School Discourse Research Articles

Некоторые интонационные особенности педагогического общения в начальной школе Шотландии

Intonation of classroom communication is viewed within the framework of discourse approach. The study investigates intonation in interactional dimension with regard to speech situation, specific features of pedagogical discourse in primary school, social and cultural parameters. Basing on the data of perception analysis the authors focus on the extralinguistic factors that determine frequent use of rising terminal tones in the discourse addressed to young children. Special attention is given to the institutional principles and norms of teacher-student interaction in primary schools of Scotland. The article contains an overview of the main tendencies in the intonation of primary school teachers, determined by their professional background, regional accent and new pronunciation trends. Approaches to multidisciplinary study of discourse intonation are outlined.

«Речевые практики»: концепты грамотности и учебно-профессионального дискурса высшей школы в моделировании содержания дисциплины

«Речевые практики»: концепты грамотности и учебно-профессионального дискурса высшей школы в моделировании содержания дисциплины

“We are looking forward to another great year!”: How principals’ language-in-use reflect school quality ratings in Chicago Public Schools

Chicago Public Schools (CPS) has been a laboratory for privatization and school choice through a neoliberal market model put in place in the 1990s. Every year, the District rates schools based on the School Quality Rating Policy (SQRP), and those results are made public through the CPS data portal and other media outlets. Using the method and theory of critical discourse analysis (Gee, 2011, 2014), I analyzed the principals’ discourse of the CPS-run high schools rated 1+ in the 2017–2018 school year. Specifically, I illustrate how the language principals use on their school websites’ welcome messages is used to further neoliberal initiatives through business-classified discourses, reproduction of the SQRP language, and school positioning statements which classify the schools in the school choice hierarchy.

Precarious, debilitated and ordinary: Rethinking (in)capacity for inclusion

As the effects of high-stakes accountability mandates increasingly impact curricular enactments in schools, careful investigations of the “how” of inclusion may allow the disclosure of its complexity to stretch the ways in which it is currently theorized. Drawing on my prior research, I have extracted three canonical elements of schooling that have remained largely unexamined within curricular theorizing for social justice, namely: the durability of place and time in the discourse of schooling and inclusion; the centrality of learning need within conceptions of inclusion; and, the necessity for agents of change to promote inclusion. Deploying an intertwined theoretical framework that includes critical disability studies, spatial theory, and writings of US Third World feminists, I argue that these elements collectively compel a (re)consideration of capacity within the construct of inclusion that can then evoke alternate imaginings of inclusive practice.

Younger Infants in the Elementary School: Discursively Constructing the Under-Fives in Institutional Spaces and Practices

Expansion of state-regulation of education and care for under-fives in England has seen increasing numbers of under-fives attending primary school early years provision in the 21st century’s opening decades. However, this is not entirely novel as under-fives attending elementary school feature in numerous 19th and 20th century reports. This article examines how under-fives have been discursively constructed in three reports between 1861 and 1933. Changing conceptualizations of under-fives are reflected in these documents. Shifting discourses of schooling, child development and curriculum are deployed, adapted or silenced to frame and judge the personal, social and moral conduct of the young child and parent. This normalizing discursive gaze positions the spaces and practices of schooling as necessary interventions inculcating specific governmentally designated desirable aspects of the child. Under-fives are enmeshed in an advancing process of educational colonization that removes them from the home, coming to dominate their time and experiences as young children. Current trends towards earlier school starting ages, longer daily hours, and the forensic use of data to chart progress towards expected goals is extension of this pattern. Attending to the genealogy of the discursive rationalization of this process helps us to critique how similar contemporary policy arguments are made.

Kanonisasi Jonathan Brown Atas Shahih Al-Bukhari

Shahih Bukhari is one of hadith collections endowed a high authority by consensus for muslim. The consensus is not simply acknowledged by hadis scholars, but by also scholars in varied legal schools. In additions to its standard of hadith authenticity become a convention measure to evaluate other hadith that there is not in Shahih Bukhari. It is Jonathan Brown that has researched how process of canonization of Shahih Bukhari collection. In his research, Brown showed that Shahih Bukhari canon (convention measure of hadith authenticity) was established by long process time. Part of its processes is efforts to study critically the collection to discover its measure of hadith authenticity that al-Bukhari, as the author employed it and then to apply the measure to the hadith else. In the other hand, the notion of consensus (ijma’) used in legal scholars discourse of varied schools also played the impor- tant role to result authority of the collection. The authority of the collection also was supported by scholars declara- tion continously from generation to generation. Some of them are Abu Ishaq al-Isfarayani, Abu Nashr al-Wa’iliy and al-Juwaini.

