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Discourse: A Concept for Information and Communication Sciences
by Jean-Paul MetzgerDiscourse is not just a means of expressing thought; it is also an autonomous body, an act through which we aim to achieve a certain effect. Modern linguistics proposes a broader definition of discourse, as a discrete and unique enunciative process, where the speaker or author makes language concrete through speech (in the Saussurian sense), and describes the various acts (oral, illocutionary, perlocutionary) that discourse performs. This book examines discourse, an object of analysis and criticism, from a wide range of perspectives. Among the concepts explored are the contributions of rhetoric in the art of discourse, the evolution of multiple approaches and the main methods of discourse analysis conducted by a variety of researchers. The book deepens our knowledge and understanding of discourse, a concept on which any research related to information and communication can be based.
Discourse Analysis: Putting Our Worlds into Words
by Susan Strauss Parastou FeizThis introductory textbook presents a variety of approaches and perspectives that can be employed to analyze any sample of discourse. The perspectives come from multiple disciplines, including linguistics, sociolinguistics, and linguistic anthropology, all of which shed light on meaning and the interactional construction of meaning through language use. Students without prior experience in discourse analysis will appreciate and understand the micro-macro relationship of language use in everyday contexts, in professional and academic settings, in languages other than English, and in a wide variety of media outlets. Each chapter is supported by examples of spoken and written discourse from various types of data sources, including conversations, commercials, university lectures, textbooks, print ads, and blogs, and concludes with hands-on opportunities for readers to actually do discourse analysis on their own. Students can also utilize the book’s comprehensive companion website, with flash cards for key terms, quizzes, and additional data samples, for in-class activities and self-study. With its accessible multi-disciplinary approach and comprehensive data samples from a variety of sources, Discourse Analysis is the ideal core text for the discourse analysis course in applied linguistics, English, education, and communication programs.
Discourse Analysis: Putting Our Worlds into Words
by Susan Strauss Parastou FeizThis introductory textbook presents a variety of approaches and perspectives that can be employed to analyze any sample of discourse. The perspectives come from multiple disciplines, including linguistics, sociolinguistics, and linguistic anthropology, all of which shed light on meaning and the interactional construction of meaning through language use. Students without prior experience in discourse analysis will appreciate and understand the micro-macro relationship of language use in everyday contexts, in professional and academic settings, in languages other than English, and in a wide variety of media outlets. Each chapter is supported by examples of spoken and written discourse from various types of data sources, including conversations, commercials, university lectures, textbooks, print ads, and blogs, and concludes with hands-on opportunities for readers to actually do discourse analysis on their own. Students can also utilize the book’s comprehensive companion website, with flash cards for key terms, quizzes, and additional data samples, for in-class activities and self-study. With its accessible multi-disciplinary approach and comprehensive data samples from a variety of sources, Discourse Analysis is the ideal core text for the discourse analysis course in applied linguistics, English, education, and communication programs.
Discourse Analysis and Other Topics in Biblical Greek (The Library of New Testament Studies)
by Stanley E. Porter D. A. CarsonThis collection brings together into one volume papers first delivered in the Section on Biblical Greek Language and Linguistics at the Society of Biblical Literature annual meetings in 1992 and 1993. Part I, on discourse analysis, includes an introductory survey of the field, followed by three major papers and two responses. Each author uses his particular model of discourse analysis to analyse the book of Philippians, paying particular attention to the question of unity. Part 2, on other topics in biblical Greek, includes a probing introduction on the nature of language and five papers on a range of other areas of study.
Discourse Analysis and the New Testament: Approaches and Results (The Library of New Testament Studies #170)
by Stanley E. Porter Jeffrey ReedThe volume contains contributions by many of the major discourse analysts of the New Testament, including E.A. Nida, W. Schenk, J.P. Louw and J. Callow. Some of these essays deal with methodology, raising necessary questions about what it means to analyse discourse. Others demonstrate an already committed approach by reading specific texts. A 'state-of-the-art' volume for all scholars interested in this increasingly important area of New Testament research.
