جستجوی مقالات مرتبط با کلیدواژه « تحلیل گفتمان » در نشریات گروه « علوم تربیتی »

current research is to critically analyze the discourse of world peace in the textbooks of the Iranian educational system based on the theory of identification by L& M. For this purpose, the textbooks between the years 1357-1392 (primary period and first period high school) have been analyzed. This article has been done with the combined method of analyzing the discourse of Fairclough, L &M and focusing on the following questions: What was the status of the world peace discourse in the educational documents of this era? What subjects are these educational materials trying to create? What role have the dominant political discourses in this era played in shaping the identity of these subjects? The findings show that the discourse of world peace in educational books and documents has been rejected due to the demarcation between Islamic and non-Islamic, internal and external. Power processes have tried to create militant and vengeful subjects with a military identity. The factor of persuasion of the subjects is the axiomatization of the ideologies of the revolution with an Islamic nature. Also, the educational content by inducing specific defense ideologies has formed pacifist identities in all individual, interpersonal, social and international dimensions.

The purpose of this research is to investigate the discourses caused by the spread of domestic violence news in the context of virtual media (Instagram, Telegram and WhatsApp) in the community. The present research was conducted with the method of critical discourse analysis; The research sample consisted of 15 married men and women in Khorramabad city, who were selected in a targeted way from among the available people according to the criteria of willingness to participate in the research, daily use of virtual media (at least 2 hours a day), university education, and physical and mental health. They were elected in 1400.The interview was conducted in a semi-structured manner and based on the axes of Lacla and Mouffe's theory. The results show that the spread of domestic violence news in virtual media is the emergence of the dominant discourse of social insecurity and loss of values; It is arguable that the central sign formed around the axis of social instability and mistrust forms its structure with equivalent themes so that finally the identity of the audience present in the scene is drawn as an identity in crisis and under pressure that the discourses that govern him are antithetical and They oppose his fixed worldviews and values.Strategies such as media literacy, awareness of social issues, increasing individual and social differentiation, the strength of social and family ties, and acquiring a solid philosophy of existence and value can break the structure of the dominant discourse.As a result, it can be said that knowing the upcoming process and trying to build mutual discourses, in accordance with the intellectual, cultural and value context of the Iranian Islamic society, can prevent the spread of social harms, including domestic violence, and lead to the consolidation of individual and social values.

In today’s information society, science and technology are defined as the most important pillars of the development and progress of societies that are changing rapidly. Thus, governments try actively to enter the category of science and technology in their upstream policies and documents and make policies in order to make science a discourse at the level of society. The two basic concepts in the today’s science and technology discourse in our society, which require attention in documents and upstream programs, are ‘scientific authority’ and ‘eco-centric values’, which are also emphasized by the Supreme Leader. They can be seen in the upstream documents, including the comprehensive scientific map of the country. This study aims to analyze the discourse of the comprehensive scientific map of the country and present solutions to move towards the desirable situation in science and technology in the society.

This study was conducted using the discourse analysis method. The study population is all the contents of the comprehensive scientific map of the country, thirteen strategies of which were purposefully analyzed using Laclau and Mouffe’s method and by reading this scientific map and taking notes.

The findings showed that the central signifier of this discourse is ‘innovative scientific authority’ which has found its meaning structure through the signifiers such as ‘indigenous knowledge’ and ‘knowledge-based economy’. This stabilization is supported by the ‘culture-bound/eco-centric’ hegemony, and the myth-making grounds of this document are also has been provided through slogans such as ‘establishing a new Islamic civilization’, ‘increasing technological production to more than 50% of GDP’, and ‘scientific authority of the Persian language’.

The extracted principles are: scientific authority, eco-centric values, negation of dependence, professional competence, scientific networking, research-based education, empowerment, demand-driven research, modern Islamic civilization.

