scholarly journals Competing and Contested Discourses of Citizenship and Civic Praxis

2017 ◽  
Vol 25 ◽  
pp. 28
Author(s):  
Jill Koyama
Keyword(s):  
Discourse Analysis ◽  
Civic Engagement ◽  
Education Policy ◽  
Critical Discourse Analysis ◽  
Network Theory ◽  
Actor Network Theory ◽  
Critical Discourse ◽  
Education Curriculum ◽  
Civics Education ◽  
Actor Network

In this paper, I utilize complementary features of critical discourse analysis (CDA) and Actor-Network Theory (ANT) to trace and investigate issues of power, materiality, and reproduction embedded within notions of citizenship and civic engagement. I interrogate the often narrow and conservative political and public discourses in Arizona, as well as the xenophobic-driven civics education policy. To these, I juxtapose the enactment of citizenship by youth who use, produce, and share language materials and counter authoritative citizenship and civic discourses, especially, but not exclusively, in online contexts.  I explore the questions: In what ways are discourses of civic engagement and citizenship assembled, interpreted, understood, enacted, and contested in Arizona? What are the relationships between the civics education policy, discursive enactments of citizenship, and the youth of Mexican descent’s online civic practices? I draw on a mixture of textual (language materials) and discursive (events, acts, and practices) data collected in Arizona to argue that youth are doing critical, yet unrecognized and undervalued, forms of civic engagement online, which could be incorporated in the formal civics education curriculum.

Convergence

2019 ◽  
pp. 121-147
Keyword(s):  
Discourse Analysis ◽  
Critical Discourse Analysis ◽  
Network Theory ◽  
Actor Network Theory ◽  
Black Box ◽  
Critical Discourse ◽  
Actor Network ◽  
Social Partnership ◽  
To Come ◽  
Insight Into

Actor network theory as the “sociology of translation,” is used as a lens to examine the chronology of the development of the MOU Agreement, which provides insight into the mechanics of its formation and network of relations. Translation uncovered dimensions of the network's development: why associations between the actors were created, the factors that mobilized these heterogeneous parties to come together. Further, it also uncovered how their functions were ascribed and how stability or “black box” status was achieved. Critical discourse analysis (CDA) is positioned as a moment in ANT facilitating the analyses of the network linkages of the MOU actor network assist to identify the interactions at various levels of the MOU social partnership actor network. The two worldviews complement each other within an interpretivist framework revealing the potential to analyse network interactions through the lens of discourse.

Actor Network Theory (ANT)

2019 ◽  
pp. 100-120
Keyword(s):  
Critical Discourse Analysis ◽  
Network Theory ◽  
Actor Network Theory ◽  
Critical Discourse ◽  
Actor Network ◽  
Social Partnership ◽  
Analysis Methodology ◽  
The Status ◽  
Partnership Agreement ◽  
Relational Interactions

Actor network theory (ANT) or the “sociology of translation,” is introduced, being a systematic way to explain the mechanics and dynamics of relational interactions, within networks. The unique ontology of ANT equates human and non-human systems thereby conferring the MOU social partnership agreement with the status of an actor. The text within the MOU Agreement as an intermediary becomes the inscription, enabling the agreement to obtain having a discourse of its own and the capacity to attain a “black box” status within the network of relations that it creates for itself. ANT's strengths and weaknesses, critiques and value are highlighted as well as its suitability to be used to analyse network relations partnering with critical discourse analysis methodology.

Inclusive Physical Education: A Critical Discourse Analysis of the Ontario Secondary School Health and Physical Education Curriculum

2021 ◽  
pp. 1-9
Author(s):  
Enid K. Selkirk ◽  
Cheryl Missiuna ◽  
Sandra Moll ◽  
Peter Rosenbaum ◽  
Wenonah Campbell
Keyword(s):  
Discourse Analysis ◽  
Physical Education ◽  
Critical Discourse Analysis ◽  
Inclusive Education ◽  
School Health ◽  
Critical Discourse ◽  
Education Curriculum ◽  
Education Policies ◽  
Health And Physical Education ◽  
Equity And Inclusion

Purpose: Education policies require inclusive practices across student learning environments internationally. In Canada, provinces and territories oversee their own curriculum development. This study presents a critical discourse analysis of how inclusive education is addressed within Ontario’s 2015 Health and Physical Education Curriculum, Grades 9–12. Method: Fairclough and Chouliaraki’s approach to critical discourse analysis, which encompasses structural, linguistic, and interdiscursive analysis, was used to show how language is interwoven within ideologies of physical education to represent inclusivity. Results: Three discourses were identified: (a) the discourse of equity and inclusion, (b) the discourse of opportunity, and (c) the discourse of positive outcomes. The curriculum reflects inclusivity through overt language and intention, holding the possibility for choice and opportunities beyond traditional notions of physical education. Discussion: Concerns included whether ideals presented in the curriculum reflect the realities of “discourse in action.” Transformative discourses within physical education should emerge from the student voice.