Discourses of the Rural Rust Belt:

This article addresses the ways in which elementary teachers in the rural rust belt both reproduce and contest dominant discourses of schooling, rurality, and poverty in their particular local context. Situated within a 4-year postcritical ethnographic study, this analysis of teacher discourse took part during an embedded, 4-month-long teacher study group. Within this context, the authors examine how the group’s discourse on poverty claimed that inequity was the fault of those experiencing it, as well as that a neoliberal discourse of education emphasized a flattened accountability and growth-only perspective within teacher’s professional interactions. However, through the addition of a spatial lens, they also situate these discourses within a particular rural and rust-belt context. This article teases apart the discursive threads within two teacher study groups, revealing the construction by teachers of their own rural, high-poverty communities as deficient, as well as exploring the complexities of the intersections of these discourses for teachers working in such settings. Their analysis contributes to a more robust understanding of the particular intersecting discourses currently circulating and producing a White-majority, high-poverty rural rust belt where children go to school and are taught by educators with their own complex orientations to schooling, rurality, and poverty.

La interpelación de las políticas de inclusión a la gramática escolar de la escuela secundaria argentina

En este artículo proponemos una lectura teórico-analítica del modo en que las políticas de inclusión desplegadas en la escuela secundaria argentina en la última década interpelaron su gramática. Se discute teóricamente el alcance de la noción de interpelación; lo que permite abordar las políticas educativas y sus efectos en términos de la performatividad y afectación a la lógica escolar y sus reglas de producción y funcionamiento. Se conceptualiza la gramática escolar como una matriz generadora y estructuradora de prácticas, identidades y discursividades escolares a través de los cuales se fabrican sentidos acerca de la escolarización. Siguiendo nuestra hipótesis teórica sostenemos que las políticas de inclusión se orientaron a desestabilizar los componentes de esa matriz generativa. Para ello se exponen las principales normativas y acciones de las políticas educativas que intentaron institucionalizar nuevos sentidos para este nivel. Estas políticas produjeron una interpelación a la ideología escolar estructuradora de una gramática escolar normalizadora y clasificadora de los sujetos. Los cambios político-normativos tendientes a la inclusión (en las dimensiones social, pedagógica y cultural) introdujeron una terceridad, que interpela la matriz de la gramática escolar organizada en pares binarios de opuestos hegemónicos y subalternos. Esta interpelación ideológica de las políticas habilitó la emergencia de nuevos ideales culturales e identificaciones subjetivas e institucionales otras.

Apuntes para una educación escolar de la sexualidad. Una lectura de sus fundamentos modernos desde la pedagogía queer

En este artículo, nos proponemos una lectura de algunos de los fundamentos modernos de la educación escolar de la sexualidad, desde la lente de la pedagogía queer, rama crítica de la pedagogía contemporánea, que permite poner en cuestión las prácticas educativas en general y, de forma particular, aquellas que, en relación con los géneros y las sexualidades, son producidas y naturalizadas por el discurso escolar. Argumentamos que es necesario -e inevitable- imaginar la posibilidad de deconstruir visiones sobre las identidades, los cuerpos y los placeres, acogiendo la invitación que esta pedagogía nos hace de subvertir un orden pedagógico tradicional, heteronormativo, y por tanto, patriarcal.

Trauma-Informed Practices in Schools Across Two Decades: An Interdisciplinary Review of Research

Attention to childhood trauma and the need for trauma-informed care has contributed to the emerging discourse in schools related to teaching practices, school climate, and the delivery of trauma-related in-service and preservice teacher education. However, though trauma-informed systems of care include schools, empirical work informing trauma-informed teaching and teacher education that is reflected back to those audiences is less established. This interdisciplinary overview and synthesis of literature examined interventions used in schools to determine the dominant framework used for promoting and practicing trauma-informed care in schools and the effectiveness of school-based supports for trauma-affected youth to identify implications for changing teaching practice. While multiple disciplines conduct research using different methodologies examining trauma-informed practices in schools, educators are underexamined in this work. Additionally, education researchers began engaging in research on trauma-informed practices in schools more recently, and as such, research emanating from education researchers comprises a small portion of this review. Drawing across the work, we offer recommendations for a more robust, interdisciplinary research agenda with the intentional purpose to change teacher practice.

The ‘punk rock principal’: a metaphor for rethinking educational leadership

ABSTRACT This paper advances an alternative leadership metaphor of ‘punk rock leadership’. I work through the usefulness of a metaphor of punk rock leadership as a way of exploring one principal's vision of leadership and his efforts to work outside of system expectations in his quest to achieve the school's goals. In doing so, I contribute to our wider understanding of the methodological process, affordances, and challenges of using metaphors to theorise empirical data. Empirically, this paper contributes to critical research into principals’ practices in times of change, and to notions of power and leadership discourses in schools.