Discourse Analysis and the Study of Classroom Language and Literacy Events: A Microethnographic Perspective
by David Bloome Stephanie Power Carter Beth Morton Christian Sheila Otto Nora Shuart-FarisThe authors present a social linguistic/social interactional approach to the discourse analysis of classroom language and literacy events. Building on recent theories in interactional sociolinguistics, literary theory, social anthropology, critical discourse analysis, and the New Literacy Studies, they describe a microethnographic approach to discourse analysis that provides a reflexive and recursive research process that continually questions what counts as knowledge in and of the interactions among teachers and students. The approach combines attention to how people use language and other systems of communication in constructing classroom events with attention to social, cultural, and political processes. The focus of attention is on actual people acting and reacting to each other, creating and recreating the worlds in which they live. One contribution of the microethnographic approach is to highlight the conception of people as complex, multi-dimensional actors who together use what is given by culture, language, social, and economic capital to create new meanings, social relationships and possibilities, and to recreate culture and language. The approach presented by the authors does not separate methodological, theoretical, and epistemological issues. Instead, they argue that research always involves a dialectical relationship among the object of the research, the theoretical frameworks and methodologies driving the research, and the situations within which the research is being conducted. Discourse Analysis and the Study of Classroom Language and Literacy Events: A Microethnographic Perspective: *introduces key constructs and the intellectual and disciplinary foundations of the microethnographic approach; *addresses the use of this approach to gain insight into three often discussed issues in research on classroom literacy events--classroom literacy events as cultural action, the social construction of identity, and power relations in and through classroom literacy events; *presents transcripts of classroom literacy events to illustrate how theoretical constructs, the research issue, the research site, methods, research techniques, and previous studies of discourse analysis come together to constitute a discourse analysis; and *discusses the complexity of "locating" microethnographic discourse analysis studies within the field of literacy studies and within broader intellectual movements. This volume is of broad interest and will be widely welcomed by scholars and students in the field language and literacy studies, educational researchers focusing on analysis of classroom discourse, educational sociolinguists, and sociologists and anthropologists focusing on face-to-face interaction and language use.
Discourse Analysis and the Study of Classroom Language and Literacy Events: A Microethnographic Perspective
by David Bloome Stephanie Power Carter Beth Morton Christian Sheila Otto Nora Shuart-FarisThe authors present a social linguistic/social interactional approach to the discourse analysis of classroom language and literacy events. Building on recent theories in interactional sociolinguistics, literary theory, social anthropology, critical discourse analysis, and the New Literacy Studies, they describe a microethnographic approach to discourse analysis that provides a reflexive and recursive research process that continually questions what counts as knowledge in and of the interactions among teachers and students. The approach combines attention to how people use language and other systems of communication in constructing classroom events with attention to social, cultural, and political processes. The focus of attention is on actual people acting and reacting to each other, creating and recreating the worlds in which they live. One contribution of the microethnographic approach is to highlight the conception of people as complex, multi-dimensional actors who together use what is given by culture, language, social, and economic capital to create new meanings, social relationships and possibilities, and to recreate culture and language. The approach presented by the authors does not separate methodological, theoretical, and epistemological issues. Instead, they argue that research always involves a dialectical relationship among the object of the research, the theoretical frameworks and methodologies driving the research, and the situations within which the research is being conducted. Discourse Analysis and the Study of Classroom Language and Literacy Events: A Microethnographic Perspective: *introduces key constructs and the intellectual and disciplinary foundations of the microethnographic approach; *addresses the use of this approach to gain insight into three often discussed issues in research on classroom literacy events--classroom literacy events as cultural action, the social construction of identity, and power relations in and through classroom literacy events; *presents transcripts of classroom literacy events to illustrate how theoretical constructs, the research issue, the research site, methods, research techniques, and previous studies of discourse analysis come together to constitute a discourse analysis; and *discusses the complexity of "locating" microethnographic discourse analysis studies within the field of literacy studies and within broader intellectual movements. This volume is of broad interest and will be widely welcomed by scholars and students in the field language and literacy studies, educational researchers focusing on analysis of classroom discourse, educational sociolinguists, and sociologists and anthropologists focusing on face-to-face interaction and language use.
