scholarly journals Βιογραφική ανάλυση στην εκπαιδευτική έρευνα: Τεχνικές ανάδυσης της μικρο-ιστορίας της εκπαιδευτικής πολιτικής

2015 ◽  
Vol 3 (2) ◽  
pp. 187
Author(s):  
Evagelia Kalerante
Keyword(s):  
Discourse Analysis ◽  
Educational Policy ◽  
School Environment ◽  
Meta Analysis ◽  
Educational Expectations ◽  
Political Activity ◽  
Educational Community ◽  
Building Stock ◽  
Discourse Practices ◽  
Biographical Analysis

This article presents the theoretical model of biographical analysis with an emphasis on the discourse technique applied to successive stages and situations in educators-subjects’ daily experiences. Educators’ discourse media reflective of subjective orientations are analyzed as to the structure through which political and educational processes are channelled. Discourse analysis aids in locating key elements around which an educator’s identity and school-educational realities take shape. Competing and conflicting causes highlighting divisions of educators teaming up in different educational domains of interest are recorded. The paper focuses on a meta-analysis of the subject-educators as users of educational legislation and as mediators among the Ministry of Education and government (who formulates policy and legislates on the operation of schools), the educational community, and broader society which is the receptor of a specific educational policy. Educational policy is expressed by concentration on pivotal educational moments arising from legislatively expressed political discourse and then converted into educational practice in the school environment. Educational policy, as discourse, intervenes, clarifies meanings drawing on policy, the economy and culture at large, and analyzes, synthesizes and influences lawmaking by means of discourse. Biographical analysis utilizes the educators- subjects’ discourse analysis, which defines and signifies express and implied educational career experiences of educational policy micro-history. The educators- subjects’ discourse retrospectively interprets political activity, cultural events, educational stages, bringing to surface the dynamics of educational policy itself. Their discourse, as a language complex serves as building stock for working conditions, educational expectations and their own relationship with the educational environment through a momentum of successive phases. The discourse order as analysis of educational term analysis highlights structural limitations, as well as development or intervention potentialities by individuals to the educational model. This paper presents both the discourse of the educators-subjects and their written words in personal notes so that narratives of the past can be compared with analyses written while educational events were taking place. The educators-subjects’ use of pictorial context resulted in a visual record of the educational milieu, so that interrelations, identities, and situations evolving in it may be crystallized. In condensed time and space, members of the educational community provide a complex presentation their own evolution in an interactive, transcending narrative that uses effective recollection and a logical process permeated by emotional nuances. The narrative and the written word that reflect educators-subjects’ personal experiences are checked against existent files for period research so that the micro-history of educational policy may be defined as to structure and content. Biographical analysis is based on linguistics textual discourse which reproduce social political and cultural processes. Discourse is reformulated in consolidated language evolving in a dynamic educational milieu. Text analysis interprets ideological positions and theorizes on educational practices and educational policy itself. Special weight ought to be given to the interpretation by educators-subjects who reproduce social relationships and political conditions by means of their discourse practices.

scholarly journals Rapid Realist Review of School-Based Physical Activity Interventions in 7- to 11-Year-Old Children

Children ◽  
2021 ◽  
Vol 8 (1) ◽  
pp. 52
Author(s):  
Emmanuel Defever ◽  
Michelle Jones
Keyword(s):  
Physical Activity ◽  
School Leadership ◽  
School Environment ◽  
Meta Analysis ◽  
Implementation Fidelity ◽  
Realist Review ◽  
School Level ◽  
School Settings ◽  
Physical Activity Interventions ◽  
Rapid Realist Review

