Melbourne Studies in Education最新文献_第2页

‘Nowhere to plant the sole of the foot?’: Women, university education and subjectivity in the early twentieth century “脚底无处安放?”: 20世纪初的女性、大学教育和主体性

Melbourne Studies in Education Pub Date : 2006-11-01 DOI: 10.1080/17508480609556442

A. Mackinnon

引用次数: 4

Educational recollections of the thirties 三十年代的教育回忆

Melbourne Studies in Education Pub Date : 2006-11-01 DOI: 10.1080/17508480609556434

James S. Darling

引用次数: 1

Eliza Mary Johnson, schoolteacher — and wicked woman? 伊丽莎·玛丽·约翰逊，学校教师——一个邪恶的女人?

Melbourne Studies in Education Pub Date : 2006-11-01 DOI: 10.1080/17508480609556443

C. Hooper

引用次数: 0

Critical discourse analysis and internet research 批评话语分析与网络研究

Melbourne Studies in Education Pub Date : 2005-11-01 DOI: 10.1080/17508480509556425

K. Weir

{"title":"Critical discourse analysis and internet research","authors":"K. Weir","doi":"10.1080/17508480509556425","DOIUrl":"https://doi.org/10.1080/17508480509556425","url":null,"abstract":"Abstract Many institutions have taken advantage of the proliferation of computer mediated communication networks (CMCs) to improve communication between members and/or interested individuals by establishing online discussion groups or listservs. Once established, the virtual communities that form around CMCs can often provide an increased sense of a participatory democracy. However, for authorities who manage these listservs, they can present new modes of governance that manifest themselves in the discursive practices revealed in online dialogue. Therefore, a new imperative has emerged for discourse analysts to develop a ‘toolkit’ designed to deconstruct these distinctive texts that are the artefacts of virtual discussion groups. This article explores the methodological issues that emerge when applying CDA (Critical Discourse Analysis) to a particular set of online texts through a critical evaluation of Fairclough's (2003) model of interdiscursive analysis. The virtual context in which this analysis occurs is the FRAMEWORK listserv, established and monitored by Education Queensland to assist in implementing the New Basics Trial in a selection of state schools. The results from this application of CDA are discussed with reference to some discursive practices observed in virtual communities. The implications of these research findings are explored in relation to the broader context of educational governance.","PeriodicalId":347655,"journal":{"name":"Melbourne Studies in Education","volume":"46 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2005-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125561107","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 5

A faircloughian approach to cda: Principled eclecticism or a method searching for a theory? faircloughan的cda方法:原则性折衷主义还是寻找理论的方法?

Melbourne Studies in Education Pub Date : 2005-11-01 DOI: 10.1080/17508480509556422

R. Henderson

引用次数: 57

Critical discourse analysis and hybrid texts: Analysing english as a second language (esl) 批评语篇分析和混合文本:分析英语作为第二语言(esl)

Melbourne Studies in Education Pub Date : 2005-11-01 DOI: 10.1080/17508480509556426

Margaret Kettle

{"title":"Critical discourse analysis and hybrid texts: Analysing english as a second language (esl)","authors":"Margaret Kettle","doi":"10.1080/17508480509556426","DOIUrl":"https://doi.org/10.1080/17508480509556426","url":null,"abstract":"Abstract This article focuses on Critical Discourse Analysis (CDA) and English as a Second Language (ESL) texts, that is texts produced in interactions between native and non‐native speakers of English. Such texts are hybrid in that they comprise a blending of ‘standard’ and ‘non‐standard'1 English forms. In these times of globalised English and the increasing prevalence of non‐native speaker models of English, research is increasingly likely to encounter ESL texts. The issue for the critical analysis of such ‘new’ texts is that CDA generally utilises ‘standard’ linguistic models for its analytical apparatus. Fairclough (2003), arguably the most widely‐recognised proponent of CDA, bases his analytical framework on Standard English. The question is whether and if so how CDA can accommodate hybrid texts, specifically those with a blend of linguistically ‘standard’ and ‘non‐standard’ forms of English. In this discussion, I consider the application of Fairclough's model of CDA to the analysis of an interview with a Thai ESL student beginning postgraduate studies in Australia. I argue that the analysis is made more effective by drawing on principles from Second Language Acquisition (SLA) research, in particular communication strategies.","PeriodicalId":347655,"journal":{"name":"Melbourne Studies in Education","volume":"17 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2005-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131675046","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 10