Discourse Analysis For Language Teachers (PDF)
by Michael MccarthyDiscourse Analysis for Language Teaching gives a practical introduction to the field of discourse analysis and its relevance for language teaching. It begins by answering the question 'What is discourse analysis?' and examines how discourse analysts approach spoken and written language. Different models of analysis are outlined and evaluated in terms of their usefulness to language teachers. This is followed by chapters on discourse-oriented approaches to grammar, vocabulary and phonology. The final section looks at spoken and written language in the light of native-speaker and learner data and considers examples of teaching approaches. Discourse Analysis for Language Teaching has a very practical orientation, and the text is interspersed with reader activities with guidance on appropriate responses at the end.
Discourse Analysis of Language, Literacy, Culture, and Teaching: Concepts, Theories, and Methods in Action (Language, Culture, and Teaching Series)
by Denise IvesAn essential text on discourse theory and analytic methods, this book demonstrates the possibilities of using discourse analysis to better understand language, literacy, culture, and teaching. Each chapter provides coherent, extended examples of individuals engaged in the process of doing discourse analysis. The narrative approach highlights the individual experiences of the discourse analysts and provides a unique, inside-the-mind view of the process and choices along the way. Across the book, stories describe processes involved in analyses, including identifying aims, formulating questions, selecting discourse, transcribing oral and multimodal discourse, translating discourse, chunking discourse, choosing and applying discourse and other theory, generating and supporting claims, and communicating findings. Chapters also feature sidebars with key theories and methods, recommended readings, and additional resources. This book is ideal for courses on discourse analysis, qualitative research, or language, literacy, culture, and teaching. Readers are invited to imagine the possibilities for using discourse analysis to answer their own questions.
Discourse Analysis of Language, Literacy, Culture, and Teaching: Concepts, Theories, and Methods in Action (Language, Culture, and Teaching Series)
by Denise IvesAn essential text on discourse theory and analytic methods, this book demonstrates the possibilities of using discourse analysis to better understand language, literacy, culture, and teaching. Each chapter provides coherent, extended examples of individuals engaged in the process of doing discourse analysis. The narrative approach highlights the individual experiences of the discourse analysts and provides a unique, inside-the-mind view of the process and choices along the way. Across the book, stories describe processes involved in analyses, including identifying aims, formulating questions, selecting discourse, transcribing oral and multimodal discourse, translating discourse, chunking discourse, choosing and applying discourse and other theory, generating and supporting claims, and communicating findings. Chapters also feature sidebars with key theories and methods, recommended readings, and additional resources. This book is ideal for courses on discourse analysis, qualitative research, or language, literacy, culture, and teaching. Readers are invited to imagine the possibilities for using discourse analysis to answer their own questions.
Discourse Analysis of Languaging and Literacy Events in Educational Settings: A Microethnographic Perspective
by David Bloome Stephanie Power-Carter W. Douglas Baker Maria Lucia Castanheira Minjeong Kim Lindsey W. RoweThis book provides a comprehensive introduction to the use of microethnographic discourse analysis for researching, theorizing, and reconceptualizing the uses of language and literacy in educational settings. The authors apply an ethnographic perspective to discourse analysis to emphasize how teachers and students use spoken and written language to construct knowledge, opportunities for learning, and social relationships. The authors demonstrate how microethnographic discourse analysis at different levels of scale can provide deeper understandings into the nuanced, complex social interactions and relationships that exist in and across educational contexts, including meaning-making, literacy practices, power relations, and the social construction of personhood. Each chapter offers philosophically and theoretically grounded principles for using microethnographic discourse analysis and example cases that reflect the principles presented. Ideal for researchers, teacher educators, and teachers, this essential text on discourse analysis, languaging, and literacy provides a grounding to further examine critical questions challenging educators.
