 'thin' democracy, drawing on theoretical insights from scholars like Michael Apple and John Dewey. Results My findings reveal how democratic ideals are framed and conceptualized within secondary government and civics education in the United States. I identified significant variations in how democracy is addressed in state academic content standards, with important implications for how democracy is taught in American schools. Conclusion I advocate for curricular approaches that promote a more robust and participatory form of democracy, emphasizing critical engagement and collective well-being. This study underscores the importance of recognizing democracy as both a political and governmental concept in shaping educational discourse and policy as well as a practice and way of seeing society.

Ungrievable: Theorizing white Christian nationalist rhetorical practices in education

The religiopolitical movement of White Christian nationalism has increasingly impacted policy and practice in public education in the United States. This theoretical paper examines how White Christian nationalist ideologies and rhetoric are influencing the discourse of schooling and education. We use Butler’s (2016) definition of frames, grievability, and precarity in order to describe two underpinning ideologies of White Christian nationalism–namely, dominionism and colonialism. Then, we draw on sociological, historical, journalistic, and theological descriptions of White Christian nationalism to identify rhetorical practices utilized by this growing religiopolitical movement, and also draw on practitioner texts written by Christian teachers as illustrative examples of the ways that White Christian nationalist rhetorical practices might find expression in classrooms and schools. We argue that identifying how ideologies and rhetorical practices of White Christian nationalism influence and affect teachers and students is an important step in considering how educational researchers, policymakers, and teachers might purposefully grapple with how White Christian nationalism is shaping American classrooms.

The expanding conceptions of child citizens in the early years: Perspectives from Chinese kindergarten teachers

Recognising children as active and competent citizens holds promise for early childhood research and pedagogies worldwide. Researchers in China have not previously explored young children’s citizenship in detail. The project that is the focus of this article sought to address this research gap. Moss’ critical approach and Chen’s Asia as Method were employed as the tools for theoretical analysis. This article draws from the first author’s doctoral study and explores data gathered from interviews with kindergarten teachers in selected Chinese kindergartens. The findings reveal the teachers’ expanding conceptions of child citizens and offer insight into the syncretism of Western and Chinese discourses in early childhood care and education. Finally, the value of intercultural reflexivity is considered.

What teachers can do to enhance students’ well-being: Discussion

BackgroundThis special issue sheds light on how students’ well-being can be enhanced through teaching practices, emphasizing the significance of well-being in the educational context. My discussion was rooted in extensive well-being literature, which allowed me to outline key findings about the importance, effects, and conceptualizations of well-being, and factors that may influence well-being. MethodThe issue comprises seven empirical studies, each exploring the relationship between teacher-related variables (e.g., emotions, growth mindset) or teaching-related variables (e.g., intercultural education, need-supportive teaching) and student well-being. It utilizes studies with methodologies ranging from large-scale assessments like the Program for International Student Assessment (PISA) to detailed longitudinal designs across various educational levels and contexts. ResultsFindings underscore the pivotal role of teaching in influencing student well-being. That is, specific teacher behaviors and pedagogical approaches were identified that correlate with student well-being. Key aspects included intercultural education, need-supportive teaching, and positive teacher–student relationships. The methodological strengths of the included studies were their use of large datasets, longitudinal designs, and multi-informant data. Based on these findings, I presented some suggestions for possible methodological improvements. ConclusionThis SI contained impressive articles that can be used as excellent models for research in this area. The findings can also expand our current knowledge by providing a multifaceted, multinational, and multi-informant understanding of the topic. Practical applications are suggested how teachers can support their students’ well-being and highlighted the importance of integrating well-being into educational discourse to provide a foundation for future investigations of teaching and learning processes.

Educational technology, higher education discourses and the lived experience of lecturers as users

Abstract Technological innovations, under the aegis of ‘technology-enhanced learning’ (TEL), are high on policy agenda in higher education institutions (HEIs) in the UK and elsewhere. These developments have a direct impact on the conditions of teaching and learning. The socio-cultural dimension – the impact of change on working communities and their practices and beliefs on the ground – appears under-researched in empirical work (Selwyn, 2022). This paper reports on a qualitative study incorporating an analysis of linguistic metaphors that attempted to investigate that gap in one institutional context. It begins with a critical review of metaphors associated with policy and educational technology innovation in education discourses more broadly. Teaching staff were interviewed from across the institution’s main faculties. The interview transcripts formed a databank of naturally occurring language. Respondents used a range of metaphors, both conventional and novel, revealing insights into the affective and sociocultural dimensions of experience and understanding as well as perceptions of changing professional roles. For triangulation, linguistic analyses of relevant documentary sources, where available, were made and an example is included here. Overall, a more nuanced understanding of lecturers’ lived experience and engagement with educational technology was achieved by focusing on their metaphor usage.

Exploring teacher discourse patterns: Comparative insights from novice and expert teachers in junior high school EFL contexts

Effective teacher discourse is critical in improving English as a foreign language (EFL) education, particularly in junior high schools in China, where students are at a crucial stage in their language development. As junior high school students are at a pivotal developmental stage, this research investigates the discourse patterns employed by novice and expert teachers to assess their impact on students' engagement and language acquisition. Despite the extensive research on teacher discourse in higher education, a significant gap remains regarding its application in compulsory primary education settings. This study aims to fill this gap by examining the current classroom discourse patterns of EFL teachers in junior high schools to identify the distinctions between novice and expert teachers and explore the factors contributing to these differences. This mixed-methods study includes qualitative and quantitative analyses. Verbatim transcriptions of six classes were used to create a corpus exceeding 20,000 words. The data were analysed using cross-tabulation in Excel and Chi-square tests in SPSS 22.0, complemented by semi-structured interviews with selected teachers. The theoretical framework is grounded in Long's（1996）interaction hypothesis, which underlines the significance of communication in facilitating language proficiency through meaningful interaction, and the analysis follows Sinclair and Coulthard's（1975）discourse patterns. The initiation-response-feedback (IRF) and initiation-response-0 (IR0) emerged as predominant patterns among both novice and expert teachers. Novice teachers predominantly relied on the basic IRF pattern, while expert teachers exhibited greater flexibility and more frequent use of variant patterns, such as IRFR, I[RnFn] and [InRn]F. Such adaptability among expert teachers creates a more interactive and engaging learning environment, thereby enhancing student participation and language acquisition. The study also identifies a novel variant structure, IRnF, used more frequently by expert teachers, underlining the benefits of group work in fostering teamwork and independent thinking. Expert teachers demonstrated a greater propensity to adapt their discourse strategies to foster a more production-oriented learning environment, which was the main factor driving the teachers' differing discourse patterns. This study significantly contributes to the analysis of teacher discourse in the junior high school EFL context, providing empirical evidence and practical insights that bridge the gap between theory and practice. By elucidating the distinct discourse practices of novice and expert teachers, this study offers valuable recommendations for teacher professional development and highlights the importance of employing varied and interactive discourse structures to improve EFL teaching effectiveness. The study also provides valuable insights for educators striving to improve their instructional practices and the language acquisition in EFL classrooms.