scholarly journals ENVIRONMENTAL EDUCATION FOR ENVIRONMENTAL JUSTICE IN THE SCHOOL CONTEXT: TEACHERS SPEECHES AND PRACTICES

2018 ◽  
Vol 13 ◽  
pp. 115-127
Author(s):  
Angélica Cosenza Rodrigues ◽  
Isabel Gomes Rodrigues Martins
Keyword(s):  
Discourse Analysis ◽  
Environmental Education ◽  
Environmental Justice ◽  
Critical Discourse Analysis ◽  
School Context ◽  
Environmental Conflict ◽  
Pedagogical Practices ◽  
Critical Discourse ◽  
Territorial Dispute ◽  
Environmental Injustice

In this article we discuss meanings of a teacher on the didactic treatment of a socio-environmental conflict in biology classes. The environmental conflict which concerns this study involves environmental injustice processes and results from the territorial dispute involving official bodies and a community in the neighboring region of the Jurubatiba Reservation National Park inMacaéin the state of Rio de Janeiro, Brazil. This work rests on the critical discourse studies (Critical Discourse Analysis - CDA) and privileged intertextuality manifested as an analytical dimension which suggests ways in which other texts are explicitly marked on the textual surface. Our analyzes suggest that by enunciating pedagogical practices related to environmental injustice processes, the teacher establishes ambivalent relations between conservative and emancipatory discourses of environmental education. This study lies in the defense and option to explore political dimensions of environmental education in school, based on the visibility of acute processes of environmental injustices as well ascommunity struggles and protagonisms.Keywords: Environmental Justice. Critical Discourse Analysis. School

Colombia’s national policy of environmental education: A critical discourse analysis

2020 ◽  
pp. 1-24 ◽  
Author(s):  
María Angélica Mejía-Cáceres ◽  
Alejandra Huérfano ◽  
Alan Reid ◽  
Laísa María Freire
Keyword(s):  
Discourse Analysis ◽  
Environmental Education ◽  
Critical Discourse Analysis ◽  
National Policy ◽  
Critical Discourse

scholarly journals Using Critical Discourse Analysis for understanding knowledge construction in English pedagogy

2013 ◽  
Vol 5 (1) ◽  
pp. 53-79
Author(s):  
Bal Krishna Sharma
Keyword(s):  
Discourse Analysis ◽  
Critical Pedagogy ◽  
Critical Discourse Analysis ◽  
Pedagogical Practices ◽  
Critical Discourse ◽  
Expert Teacher ◽  
Construction Of Knowledge ◽  
English Speaking ◽  
Native English Speaking ◽  
Teaching Learning

This paper makes an attempt to make a better understanding of expert-teacher interactions through an examination of discursive practices by native English speaking ‘expert’ and English teachers from Asia. I analyzed ten online interaction events with an aim to scrutinize the construction of knowledge and expertise among in an unfolding interaction, and looked particularly into claims of expertise, participants’ positioning and identity in these virtual interactions, and any hierarchical differences in their discourses that result from the power differences between the ‘expert’ and the participating teachers. In order to analyze the data, I used the critical discourse analysis (CDA) framework and draw insights from critical pedagogy. The analysis shows that the ‘expert’, positioned as the authority of knowledge, suggested solutions to challenges that the teachers in different parts of world are facing, and also articulated his view of good pedagogical practices. The analysis also reveals that the expert’s pedagogical ideologies at times compete and contrast with those of the teachers. The study, therefore, questions the effectiveness of the taken-for-granted pedagogical theories and practices from the native English speaking professionals for the teachers in the periphery countries and suggests that teachers in the receiving end need to critically evaluate appropriateness of such pedagogical practices taking consideration of the local teaching/learning contexts. Bodhi: An Interdisciplinary Journal, 5, 2011, Page 53-79 DOI: http://dx.doi.org/10.3126/bodhi.v5i1.8045

scholarly journals Environmentální prvky jako součást skrytého kurikula v učebnici anglického jazyka

Envigogika ◽  
2015 ◽  
Vol 10 (4) ◽  
Author(s):  
Jana Kubrická ◽  
Zdeněk Hromádka
Keyword(s):  
Discourse Analysis ◽  
Environmental Education ◽  
Foreign Language ◽  
Critical Discourse Analysis ◽  
Critical Discourse ◽  
Key Topics ◽  
The Cross

The paper deals with the environmental content in an English foreign language textbook Time to Talk. The purpose of the text is to classify environmental elements in the textbook in the context of Czech curricular documents for environmental education and analyse the presentation of this content. The potential ideological message and the degree of manipulativeness of the environmental content is described by selected techniques of critical discourse analysis and the concept of open and closed text. In total 4 texts and 19 tasks are analysed. The results of the analysis imply that the textbook can be used in teaching the cross-curricular topic environmental education as it is related to the key topics of Czech curricular documents. Special attention is paid to ideological elements in closed texts where the environmental content is presented as unquestionable and presupposes the reader ́s passive cooperation.