Discourse Analysis of Languaging and Literacy Events in Educational Settings: A Microethnographic Perspective
by David Bloome Stephanie Power-Carter W. Douglas Baker Maria Lucia Castanheira Minjeong Kim Lindsey W. RoweThis book provides a comprehensive introduction to the use of microethnographic discourse analysis for researching, theorizing, and reconceptualizing the uses of language and literacy in educational settings. The authors apply an ethnographic perspective to discourse analysis to emphasize how teachers and students use spoken and written language to construct knowledge, opportunities for learning, and social relationships. The authors demonstrate how microethnographic discourse analysis at different levels of scale can provide deeper understandings into the nuanced, complex social interactions and relationships that exist in and across educational contexts, including meaning-making, literacy practices, power relations, and the social construction of personhood. Each chapter offers philosophically and theoretically grounded principles for using microethnographic discourse analysis and example cases that reflect the principles presented. Ideal for researchers, teacher educators, and teachers, this essential text on discourse analysis, languaging, and literacy provides a grounding to further examine critical questions challenging educators.
A Discourse Analysis of Philippians: Method and Rhetoric in the Debate over Literary Integrity (The Library of New Testament Studies #136)
by Jeffrey ReedThis large-scale work is the application of modern theories of discourse analysis to questions of Greek grammar, especially with respect to the debate over the literary integrity of Philippians. Chapter 1 introduces the linguistic theory of discourse analysis, defining key terms, sketching its historical evolution and outlining its major tenets. Chapter 2 sets forth a model of discourse analysis primarily based on the systemic functional theories of M.A.K. Halliday. Chapter 3 outlines the historical-critical debate over the literary integrity of Philippians. Chapter 4 inspects the genre of Philippians, challenging rhetorical approaches to the text and proposing instead an epistolary classification, viz. 'personal, hortatory letter'. Chapter 5 focuses on the discourse structure of the letter, investigating its use of ideational, interpersonal and textual functions of Hellenistic Greek. In chapter 6, relevant issues of biblical hermeneutics are addressed.
Discourse Analytic Perspectives on STEM Education: Exploring Interaction and Learning in the Multilingual Classroom (Educational Linguistics #32)
by Juliet Langman Holly Hansen-ThomasThis volume explores the nature of discourse in secondary and upper elementary mathematics and science classrooms. Chapters examine conditions that support or hinder teachers and students, in particular language learners, in employing language as a tool for learning. The volume provides rich oral and written language examples from a range of classroom contexts to illustrate how linguistic practices affect students’ appropriation and display of disciplinary specific knowledge. Chapters further explore linguistic practices through with the support of discourse analytic models that foreground the authentic classroom data with the aim of understanding the dynamics of the classroom. The authors investigate the intersection between discourse and learning from a range of perspectives, including an examination of key concepts such as intertextuality, interaction, mediation, scaffolding, appropriation, and adaptations. This volume offers concrete suggestions on how teachers might benefit from a discourse approach to teaching in the areas of mathematics and science.
Discourse and Disjuncture between the Arts and Higher Education (The Arts in Higher Education)
by Jessica Hoffmann Hoffmann DavisThis accessible and compelling collection of faculty reflections examines the tensions between the arts and academics and offers interdisciplinary alternatives for higher education. With an eye to teacher training, these artist scholars share insights, models, and personal experience that will engage and inspire educators in a range of post-secondary settings. The authors represent a variety of art forms, perspectives, and purposes for arts inclusive learning ranging from studio work to classroom teaching to urban settings in which the subject is equity and social justice. From the struggles of an arts concentrator at an Ivy League college to the challenge of reconciling the dual identities as artists and arts educators, the issues at hand are candid and compelling. The examples of discourse ranging from the broad stage of arts advocacy to an individual course or program give testimony to the power and promise of the arts in higher education.