Children's fiction is one of the most effective forms of non-formal education in addition to formal education; Influenced by the existing ideology and discourses, some educational elements are in the center of attention. Mahmoud Hakimi, as one of the most prolific children writers in the social and political space of the years before the Islamic Revolution and in opposition to the discourse of the domination system, has written stories for children and appropriate religious education that was his concern and part of the intellectual community at that time. He has chosen for his stories. The present study uses the method of critical discourse analysis and purposefully tells the story of "Flying to the Planet of Freedom", which is a kind of religious story, with the aim of extracting some educational elements, including; It has analyzed and explained the educational goals, behavioral patterns and educational methods that are most considered in belief systems (ideologies). The results of this research in terms of discourse analysis is that Hakimi has Five common discourses of his time, namely; The leftist Marxist discourse has described and criticized Christianity, nationalism, secularism, and Shiite Islam. The Fifth discourse is the dominant discourse and belongs to the wise discourse, and the educational themes in this work are influenced by the same discourse and are formed in contrast to other discourses, and while marginalizing other discourses, it has superiorized its discourse.

The purpose of this study is analyzing the position of teacher education in the political discourses that have been formed after the Islamic Revolution of Iran. This research seeks to go beyond mere descriptions and achieving contextual analysis for teacher education in Iran after the Islamic Revolution considering the teacher’s education in discourse approach and through document investigation. Research findings showed that he pervasive discourse of the Islamic Revolution has had a profound effect on teacher education policies. The continuity of religion and politics is the main sign of this pervasive discourse that has caused the influence of divine beliefs and religious understanding on teacher identification in the documents and texts of teacher education policy. Political sub-discourses that formed after the Islamic Revolution also had impacts on teacher education policies. In the constructive discourse, with economic development as a priority, the teacher was represented as a government agent and in the reform discourse, the teacher was seen as an arm for political development. The turning point of teacher’s education policy in the government of the Islamic Republic of Iran is the approval of the Fundamental Reform Document of Education (FRDE). With the approval of this document, the teacher’s education subsystem has been considered as a fundamental element of the education system in a forward-looking and future-oriented perspective and in a strategic position.

Linguists compare different languages for different reasons. If we compare two or more languages for discovering the similarities and differences between them, we would do contrastive linguistics. Several contrastive rhetorical studies have been carried out on Asian languages, but a few studies have been conducted on the rhetorical contrasts between English and Persian languages. The objective of this research is to help the teachers to be aware of differences in writing styles of different languages. Several studies have shown that when the students learn the methods of the first language, they always transfer them to the second language. For example, the writings of EFL students, regardless of the courses passed in writing, have structural problems in comparison with native English students’ writings. This study examines the differences and similarities of the discourse features or rhetorical patterns of expository paragraphs written by 30 ESL students of Shiraz University. Theoretically, this research is based on Kaplan and Connor’s studies. Practically, it is based on Becker and Dehghanpisheh (1971). In addition, to investigate if these rhetorical structure contrasts among languages are reflected in the university EFL learners’ writing textbooks, the university textbook of Paragraph Development: A Guide for Students of English was reviewed. Results of the data analysis showed that the English writings of Persian students are significantly different from the writings written by native English speakers. Furthermore, Persian students of English used L1 rhetorical patterns in their English writings that make them produce deviant and unnatural sentences. One of the reasons for this problem might be attributed to the university second language writing textbooks, including the textbook (Paragraph Development: A guide for Students of English) reviewed in the current study that almost lack any specific section on the contrasts between the second and first language rhetorical organization.

"Discourse analysis" is a way to study the formation of meaning in linguistic units larger than "sentence", which in addition to language, also takes into account metalingual factors. The subject of this research is not the story itself, but the sub-discourses within the story, which are formed between the subjects (i.e. between the characters of the story). Unlike language-based analysis-discourses, the method of analysis of this research focuses on cognitive psychology as metalingual aspect of discourse. Because the theme of "marriage" creates cognitive challenges to judgment, decision-making, and problem-solving for the parties involved in the sub-discourses of Aunt Beetle, the "cognitive processes" approach has been adopted for analysis. The present study seeks to reveal, in the social situations within the story, the hidden relationship of the characters' words and actions with their cognitive processes. In this regard, in a descriptive analytical method, it answers the question: how does the sub-discourse that is formed, in a social situation between characters, represent the hidden cognitive processes behind that discourse? The result shows that discourses are representations of hidden cognitions, which are cognitions constructed by the imposed process of subjectivity. The use of discourse analysis as a way to represent cognitions is unprecedented.

