scholarly journals Analysis of Orientalist Discourse in an Alberta Social Studies Text Resource

2021 ◽  
Vol 52 (2) ◽  
pp. 89-100
Author(s):  
Kimberly Edmondson
Keyword(s):  
Discourse Analysis ◽  
Social Studies ◽  
Support Materials ◽  
Program Of Study ◽  
Common Resource

The aim of this paper is to explore how the Alberta Social Studies 30-1 textbook, Perspectives on Ideology (Fielding et al., 2009) can contribute to orientalist discourse in its presentation of Islam, especially with respect to terrorism, extremism, and illiberalism—three concepts that appear in the Alberta Social Studies Program of Study. Using a content and discourse analysis, the study found three central findings that contributed to an orientalist framing of Islam: a lack of nuanced discussion of Islam; positioning Islam as a source of terrorism; and a lack of acknowledgement of wrongdoing following injustices perpetrated towards Muslims in Canada. This study concludes by offering ways in which social studies curricular support materials may interrogate to disrupt orientalist discourse, and challenges social studies educators to critically examine the limitations of some of the most common resource materials at their disposal. 

Deconstructing Militarism in Pakistani Textbooks

2014 ◽  
Vol 6 (2) ◽  
pp. 10-24 ◽  
Author(s):  
Muhammad Ayaz Naseem
Keyword(s):  
Discourse Analysis ◽  
Public School ◽  
Social Studies ◽  
Critical Discourse Analysis ◽  
School System ◽  
Critical Discourse ◽  
Public School System ◽  
Main Argument ◽  
Educational Discourse ◽  
The Public

This article examines the textual constitution of militarism and militaristic subjects in and by educational discourse in Pakistan. The article focuses on two subjects, namely social studies and Urdu, which are taught in the public school system of Pakistan. In order to examine the constitution of militaristic subjectivities, the author draws upon concepts of poststructuralist theory and critical discourse analysis. The author's main argument is that it is vital to first deconstruct the constructs of war from the minds of people in order for the constructs of peace to be instilled. There are many sites where such deconstruction needs to begin. One of the likely places for such an exercise is in textbooks, for these are sites in which war and violence are or can be constructed and instilled into the minds of future citizens. These are also natural sites for the construction of defenses of peace, for these spaces harbor agency to resist war and violence. This article examines textual and discursive data from Pakistan's educational discourse (mainly curricula and textbooks) to illustrate how war and militarism are constructed by these discourses via curricula and textbooks.

scholarly journals The Politics of Culture

2019 ◽  
Vol 2 (1) ◽  
pp. 71-80
Author(s):  
Abbie Strunc
Keyword(s):  
Discourse Analysis ◽  
Social Studies ◽  
Interest Groups ◽  
Educational Research ◽  
The State ◽  
Cultural Perspective ◽  
Power Structures ◽  
Educational Culture ◽  
The Social ◽  
The Impact

Using Van Dijk’s sociocognitive theory as a framework for discourse analysis, the state-mandated standards were examined to determine how the educational culture is impacted by the social studies curriculum. The process to revise the curriculum in Texas is highly politicized and outside interest groups, such as Mel and Norma Gabler’s Educational Research Analysts, have inserted their own cultural perspective over the last 50 years. The article considers the impact of this influence and discusses the norms and power structures produced.             Keywords: discourse analysis, social studies, Texas, culture

scholarly journals Locating Critical Discourse Analysis (CDA) in discourse and social studies

2018 ◽  
Vol 1 (2) ◽  
pp. 59-71
Author(s):  
Andi Muhammad Irawan ◽  
Zifirdaus Adnan
Keyword(s):  
Discourse Analysis ◽  
Social Studies ◽  
Social Structure ◽  
Social Inequality ◽  
Critical Discourse Analysis ◽  
Social Issues ◽  
Critical Discourse ◽  
Micro Analysis

This article addresses the position of Critical Discourse Analysis (CDA) in discourse and social studies. It provides information about the principles of critical discourse analysis and what makes it different from other discourse analyses, which are considered to be non-critical. The term ‘critical’ has been the keyword that distinguishes any types of discourse analysis, i.e. whether or not they are oriented to social issues. Further, CDA concerns on social issues, e.g. power and social inequality, which collaborates micro-analysis of language and macro-analysis of social structure, have brought significant contributions to linguistics and social studies. Especially for linguistics, CDA has brought significant impacts to the textual analyses, which are oriented to investigate how power, social inequality, hegemony and discrimination are established and maintained through discourse presentations.

Plasticity of the neural coding metaphor: An unnoticed rhetoric in scientific discourse

2019 ◽  
Vol 42 ◽  
Author(s):  
Giulia Frezza ◽  
Pierluigi Zoccolotti
Keyword(s):  
Discourse Analysis ◽  
Neural Coding ◽  
Scientific Discourse ◽  
Convincing Argument ◽  
Unified View ◽  
Brain Behavior

Abstract The convincing argument that Brette makes for the neural coding metaphor as imposing one view of brain behavior can be further explained through discourse analysis. Instead of a unified view, we argue, the coding metaphor's plasticity, versatility, and robustness throughout time explain its success and conventionalization to the point that its rhetoric became overlooked.

Social Studies

2009 ◽  
Author(s):  
Jane Francesca Wilde
Keyword(s):  
Social Studies

Discourse Analysis and Catch-22

2002 ◽  
Vol 47 (2) ◽  
pp. 202-205
Author(s):  
Richard J. Gerrig
Keyword(s):  
Discourse Analysis ◽  
Catch 22
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