Discourse, Dialogue and Technology Enhanced Learning
by Rachel PilkingtonDiscourse, Dialogue and Technology Enhanced Learning is invaluable to all those wanting to explore how dialogic processes work and how we facilitate them. Dialogue is an important learning tool and it is by understanding how language affects us and how we use language to encourage, empathise, inquire, argue and persuade that we come closer to understanding processes of change in ourselves and our society. Most researchers in Education will find themselves interpreting some form of data in the form of words; whether these words be explanations, conversations, narrations, reflections, debates or interviews and whether they are conducted through digital media or face-to-face. Discourse, textual or spoken, is therefore central to researching education. Each chapter focuses on the ways in which alternative levels of discourse analysis provide tools for the researcher, enabling insights into the way language works in learning, teaching practice and wider society. Drawing on the author’s own ‘DISCOUNT’ discourse analysis coding scheme and including a wide range of dialogue examples, this book covers: Why Dialogue? The Role of Dialogue in Education. Debate: Learning to Argue and Arguing to Learn Towards Meaning-Making: Inquiry, Narrative and Experience The Role of the Significant Other: Facilitation, Scaffolding and Mediation Inclusion, Collaboration and Community Media, Mode and Digital Literacy Researching Voices and Texts Discourse, Dialogue and Technology Enhanced Learning will be an essential resource for all students, educators and educational researchers who have an interest in the role of discourse in educational contexts.
Discourse, Dialogue and Technology Enhanced Learning
by Rachel PilkingtonDiscourse, Dialogue and Technology Enhanced Learning is invaluable to all those wanting to explore how dialogic processes work and how we facilitate them. Dialogue is an important learning tool and it is by understanding how language affects us and how we use language to encourage, empathise, inquire, argue and persuade that we come closer to understanding processes of change in ourselves and our society. Most researchers in Education will find themselves interpreting some form of data in the form of words; whether these words be explanations, conversations, narrations, reflections, debates or interviews and whether they are conducted through digital media or face-to-face. Discourse, textual or spoken, is therefore central to researching education. Each chapter focuses on the ways in which alternative levels of discourse analysis provide tools for the researcher, enabling insights into the way language works in learning, teaching practice and wider society. Drawing on the author’s own ‘DISCOUNT’ discourse analysis coding scheme and including a wide range of dialogue examples, this book covers: Why Dialogue? The Role of Dialogue in Education. Debate: Learning to Argue and Arguing to Learn Towards Meaning-Making: Inquiry, Narrative and Experience The Role of the Significant Other: Facilitation, Scaffolding and Mediation Inclusion, Collaboration and Community Media, Mode and Digital Literacy Researching Voices and Texts Discourse, Dialogue and Technology Enhanced Learning will be an essential resource for all students, educators and educational researchers who have an interest in the role of discourse in educational contexts.
Discourse in Context: Contemporary Applied Linguistics Volume 3 (Contemporary Applied Linguistics #3)
by John Flowerdew Li WeiFeaturing internationally renowned academics, this volume provides a snapshot of the field of applied linguistics, and illustrates how linguistics is engaging with the idea of 'context'. The book treats discourse as language in the contexts of its use in and above the level of the sentence and as systems of knowledge and beliefs. In using the term context(s), the book understands this as different situations in which discourse is produced and, on the other, how analysts construe context in their work. The volume is thus concerned with language in its context of use (little d discourse), but at the same time, more specifically, in individual chapters, with particular discourses as they are manifested in particular contexts (big D discourses). Well known discourse analysts contribute chapters focussing on different contexts with which they are familiar, viz. business, education, ethnicity and race, gender and sexuality, history, intercultural contexts, lingua franca contexts, media, place, politics, race, and the virtual world. It brings together researchers from different approaches, but all with a commitment to the study of language in context. The contributors themselves represent different approaches to discourse analysis: conversation analysis, corpus linguistics, critical discourse analysis, ethnographic discourse analysis, mediated discourse analysis, multimodal discourse analysis, systemic functional linguistics. Readers are invited to compare and contrast these different contexts and approaches.