A discourse analysis of school girls engagement with fat pedagogy and critical health education: rethinking the childhood ‘obesity scandal’

ABSTRACTNew interdisciplinary approaches including fat studies, fat pedagogy, critical weight studies and critical health education have attempted to challenge forms of weight-based oppression associated with obesity discourse within education settings. Very little is known about young people’s views of these alternative critical approaches. Theoretically informed by these perspectives, this article examines girls’ responses to the messages of these alternative frameworks about weight and health and the utility of these perspectives as a possible approach to challenging weight-centric health education. The article presents unique findings from a study examining these responses within a secondary school context. The aim of the study was to introduce other ways of knowing fatness and health, which did not privilege the dominant biomedical knowledge of obesity discourse. Twenty-four girls aged 12–13 years participated in a series of interactive focus groups as part of a workshop designed to introduce them to fat pedagogy and critical health education perspectives. A feminist poststructural discourse analysis revealed that whilst the girls welcomed a fat pedagogy approach, they also identified barriers for its implementation in schools; the hegemony of obesity discourse which was compounded by the neoliberal logics of a postfeminist sensibility; the tensions between obesity discourse and body confidence messages in schools; and the dominance of a transmission model of health education in schools.

The cultural capital gap: an ethnographic study of home and school discourses in a southern Latino community

ABSTRACTThis study explored the interaction of school and students’ cultures at a Latino academic/social enrichment after-school programme in Georgia, USA. I researched if and how students used language, a defining aspect of cultures, as cultural capital while negotiating school and student discourses. This study is particularly important due to the current debates over the definition of American identity. This interpretive ethnographic research utilised Socio-linguistic and Critical Theory lenses. I found that there was a wide disparity in cultural capital between home and school discourses, and that although Latino students in this study realised this and were often disempowered when they did not participate in the mainstream school culture, they also knew how to negotiate between institution and discourse identities at times through their language use to suit their interests. Thus, this article is added evidence in the growing literature that cultural capital can be fluid rather than static.

Másság, felelősségvállalás és tudás. A szubkulturális és intézményi értelmezések összefonódásának haszna egy alternatív gimnázium belső diskurzusában

The study, based on the results of an ethnographic research, examines the internal discourse of an alternative grammar school (the „Diakhaz”) in Budapest. The students of the Diakhaz are early school leavers who mostly feel some rejection towards adults, teachers and schools. The teachers of the Diakhaz are trying to work with these students partly with pedagogical methods different from traditional ones, partly with the shaping of the school discourse. This paper shows the main (subcultural and institutional) themes of the school discourse, and how the themes of the subcultural construction and interpretation of „otherness” (difference, diversity, deviance, marginality, resistance) intertwined with the central concepts of school operation (independence, responsibility, knowledge) help teachers and students to work together. By maintaining the link between the two parallel interpretive frameworks the teachers of the Diakhaz have developed a unique approach within Hungarian education for successfully working with deviant and dropout students and for dealing with the problems that lead them to drop out.

Teaching and researching quality indicators: a partnership with middle school students

Abstract Discussions about the quality of public education have generated concerns that are at the base of public policies such as SAEB – Sistema de Avaliação da Educação Básica [Elementary and Middle School Evaluation System], meant to work with quality standards defined by educators themselves. Some scholars accuse this system of having merely regulatory purposes. This study broadens the discussion by investigating students’ opinions on Educational Quality. Our aims are: to identify what 8th graders understand by educational quality; to investigate the prevailing educational quality concepts in school discourses; to discuss how students understand the notion of educational quality. The methodology articulates documental study and field work (questionnaire and focus groups). The collected data were analyzed with two text analysis software: Analyse Lexicale par Contexte d’un Ensemble de Segment de Texte (ALCEST) and Statistical Package for the Social Sciences (SPSS). The study involved 227 students from four different public schools (two city schools and two state schools) and members of the Education Master’s Program of a private university located in the city of São Paulo’s eastern area. The results highlight the importance of: a) participating in school dynamics and b) developing a good relationship between the students and other school members, as well as the need to: a) restore respect and trust between students and educators, b) have school activities that can make people feel valued and c) educate the teachers/researchers to encourage them to listen to their students.

Ideologi dan Wacana Kognisi Keagamaan di Pondok Pesantren Tradisional dalam Gema Santri

This article discusses the findings of the ideology and religious attitudes through the perceptions of students on the work of the literary expression as a form of discourse and cognition in the traditional boarding schools. Research literature this is a stage of advanced exploration and study results of mentoring, the development potential of the students in the form of an anthology of short stories, “Gema Santri”. Research methods in the form of a descriptive study ekploratory literature. The purpose of the research was elaborated the discourse ideology and cognition of the traditional boarding schools students in Semarang city, based on research, as one of the areas adjacent to the city’s guardian (kota Wali). The research benefits gives an overview on the public discourse about ideology and cognition discourse based boarding schools traditionally. And that is proven dynamic and able to co-exist with modernization. The context is the social and ideological as the concept of the nature human beings as social beings. The findings is the content of education and behavior in boarding schools far away from the traditional perception of ideology and cognition discourse, fanatics, and thus is dynamic in generating a generation of nationalists, dynamic, and multicultural.