Meta-analysis of physical activity interventions in school settings have revealed low efficacy and that there is a need to explore implementation fidelity. The aim of this rapid realist review was to determine, what physical activity interventions in school settings for children aged 7- to 11-years-old works, for whom, and in what circumstances. The realist synthesis was conducted following RAMESES guidelines. Relevant studies were identified following a systematic search process and data from 28 studies was extracted for evidence to form context-mechanism-outcome configurations that were clustered and refined. Using the five-level socioecological model, the program theories were classified into the levels of intrapersonal (child), interpersonal (teachers), institutional (program content, school administration, and school environment), community (home and neighborhood), and policy. The school level led to most context-mechanism-outcome configurations related to school leadership and policy, workforce structure, program characteristics, and school environment. At each level, we identified features of interventions, alongside implementation considerations that might work to promote efficacy and sustainability. The need to recognize the school environment as part of a complex system with multi-level interaction and influences was a key finding. In line with realist philosophy, the researchers encouraged primary research to confirm, refute, and refine the program theories presented.

scholarly journals Ideological and Lexical Deviance of Western Media in Reflecting Socio-political Events of Pakistan

2017 ◽  
Vol 7 (6) ◽  
pp. 261
Author(s):  
Saadia Fatima ◽  
Muhammad Uzair
Keyword(s):  
Discourse Analysis ◽  
Critical Discourse Analysis ◽  
Critical Discourse ◽  
War On Terrorism ◽  
Cognitive Approach ◽  
Discourse Practices ◽  
Political Events ◽  
Global Issue ◽  
Discourse Practice ◽  
Western Media

The research in hand has the objectives to analyse how ideologies are expressed through discourse practices in Western media; how a discourse practice and a linguistic strategy in terms of lexical choices are employed in portraying ideologies in media about Pakistan. Grounded on the theoretical framework of Van Dijk’s socio-cognitive approach of critical discourse analysis and model of Ideology which is the most appropriate to study media discourse, the data will be analysed qualitatively. The method of the current research is critical discourse analysis. The research revolves around the Pakistani socio-political events in Western media from the perspective of a global issue that is a war on terrorism. The research has objectives to investigate what and how Western media has used lexical choices to depict a certain ideology about Pakistan to the world. 

scholarly journals Trusted and doubted: Discourses of parenting training in two Swedish official inquiries, 1947 and 2008

2018 ◽  
Vol 46 (20_suppl) ◽  
pp. 59-65 ◽  
Author(s):  
Hetty Rooth ◽  
Ulla Forinder ◽  
Maja Söderbäck ◽  
Eija Viitasara ◽  
Katarina Piuva
Keyword(s):  
Discourse Analysis ◽  
21St Century ◽  
Political Discourse ◽  
Parental Education ◽  
Expert Knowledge ◽  
Child Rearing ◽  
Subject Positions ◽  
Discourse Practices ◽  
Parenting Training ◽  
Political Discourse Analysis

Aim: The aim of this study was to analyse discourses of parenting training in official inquires in Sweden that explicitly deal with the bringing up of children and parental education and how the representations of the problems and their solutions affect parental subject positions in the early welfare state and at the onset of the 21st century. Method: We carried out a discourse analysis of two public inquiries of 1947 and 2008, drawing on theories about governmentality and power regimes. Tools from political discourse analysis were used to investigate the objectives of political discourse practices. Results: Both inquiries referred to a context of change and new life demands as a problem. Concerning suggestions for solutions, there were discrepancies in parents’ estimated need of expert knowledge and in descriptions of parental capacity. In a discourse of trust and doubt, the parents in 1947 were positioned as trusted welfare partners and secure raisers of future generations, and in 2008, as doubted adults, feared to be faltering in their child-rearing tasks. Conclusions: The analysis revealed how governmental problem descriptions, reasoning about causes and suggestions of solutions influenced parents’ subject positions in a discourse of trust and doubt, and made way for governmental interventions with universal parenting training in the 21st century.