Discourse in Context: Contemporary Applied Linguistics Volume 3 (Contemporary Applied Linguistics #3)
by Li WeiFeaturing internationally renowned academics, this volume provides a snapshot of the field of applied linguistics, and illustrates how linguistics is engaging with the idea of 'context'. The book treats discourse as language in the contexts of its use in and above the level of the sentence and as systems of knowledge and beliefs. In using the term context(s), the book understands this as different situations in which discourse is produced and, on the other, how analysts construe context in their work. The volume is thus concerned with language in its context of use (little d discourse), but at the same time, more specifically, in individual chapters, with particular discourses as they are manifested in particular contexts (big D discourses). Well known discourse analysts contribute chapters focussing on different contexts with which they are familiar, viz. business, education, ethnicity and race, gender and sexuality, history, intercultural contexts, lingua franca contexts, media, place, politics, race, and the virtual world. It brings together researchers from different approaches, but all with a commitment to the study of language in context. The contributors themselves represent different approaches to discourse analysis: conversation analysis, corpus linguistics, critical discourse analysis, ethnographic discourse analysis, mediated discourse analysis, multimodal discourse analysis, systemic functional linguistics. Readers are invited to compare and contrast these different contexts and approaches.
Discourse In English Language Education
by John FlowerdewDiscourse in English Language Education introduces students to the major concepts and questions in Discourse Studies and their applications to language education. Each chapter draws on key research to examine critically a particular approach in the field, providing a review of important literature, examples to illustrate the principal issues concerned and an outline of the implications for their application to pedagogy. Features include: * coverage of a broad range of approaches in the field, including Systemic Functional Linguistics and Register, Speech Acts, the Cooperative Principle and Politeness, Conversation Analysis, Genre Analysis, Critical Discourse Analysis and Corpus Linguistics * analysis of a wide range of discourse examples that include casual conversation, newspapers, fiction, radio, classrooms, blogs and real-life learner texts * a selection of illustrations and tables carefully chosen to enhance students' understanding of different concepts and approaches * stimulating discussion questions at the end of each chapter, specially designed to foster critical thinking, reflection and engagement with the topics covered. Engaging, accessible and comprehensive, Discourse in English Language Education richly demonstrates how Discourse Studies can inform the teaching of English and other languages, both as a foreign language and in the mother tongue. It will be essential reading for upper undergraduates and postgraduates with interests in Applied Linguistics, TESOL and Language Education
Discourse In English Language Education (PDF)
by John FlowerdewDiscourse in English Language Education introduces students to the major concepts and questions in Discourse Studies and their applications to language education. Each chapter draws on key research to examine critically a particular approach in the field, providing a review of important literature, examples to illustrate the principal issues concerned and an outline of the implications for their application to pedagogy. Features include: * coverage of a broad range of approaches in the field, including Systemic Functional Linguistics and Register, Speech Acts, the Cooperative Principle and Politeness, Conversation Analysis, Genre Analysis, Critical Discourse Analysis and Corpus Linguistics * analysis of a wide range of discourse examples that include casual conversation, newspapers, fiction, radio, classrooms, blogs and real-life learner texts * a selection of illustrations and tables carefully chosen to enhance students' understanding of different concepts and approaches * stimulating discussion questions at the end of each chapter, specially designed to foster critical thinking, reflection and engagement with the topics covered. Engaging, accessible and comprehensive, Discourse in English Language Education richly demonstrates how Discourse Studies can inform the teaching of English and other languages, both as a foreign language and in the mother tongue. It will be essential reading for upper undergraduates and postgraduates with interests in Applied Linguistics, TESOL and Language Education
The Discourse of Character Education: Culture Wars in the Classroom
by Peter Smagorinsky Joel TaxelIn this book Peter Smagorinsky and Joel Taxel analyze the ways in which the perennial issue of character education has been articulated in the United States, both historically and in the current character education movement that began in earnest in the 1990s. The goal is to uncover the ideological nature of different conceptions of character education. The authors show how the current discourses are a continuation of discourse streams through which character education and the national purpose have been debated for hundreds of years, most recently in what are known as the Culture Wars--the intense, often passionate debates about morality, culture, and values carried out by politicians, religious groups, social policy foundations, and a wide range of political commentators and citizens, in which the various stakeholders have sought influence over a wide range of social and economic issues, including education. The centerpiece is a discourse analysis of proposals funded by the United States Department of Education's Office of Educational Research and Improvement (OERI). Discourse profiles from sets of states that exhibit two distinct conceptions of character are examined and the documents from particular states are placed in dialogue with the OERI Request for Proposals. One profile reflects the dominant perspective promoted in the U.S., based on an authoritarian view in which young people are indoctrinated into the value system of presumably virtuous adults through didactic instruction. The other reflects the well-established yet currently marginal discourse emphasizing attention to the whole environment in which character is developed and enacted and in which reflection on morality, rather than didactic instruction in morality, is the primary instructional approach. By focusing on these two distinct regions and their conceptions of character, the authors situate the character education movement at the turn of the twenty-first century in the context of historical notions about the nature of character and regional conceptions regarding the nature of societal organization. This enlightening volume is relevant to scholars, practitioners, policymakers, and students across the field of education, particularly those involved in character education, moral development, discourse analysis, history and cultural foundations of education, and related fields, and to the wider public interested in character education.
