Different Discourses (different + discourse)

Distribution by Scientific Domains

Selected Abstracts

"Maestro, what is ,quality'?": Language, literacy, and discourse in project-based science

Elizabeth B. Moje
Recent curriculum design projects have attempted to engage students in authentic science learning experiences in which students engage in inquiry-based research projects about questions of interest to them. Such a pedagogical and curricular approach seems an ideal space in which to construct what Lee and Fradd referred to as instructional congruence. It is, however, also a space in which the everyday language and literacy practices of young people intersect with the learning of scientific and classroom practices, thus suggesting that project-based pedagogy has the potential for conflict or confusion. In this article, we explore the discursive demands of project-based pedagogy for seventh-grade students from non-mainstream backgrounds as they enact established project curricula. We document competing Discourses in one project-based classroom and illustrate how those Discourses conflict with one another through the various texts and forms of representation used in the classroom and curriculum. Possibilities are offered for reconstructing this classroom practice to build congruent third spaces in which the different Discourses and knowledges of the discipline, classroom, and students' lives are brought together to enhance science learning and scientific literacy. 2001 John Wiley & Sons, Inc. J Res Sci Teach 38: 469,498, 2001 [source]

Bridging the Divides: The Need for a Pragmatic Semiotics of Teacher Knowledge Research

Jerry Rosiek
In this essay, we consider four approaches to research on teacher knowledge: the scholarship of teaching, action research and teacher research, narrative inquiry, and critical-cultural teacher research. Similarities and differences among these four approaches are highlighted. The most salient difference lies in the way each approach identifies different discourses as sources of distortion in teacher knowledge research. Although some divergence within a field of study can be a valuable source of debate and dialogue, we believe the differences identified here risk dividing the field of teacher knowledge research in unproductive ways. What is needed, we propose, is a semiotic theory that acknowledges the way teacher knowledge is irreducibly mediated by multiple discourses while preserving a commitment to the idea that individual teachers' experiences can be a source of novel and useful knowledge. We examine two semiotic theories , French poststructuralism and Charles Sanders Peirce's pragmatic semiotics , and critically assess how they might facilitate more constructive dialogue among differing conceptions of teachers' knowledge research. [source]

Conceptualizing desertification in Southern Europe: stakeholder interpretations and multiple policy agendas

M. Juntti
Abstract This paper explores the link between agricultural, environmental and structural policies and desertification in Southern Europe. The focus is on the way policy goals evolve in the implementation process and become translated into actions at the operative level. The results derive from policy stakeholder interviews from four research areas situated in Greece, Italy, Portugal and Spain. The significance of policies as drivers of desertification varies between the case study areas, and harmful land management practices often result from power imbalances between interest groups involved in land-use planning and policy implementation rather than from flaws in the policies themselves. The vagueness of the definition of what ,desertification' constitutes allows for different interpretations of its nature, significance and the consequent weight it is given in land management decision-making, thus lending itself to be both misinterpreted and misappropriated by different stakeholder interests. The paper discusses the interplay between five different discourses of desertification and four distinct agendas of policy implementation and land use. The agendas either enhance or mitigate desertification and represent the interests of actors who have acquired a powerful position in the network of stakeholders, often relying on, and simultaneously maintaining, discourses and structures that lend them first right to decision-making over the natural resources of the locality. Copyright 2005 John Wiley & Sons, Ltd and ERP Environment. [source]

Models of Civic Responsibility: Korean Americans in Congregations with Different Ethnic Compositions

This article compares different discourses of civic responsibility for Korean American evangelicals in a second-generation Korean congregation and a multiethnic congregation located in the same impoverished ethnic minority community. Those in the second-generation church define civic responsibility through difference from immigrant Koreans. They stress caring for members of their local community and explicitly reject their parents' connection of Christianity to economic mobility. Yet, they find relating to other minorities in their local community difficult because of an implicit belief that the economically impoverished are not hardworking. Korean Americans in the multiethnic church connect Christianity to valuing diversity. A religious individualism that is used to justify diversity also helps Korean Americans stress their commonality with other ethnic minorities and legitimates commitment to community service. These results help researchers rethink how new groups of Americans might influence the relationship of evangelical Christianity to American civic life. [source]

Working conditions of temporary company-affiliated IT workers

Ann Westenholz
This paper explores the relationship between temporary company affiliation and working conditions for a group of information technology workers. The problem is addressed through three competing discourses: a periphery discourse, a market discourse and a professional discourse. The analysis shows that the different discourses apply to different aspects of working conditions. [source]