In this paper, teacher education discourse has been analyzed in the Islamic Republic of Iran. Research assumes the governance discourses that have been articulated after the Islamic revolution, have defined teachers' semantic systems that have placed the political, economic, and social position of teachers in power structures. These semantic systems include a central signifier for teacher education discourse that other signs being articulated around it. The research questions are: what have been the central signs of teacher education in the governance discourse formed after the Islamic Revolution? And what were the backgrounds of teacher education discourses after the Islamic Revolution? This research is based on Laclau and Mouffe's discourse theory mode through document mining. According findings of the research, the central sign of teacher education in the governance discourses after the Islamic revolution of Iran are: Revolutionary teacher training, teacher training as a government agent, political development of teacher, fundamental reform in teacher education, teacher education as a theoretical and practical model according to the Islamic standard system. The wide discourse of the Islamic Revolution has had a lasting impact on the process of teacher education. Also after drafting the Fundamental Reform Document of Education (FRDE) and the Document of Teacher Education and the Provision of Human Resources in the Formal and Public Education Subsystem, teacher education has been viewed as a strategic position in the education system with a long-term and forward-looking approach.

Religious science and the production of Islamic humanities is one of the most important and at the same time the most controversial scientific and sometimes political issues in the country, in the years after the victory of the Islamic Revolution (especially in the last one or two decades) and different views were suggested in this field that one of the most important and serious of these views belongs to Mehdi Golshani. Using the method of Laclau and Mouffe discourse, the present study seeksto identify the discourse elements and articulate their views in the field of religious science production. According to the research, the best sign of this discourse, which is observing the possibility of producing religious science, is "being based upon religion (Islamic) worldview". "Divine orientation and application", "Desirability of religious science", "The impact of worldview in the field of arbitration", "Inclusion of all sciences in terms of scope", "Using other methods along with experience", "Unity of science and religion" and "Relying on a holistic and unified attitude" have also been identified and examined as sub-signs of their discourse, and finally the set of these signs has been detailed in a communication system.

This paper aims to make known Ayatollah Khamenei, s environmental thoughts. It answers this fundamental Question: What are the dominant discourse factors on Ayatollah Khamenei’s environmental ideas? By using of under consideration views in the field of environmental valuation. The method of this study is Laclau and, Mouffe discourse analysis. The findings of this paper show that Ayatollah Khamenei sees the issue of the environment from spiritual and political aspects. In the framework of this discourse by Ayatollah Khamenei in the field of environment tendency; religion element is as nodal point proving and it's people-oriented, the revolutionary mentality; and rationality as the other points and factors are articulated with religion. This providing changed to dominant meaning in society by public informing; making legal and observing methods, suitable pattern making, empower and making convergence in executive power, enjoying of scientific studies and enabling of environmental diplomacy. Because of the absence of divine looking in using of the environment in west discourse, is located in the discursive field and became the competitor of Ayatollah Khamenei,s view.

Three sub discourses about the social area of the community relating to the early Islam were formed: the VelaI discourse, Khilafah discourse and the Sultanate (Absolutism) Discourse which all of them have put Islamic clothes on and tried to get (obtain)
the group mentality of the society by closing the Islamic floating signifiers (Islamic virtues) to the central signifier of their discourses. Consequently, to achieve this importance, these three discourses define their floating signifiers according to their central signifiers. As the replacement encouraging good by discouraging bad in the society originates (resulted)from their definition (interpretation) of these two which turning good deeds (Al Maroof) to evil deeds (Al-Munkar ).Because the speech of the holy prophet has been Velāyat (Guardianship): Only Allah is your Vali and His Messenger (ÅöäøóãÇ æóáöíøõßõãõ Çááåõ æó ÑóÓõæáõå), This paper is going to answer this question what the VelaIat discourse has presented for the floating signifiers which were not accepted by others and made two discourses create: Khilafah discourse and the Sultanate (Absolutism) Discourse. For answering this question, it will discuss the argument (dispute) between the VelaI discourse of Imam Hussein (p.b.u.h) and Khilafah discourse of Yazid ibn AbiSufyan as a case study.