The Discourse of Character Education: Culture Wars in the Classroom
by Peter Smagorinsky Joel TaxelIn this book Peter Smagorinsky and Joel Taxel analyze the ways in which the perennial issue of character education has been articulated in the United States, both historically and in the current character education movement that began in earnest in the 1990s. The goal is to uncover the ideological nature of different conceptions of character education. The authors show how the current discourses are a continuation of discourse streams through which character education and the national purpose have been debated for hundreds of years, most recently in what are known as the Culture Wars--the intense, often passionate debates about morality, culture, and values carried out by politicians, religious groups, social policy foundations, and a wide range of political commentators and citizens, in which the various stakeholders have sought influence over a wide range of social and economic issues, including education. The centerpiece is a discourse analysis of proposals funded by the United States Department of Education's Office of Educational Research and Improvement (OERI). Discourse profiles from sets of states that exhibit two distinct conceptions of character are examined and the documents from particular states are placed in dialogue with the OERI Request for Proposals. One profile reflects the dominant perspective promoted in the U.S., based on an authoritarian view in which young people are indoctrinated into the value system of presumably virtuous adults through didactic instruction. The other reflects the well-established yet currently marginal discourse emphasizing attention to the whole environment in which character is developed and enacted and in which reflection on morality, rather than didactic instruction in morality, is the primary instructional approach. By focusing on these two distinct regions and their conceptions of character, the authors situate the character education movement at the turn of the twenty-first century in the context of historical notions about the nature of character and regional conceptions regarding the nature of societal organization. This enlightening volume is relevant to scholars, practitioners, policymakers, and students across the field of education, particularly those involved in character education, moral development, discourse analysis, history and cultural foundations of education, and related fields, and to the wider public interested in character education.
The Discourse of Reading Groups: Integrating Cognitive and Sociocultural Perspectives (Routledge Research in Literacy)
by David Peplow Joan Swann Paola Trimarco Sara WhiteleyOf interest in their own terms as a significant cultural practice, reading groups also provide a window on the everyday interpretation of literary texts. While reading is often considered a solitary process, reading groups constitute a form of social reading, where interpretations are produced and displayed in discourse. The Discourse of Reading Groups is a study of such joint conceptual activity, and how this is necessarily embedded in interpersonal activity and the production of reader identities. Uniquely in this context it draws on, and seeks to integrate, ideas from both cognitive and social linguistics. The book will be of interest to scholars in literacy studies as well as cultural and literary studies, the history of reading, applied linguistics and sociolinguistics, digital technologies and educational research.
The Discourse of Reading Groups: Integrating Cognitive and Sociocultural Perspectives (Routledge Research in Literacy)
by David Peplow Joan Swann Paola Trimarco Sara WhiteleyOf interest in their own terms as a significant cultural practice, reading groups also provide a window on the everyday interpretation of literary texts. While reading is often considered a solitary process, reading groups constitute a form of social reading, where interpretations are produced and displayed in discourse. The Discourse of Reading Groups is a study of such joint conceptual activity, and how this is necessarily embedded in interpersonal activity and the production of reader identities. Uniquely in this context it draws on, and seeks to integrate, ideas from both cognitive and social linguistics. The book will be of interest to scholars in literacy studies as well as cultural and literary studies, the history of reading, applied linguistics and sociolinguistics, digital technologies and educational research.