Educational Expectations among Immigrant Youth: Links to Segmented Assimilation and School Context

2020 ◽  
Vol 7 (3) ◽  
pp. 252-278
Author(s):  
Christina J. Diaz
Keyword(s):  
School Environment ◽  
School Context ◽  
Immigrant Youth ◽  
Educational Expectations ◽  
Segmented Assimilation ◽  
Social Psychological ◽  
National Education ◽  
Household Resources ◽  
National Education Longitudinal Study ◽  
First And Second Generation

Although schools are important socialization venues for all children, they also serve as sites of acculturation for immigrant youth. According to segmented assimilation theory, first- and second-generation students experience divergent trajectories of incorporation, in part, because they are exposed to school contexts that support or stifle their attainment. I argue that such a process must have social-psychological underpinnings, which I examine by relating children’s educational expectations to their school environment during adolescence. Specifically, I use the National Education Longitudinal Study to assess differences in expectations by school context among immigrant and U.S.-origin youth between eighth and 12th grades. Results indicate that students in comparably disadvantaged school environments report lower expectations, though this relationship is driven by household resources and student characteristics. I also find that most students exhibit increases in their educational expectations, and that such changes are not systemically patterned by school context. This article sheds light on the goals of immigrant youth and the extent to which these plans transform from childhood to adolescence.

Place identity construction in Greek neomigrants’ social media discourse

2019 ◽  
Vol 2 (1) ◽  
pp. 136-161 ◽  
Author(s):  
Mariza Georgalou
Keyword(s):  
Social Media ◽  
Discourse Analysis ◽  
Identity Construction ◽  
Place Identity ◽  
Place Making ◽  
Online Ethnography ◽  
Discourse Practices ◽  
Discourse Strategies ◽  
The Uk ◽  
Media Discourses

Abstract The phenomenon of brain drain migration from Greece, also known as Greek neomigration, has acquired an astoundingly massive character due to the ongoing economic crisis in the country. Considering that a migrant’s identity is defined by a physical move from one place to another, this paper aims at exploring the discourse practices of place-making by Greek neomigrants, focusing on the role of social media in this endeavour. Drawing on discourse analysis (Myers 2010; Aguirre and Graham Davies 2015), identity construction theories (Blommaert 2005; Benwell and Stokoe 2006), environmental psychology (Proshansky, Fabian and Kaminoff 1983) and discourse-centred online ethnography (Androutsopoulos 2008), this study presents and discusses empirical data from a Greek neomigrant settled in the UK, who writes about his migration experience on his blog as well as on his Twitter and Facebook accounts. The analysis demonstrates that the Greek neomigrant place identity construction can be realized through a complex of linguistic and discourse strategies, including comparison and evaluation, construction of in-groups and out-groups, language and script alternations, entextualisation of other voices, and visual connotations. It is shown that, for migrants, social media constitute significant outlets for place-making, constructing place identity and asserting (or eschewing) belonging. In so doing, it also brings to the surface crucial social, cultural and psychological aspects of the current Greek neomigration phenomenon and confirms the potential of social media discourses to heighten awareness of neomigrants’ dis/integrating processes, placing discourse analysis at the service of global mobility phenomena.

Bush, Obama

2014 ◽  
Vol 13 (3) ◽  
pp. 538-562 ◽  
Author(s):  
Antonio Reyes
Keyword(s):  
Discourse Analysis ◽  
Critical Discourse Analysis ◽  
Organization Structure ◽  
Social Processes ◽  
Critical Discourse ◽  
Linguistic Variables ◽  
Content Type ◽  
Discourse Practices ◽  
Textual Organization ◽  
Political Scene

This paper, framed under the scope of Critical Discourse Analysis (CDA), explains social processes by analyzing discourse practices. It proposes (para)linguistic variables employed in the creation of (in)formality in discourse in relation to two Aristotelian persuasive modes: Ethos and Pathos (Kennedy 1991). These modes of persuasion reveal different ways to convey a political message in the current U.S. political scene. This paper compares the stylistic differences in speeches given by George W. Bush and Barack Obama to justify escalating troops in the conflicts of Iraq (2007) and Afghanistan (2009), respectively. I propose (para)linguistic indicators of formality associated with Aristotelian modes at the level of linguistic choices (“lexical variables” [Schilling-Estes 2004] and “marked register usages” [Myers-Scotton 2001]), textual organization (structure and predictability), non-verbal communication (i.e. laughter; Jefferson, Sacks & Schegloff 1987), and intertextuality (Blackledge 2005; Fairclough 1992, 2003) by means of new voices (Bakhtin 1981) into the here-and-now moment of discourse.

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