With the Best of Intentions: A Critical Discourse Analysis of Physical Education Curriculum Materials

2009 ◽  
Vol 28 (1) ◽  
pp. 75-89 ◽  
Author(s):  
Tony Rossi ◽  
Richard Tinning ◽  
Louise McCuaig ◽  
Karen Sirna ◽  
Lisa Hunter
Keyword(s):  
Social Justice ◽  
Discourse Analysis ◽  
Physical Education ◽  
Critical Discourse Analysis ◽  
Social Action ◽  
Critical Discourse ◽  
Education Curriculum ◽  
Form Of Government ◽  
Government Education ◽  
Developed World

Much of physical education curriculum in the developed world and specifically in Australia tends to be guided in principle by syllabus documents that represent, in varying degrees, some form of government education priorities. Through the use of critical discourse analysis we analyze one such syllabus example (an official syllabus document of one of the Australian States) to explore the relationships between the emancipatory/social justice expectations presented in the rubric of and introduction to the official syllabus document, and the language details of learning outcomes that indicate how the expectations might be satisfied. Given the complexity and multilevel pathways of message systems/ideologies we question the efficacy of such documents oriented around social justice principles to genuinely deliver more radical agendas which promote social change and encourage a preparedness to engage in social action leading to a betterment of society.

scholarly journals Locating and applying critical discourse analysis within education policy

2016 ◽  
Vol 24 ◽  
pp. 102 ◽  
Author(s):  
Jessica Nina Lester ◽  
Chad R. Lochmiller ◽  
Rachael Gabriel
Keyword(s):  
Discourse Analysis ◽  
Education Policy ◽  
Critical Discourse Analysis ◽  
Critical Discourse ◽  
Special Issue ◽  
Future Directions ◽  
Key Points ◽  
Discourse Studies

This article introduces the first of a two-part Special Issue on Discourse Perspectives and Education Policy. This first special issue is focused on critical discourse analysis and education policy. Within this article, we provide a brief overview of discourse analysis generally and critical discourse analysis specifically. We highlight some of the ways in which policy researchers have applied the theories and methods associated with CDA and note the methodological and substantive contributions of this work. Then, we provide an overview of the six papers included within this special issue, noting each paper’s key points and explicit links to policy. We conclude by pointing to future directions for research at the intersection of education policy and discourse studies.

scholarly journals 'This may not be represented in the curriculum documents’, an analysis of early childhood education curriculum from Ontario college programs.

2021 ◽  
Author(s):  
Daniel Gosson
Keyword(s):  
Early Childhood ◽  
Content Analysis ◽  
Discourse Analysis ◽  
Early Childhood Education ◽  
Critical Discourse Analysis ◽  
Critical Discourse ◽  
Education Curriculum ◽  
Theoretical Frameworks ◽  
Childhood Education ◽  
College Programs

This study examines the way in which Early Childhood Educators trained in Ontario college programs are prepared to work with queer populations upon entering the field. This study used post-structuralist, queer feminist, and critical disability theoretical frameworks while analysing the data. A content analysis, informed by critical discourse analysis, was used to assess program documents. Course descriptions from ECE program websites were collected, as well as a total of 33 course outlines from 11 different Ontario college ECE programs, and 9 textbooks identified through the course outlines. Queer content was found to be absent from all but 5 course outlines and 4 textbooks. The need to have queer issues included formally in Ontario ECE curriculum, the othering of queer populations, and the erasure of queer identities are discussed. Key

scholarly journals Critical discourse analysis of university teacher educators’ professionalism in Chilean teacher education policy

2020 ◽  
Vol 28 ◽  
pp. 180
Author(s):  
Yenny Hinostroza-Paredes
Keyword(s):  
Teacher Education ◽  
Discourse Analysis ◽  
Education Policy ◽  
Student Teachers ◽  
Critical Discourse Analysis ◽  
Teacher Educators ◽  
Initial Teacher Education ◽  
Critical Discourse ◽  
Managerial Control ◽  
Teacher Education Policy

This article uses critical discourse analysis (CDA) to interrogate the discursive construction of Chilean university teacher educators’ professionalism in government initial teacher education policy and institutional policy enactment documents. The study examines the network of discourses—new managerialist, quality assurance, performance, functionalist professional development—producing a version of professionalism akin to organizational professionalism. Used as a form of managerial control over teacher educators’ professional practices, such professionalism exacerbates performativity while reducing professional agency opportunities and consistent professional/academic development. Ultimately, this study contributes to the necessary questioning of Chilean ITE policy reform and the need to examine its effects on university TEs’ professional lives and the professional modeling of their student teachers. 

Applications of Actor-Network Theory in Media Studies

2017 ◽  
pp. 1-19
Author(s):  
Markus Spöhrer
Keyword(s):  
Discourse Analysis ◽  
Media Studies ◽  
Network Theory ◽  
International Research ◽  
Actor Network Theory ◽  
The Other ◽  
Actor Network ◽  
Related Research ◽  
Production Studies ◽  
The One

The chapter offers an international research overview of the possibilities and problems of applying Actor-Network Theory in Media Studies and media related research. On the one hand the chapter provides a summary of the central aspects and terminologies of Bruno Latour's, Michel Callon's and John Law's corpus of texts. On the other hand, it summarizes both theoretical and methodological implications of the combination of Actor-Network Theory and strands of Media Studies research such as discourse analysis, Production Studies and media theory.

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