Engaging with difference in science classrooms: Using CDA to identify interpersonal aspects of inclusive pedagogy 参与科学课堂的差异:使用批评性话语分析来识别包容性教学法的人际关系方面

Melbourne Studies in Education Pub Date : 2005-11-01 DOI: 10.1080/17508480509556427

M. Hanrahan

{"title":"Engaging with difference in science classrooms: Using CDA to identify interpersonal aspects of inclusive pedagogy","authors":"M. Hanrahan","doi":"10.1080/17508480509556427","DOIUrl":"https://doi.org/10.1080/17508480509556427","url":null,"abstract":"Abstract Critical discourse analysis (CDA) can be a powerful tool for focusing on aspects of social practice which might otherwise go unremarked but which may have a significant impact on who has access to a specific area of learning. The quality of interpersonal relationships has long been acknowledged as a crucial aspect of success in teaching, including teaching in ‘content’ area subjects such as science. However, the development of excellence in this aspect of science pedagogy is given scant attention, with disciplinary content being the main focus of most curriculum reforms designed to make science more accessible for all. This may be due in part to a paucity of research into ways of creating a positive interpersonal environment in science which in turn may be due to an ignorance of the best tools available for this purpose. My research attempts to redress this balance somewhat by providing critical analyses, using CDA, of the pedagogical discourse practices of teachers who are successful in engaging a wide range of students in school science. In this article I will focus on how difference and intertextuality have been handled in a short sample of text taken from a ‘learning support’ Year 9–10 science class.","PeriodicalId":347655,"journal":{"name":"Melbourne Studies in Education","volume":"44 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2005-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132309442","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 7

Tackling multimodal news: Some implications of critical analytical research on the ‘children overboard’ affair 处理多式联运新闻:对“儿童落水事件”的批判性分析研究的一些含义

Melbourne Studies in Education Pub Date : 2005-11-01 DOI: 10.1080/17508480509556424

M. Macken-Horarik

{"title":"Tackling multimodal news: Some implications of critical analytical research on the ‘children overboard’ affair","authors":"M. Macken-Horarik","doi":"10.1080/17508480509556424","DOIUrl":"https://doi.org/10.1080/17508480509556424","url":null,"abstract":"Abstract Accounting for front‐page news puts pressure on analytical resources, especially when news‐making is characterised by features such as overt political intervention in visual (photographic) and verbal (attribution) news data; explicit references to and investment in visual news to support political claims about news‐makers; and significant changes over time to a story, moving it from public scandal, through media disclosure to political defence. This article offers an account of how I tackled these analytical challenges in my research into the ‘children overboard’ affair in Australian newspapers. The affair was generated from a false claim by Liberal Party ministers that asylum seekers threw their children overboard to coerce the Australian Navy into rescuing them. The story became front‐page news in October, 2001, helped to provide the Coalition with another term in office and greatly influenced public discourse about refugees and border protection. The article shows how I analysed semiotic resources such as voicing (in verbal news) and framing (in visual news) to track changes in this affair. It argues that political interventions in these semiotic resources (what I call ‘first‐order discourse') were pivotal in the management of news about asylum seekers. The article concludes by highlighting some implications of the methodology for critical analysis of multimodal news discourse.","PeriodicalId":347655,"journal":{"name":"Melbourne Studies in Education","volume":"5 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2005-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133213566","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Notes on contributors 贡献者说明

Melbourne Studies in Education Pub Date : 2005-11-01 DOI: 10.1080/17508480509556428

M. Hanrahan, R. Henderson, Margaret Kettle, M. Macken-Horarik, W. Morgan, Sandra Taylor, Sue Thomas

引用次数: 0

The construction of teacher identities in educational policy documents: A critical discourse analysis 教育政策文件中教师身份的建构:批判性话语分析

Melbourne Studies in Education Pub Date : 2005-11-01 DOI: 10.1080/17508480509556423

Sue Thomas

引用次数: 47