The “flawless” school and the problematic actors: Research on policy documents to counteract discrimination and degrading treatment in schools in Sweden

AbstractIn Sweden, the anti‐discrimination initiatives and the efforts against degrading treatment are promoted by two laws indicating self‐regulatory and transparent actions toward preventing both. To be successful, it is important that everybody involved in the work has the same understanding of the task and that everybody understands written formulations of local policy documents, here labelled equity plans, in order not to reinforce inequalities when counteracting discrimination and degrading treatment. Our aim is to explore the world‐views that are expressed by the schools in their equity plans. We ask what are the perceived causes of discrimination and degrading treatment within the schools, what solutions in the equity plans emerge and which subject positions are constructed and made possible. The analysis rendered three discourses of which we can see recurring signs in the material and these have been labelled The perfect school discourse, The designated discourse and The educational discourse. These discourses are different in how they relate to discrimination and degrading treatment in school and they also provide different opportunities for students. We conclude that policy‐making is important as a means to change discriminatory patterns and we suggest how to avoid drawing on discourses that are likely to counteract the goals.

The re-appropriation of ideational meanings through drawings: A case of 5-year-old child experience in learning to mean

During the last decades, how children make meaning of particular worlds (e.g., events) through drawings has been well-documented. To add to this growing body of research, the present study attempts to document 5-year-old child experience in exploring ideational meanings represented in drawings as part of her home literacy practices in a transition into a dominant English school discourse in a multilingual context of the United States. Empirical data were garnered from the child’s drawings made at home, informal interviews with the child, and observation field notes focusing on the child’s think-aloud practices of drawing along with the features of the drawings in comparison with the captured movie images. These data were discursively analyzed using the concept of ideational meanings anchored in systemic functional and multimodal discourse approaches to capture the expansion of ideational meanings manifested in the child’s drawings. The semiotic analysis reveals that the child re-appropriated her drawings as a multi-semiotic resource to extend her understanding of the subject matter gained from the movie series. The ideational meanings were made subjectively through the interpretation of the drawings which have meaning potentials leading to the construction of meta-knowledge. The practical implication of this study is that language teachers may make use of drawings as a multi-semiotic resource for scaffolding young learners in learning second and foreign languages (e.g., English).

Teachers' Attitude Toward Mathematics Classroom Discourse In Secondary Schools In Kenya

This study was designed to investigate the teachers’ attitude towards classroom discourse and how their attitude is associated with their classroom instructional practices. Their attitude was characterized by their conceptions about the nature of mathematics and their views about classroom discourse in the face of current reforms in mathematics. Mixed method research design was adopted. The study was based on theoretical frameworks of Vygotsky (1978) and Bruner (1986). The study was conducted in secondary schools in Vihiga County, Kenya. Proportionate stratified and simple random sampling techniques were used to select the sample. Data was collected using questionnaires, interview schedule and classroom observation checklist. Both descriptive and inferential statistics were used to analyze the data. The results of this study show that teachers in the control set ups tend to hold strong conceptions about mathematics that are consistent with the instrumental view. Their conceptions were not in line with the recommended reform approaches and have both desirable and undesirable consequences in the way teachers teach in the classroom. In view of the findings, it was recommended that in-order to gradually challenge the teachers’ negative conceptions about mathematical classroom discourse, adequate educational interventions should be planned and implemented in teacher education programmes to support the teachers in concretizing these conceptions.

Framing secondary teachers’ perspectives on the inclusion of students with autism spectrum disorder using critical discourse analysis

ABSTRACTResearch on the role of teachers in supporting students with autism spectrum disorder (ASD) in schools in the Republic of Ireland has largely focused on primary and special schools rather than secondary school settings. This study examined the theoretical and practical knowledge base of Irish secondary teachers regarding the inclusion of learners with ASD using an ecological critical discursive perspective. Findings revealed teachers’ strong desires to include students with ASD in their classrooms. Teachers’ discourses exposed their sense of low self-efficacy in relation to pedagogical skills required to meet the needs of learners with ASD. At a school level, teachers positioned themselves outside the dominant school discourse on special education needs. Using critical discourse analysis (CDA), teachers’ narratives re-focus the spotlight on issues such as ineffective legislation and inadequate policies at national level, and identified the impact that these have at a micro-analytical level on teachers’ practices in relation to inclusion.