This study has investigated the amount of using the discourse-making approach in the school textbooks to communicate the theory of Guardianship of the Jurist (Wilayat al Faqih) as emphasized in the lectures of the supreme leader of the the Islamic Revolution, Ayatollah Khamenei regarding the necessity of discourse-making using domestic theoretical frameworks originated from Islamic teachings. The research method used is "Discourse analysis" which is a qualitative approach to content analysis. We find that the school books follow a news-like and historical approach in communicating the concept of Guardianship of the Jurist (Wilayat al Faqih) and the discourse-making approach has been neglected. Of the main evidence of news-like approach is organizing the content of the books based on the chronological order of the events, categorizing based on subject and logical order and ignoring the inherent relations between the concepts. In communicating the concept of Guardianship of the Jurist, shortcomings identified other than the direct statement, include neglecting the audience and their misgivings, shallowness, concentration on memorizing and ignoring the depth of the subject, and neglecting the spiritual and emotional dimensions of the audience. We suggest using the discourse-making approach in designing school books for religious education

The critical investigation of textbooks gave a person this ability to notice the hidden points more and better and recognize the author’s real meaning and purpose. The general purpose of this research was to consider and analyze discourse components of the sixth grade literature book on the basis of the analysis pattern of critical discourse. The type of this descriptive research was quantitative. The population was the sixth grade literature book in 2012-2013 and the sample is the same population on the basis of criterion sampling. The books content was analyzed by using Van loon pattern. The results showed the expression components were pictured more than omission components and hidden expression. Therefore the authors used poems and stories in order to affect more because the sixth grade literature books want to influence on children through poems, parables, learning stories.

"Discourse" is considered as one of the most complex concepts today. The plurality of meanings and various uses of this term have made it difficult to find a compromise solution for all its different forms. However, discourse plays a key role in the production of a social world including, knowledge, identity, social relations and everyday life. A careful analysis of discourse (as a method) requires studying its relationship with the other areas of knowledge such as philosophy of language, sociology, some postmodern reflections and the way it is indebted to the mentioned areas of knowledge. The common use of the word "discourse" , lack of right classification and ambiguity of the meaning of discourse make most users unable to fully realize the conceptual breadth and diversity of the use of this term in the different epistemological systems, and ,sometimes, unable to well understand the philosophical, epistemological, linguistic and sociological property of discourse. These simple-minded interactions lead to misunderstanding, incorrect use, confusion, not distinguishing between theoretical and methodological aspects and other aspects. This paper seeks to revise the theory of discourse, themes, approaches and its relation with the different areas of knowledge and contribute to a more accurate use of discourse in scientific texts and conversations.

This research proceeded Historical analyzing of currere as autobiographical course in reconceptualist works. Therefore, reconceptualist works studied by discourse analyzing. Unit of analyzing was sentenced and its level was an explanation. In order to research questions data divided to four categories: Meaning of currere, methods of currere, stages of currere and politic and sociologic base in reconceptualism. The results showed that meaning of Currere at Reconceptualist works has come with different senses, so: biographical pathway, personal pathway, praxis, meta-ascendant challenges at universe, a kind of lived experience, thinking about past and regards to future, a model for curriculum research, self-conscious at work with self and another, complicated understanding of possibilities at curriculum as gender, culture, ethnic, bracketing of teacher and learning experiences, to touch experience of self and revision of school experiences. Also, self-story and autobiographies are a method of currere. Politic and sociologic base of a currere were individual and social reconstruction.

the present study investigated and analyzed the discourse-based components of sixth grade Farsi book according to the critical discourse analysis model proposed by Van Leeuwen. This study was conducted within a quantitative-descriptive approach. The corpus for this study was sixth grade Farsi book taught in 2012-13 educational years. The results of this study showed that obvious inclusion component was illustrated more than exclusion and hidden inclusion components.