An investigation into the mediation of the representation of gender roles in God of women : a critical discourse analysis of pedagogic practices in selected Namibian schools

2021 ◽  
Author(s):  
◽  
Josephine Mwasheka Nghikefelwa
Keyword(s):  
Discourse Analysis ◽  
Critical Discourse Analysis ◽  
Teaching And Learning ◽  
English Literature ◽  
Analytical Framework ◽  
Pedagogical Practices ◽  
Critical Discourse ◽  
Mediation Process ◽  
Structured Interviews ◽  
Pedagogic Practices

This is a qualitative study designed to investigate the role of pedagogical practices in the mediation of stereotypical gender representations in the drama God of Women by Sifiso Nyathi (1998). This drama is one of the literature setworks for Grade 9 English Second Language learners in Namibian Secondary schools. Fairclough’s (2012) Critical Discourse Analysis was used as a research design, as well as the conceptual and analytical framework. The analysis of this drama by teachers during the teaching and learning process, pedagogic practices they employ, learners’ engagement in classroom activities, and the nature of comments that teachers write on students’ assignment, based on God of Women, formed part of the unit of analysis. The study explored teachers’ pedagogical practices during English Literature teaching to gain insight into whether and how teachers shape learners’ engagement with literature to promote critical thinking. Focus on the mediation process (‘teacher talks around the text’) concerned a close analysis of teachers’ engagement with the text during lessons. Semi-structured interviews, classroom observation and documentary evidence were used to generate data. The research site and study participants were purposively sampled.

The Media Conspiracy Behind the Death of Diana, Princess Of Wales: A Study of Critical Discourse Analysis

Metahumaniora ◽  
2017 ◽  
Vol 7 (2) ◽  
pp. 56
Author(s):  
Indah Mustika Santhi
Keyword(s):  
Discourse Analysis ◽  
Critical Discourse Analysis ◽  
Qualitative Method ◽  
Critical Discourse ◽  
Daily Mail ◽  
Daily Newspapers ◽  
Analysis Theory ◽  
The Media ◽  
Material Process ◽  
Social Level

ABSTRAKPenelitian ini berjudul “The Media Conspiracy Behind the Death of Diana, Princessof Wales: A Study of Critical Discourse Analysis”. Penelitian ini bertujuan untuk menjelaskanbagaimana kematian Putri Diana direpresentasikan oleh The Daily Mail dalam artikelartikelpemberitaannya melalui dimensi tekstual dan juga memaparkan cara pandang TheDaily Mail sebagai pelaku media konspirasi pada praktik kerjanya terkait berita kematianPutri Diana dalam dimensi sosiokultural. Objek penelitian ini adalah The Daily Mail, salahsatu tabloid harian terbesar di Inggris. Metode yang digunakan dalam penelitian ini adalahmetode kualitatif, analisis deskriptif. Penulis menggunakan teori analisis wacana kritisFairclough (1995), disertai dengan beberapa teori pendukung lainnya, seperti teori klausasebagai representasi Halliday (2004), teori konspirasi Feaster (2008), Birchall (2006),Barkun (2003), Hodapp dan von Kannun (2008). Hasil dari penelitian ini menunjukkanbahwa representasi kematian Putri Diana dalam dimensi tekstual didapat melalui prosesmaterial, proses mental, proses relasional, proses verbal, dan proses eksistensial yangterdapat dalam artikel-artikel The Daily Mail. Sementara itu, cara pandang The Daily Mailsebagai pelaku media konspirasi atas berita kematian Putri Diana didapat melalui prosestataran sosial, tataran institusional, tataran sosial pada dimensi praktik sosiokultural.Kata Kunci: Transitivitas, Analisis Wacana Kritis, Media konspirasi.ABSTRACTThis thesis is entitled “The Media Conspiracy Behind the Death of Diana, Princessof Wales: A Study of Critical Discourse Analysis”. This thesis is aimed to describe therepresentation of Princess Diana’s death and The Daily Mail’s perspective as a mediaconspiracy actor through textual and sociocultural dimension. The object of this thesis isThe Daily Mail, one of the widest national daily newspapers in England. The method that isused in this thesis is a qualitative method, a descriptive analytic method. The writer uses thecritical discourse analysis theory of Fairclough (1995) and some other supported theories,such as clause as representation theory by Halliday (2004), the conspiracy theory by Feaster(2008), Birchall (2006), Barkun (2003), Hodapp and von Kannun (2008). The result of thisresearch shows that the representation in textual dimension that appear on Princess Diana’sdeath is derived from material process, mental process, relational process, verbal process, andexistential process. While The Daily Mail’s perspective on Princess Diana’s death is derivedfrom situational level, institutional level and social level of sociocultural practice dimension.Keywords: Transitivity, Critical Discourse Analysis, Media Conspiracy.

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