Analysis of Texts in the Field of Education
The educational discourse is one of the primary places where numerous dominant ideological premises are established. These discursive constructions are usually not expressed explicitly but are tacit or covered. In other words, ideological premises are not conveyed via ideational (dictionary) meaning...
| Main Authors: | , |
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| Format: | Article |
| Language: | English |
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SAGE Publishing
2014-09-01
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| Series: | SAGE Open |
| Online Access: | https://doi.org/10.1177/2158244014552430 |
| _version_ | 1818842738655756288 |
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| author | Eva Klemenčič Mitja Čepič Vogrinčič |
| author_facet | Eva Klemenčič Mitja Čepič Vogrinčič |
| author_sort | Eva Klemenčič |
| collection | DOAJ |
| description | The educational discourse is one of the primary places where numerous dominant ideological premises are established. These discursive constructions are usually not expressed explicitly but are tacit or covered. In other words, ideological premises are not conveyed via ideational (dictionary) meaning of utterances. The analysis therefore has to tackle not the grammatical or logical layer of the text but has to look into the pragmatic aspect of discourse or text in the social communication. In this way, Grice developed his idea of cooperative principle in the analysis of pragmatic rules (maxims) that speakers use in head-to-head interactions to make themselves understood. The violation of those rules usually means that the speaker is making a “conversational” implicature, that is, an implication that cannot be inferred from his spoken contribution but assumes some common knowledge or presupposition. Conversational implicatures are therefore the places where ideological presuppositions can be detected. Grice’s maxims are used in the analysis of two distinct types of texts in the field of education—a regulation on textbook approval and a history textbook. In both texts, Grice’s principles are used to uncover ideological premises. |
| first_indexed | 2024-12-19T04:46:45Z |
| format | Article |
| id | doaj.art-516c495c07214590b24150656ad20a75 |
| institution | Directory Open Access Journal |
| issn | 2158-2440 |
| language | English |
| last_indexed | 2024-12-19T04:46:45Z |
| publishDate | 2014-09-01 |
| publisher | SAGE Publishing |
| record_format | Article |
| series | SAGE Open |
| spelling | doaj.art-516c495c07214590b24150656ad20a752022-12-21T20:35:28ZengSAGE PublishingSAGE Open2158-24402014-09-01410.1177/215824401455243010.1177_2158244014552430Analysis of Texts in the Field of EducationEva Klemenčič0Mitja Čepič Vogrinčič1Educational Research Institute, Ljubljana, SloveniaEducational Research Institute, Ljubljana, SloveniaThe educational discourse is one of the primary places where numerous dominant ideological premises are established. These discursive constructions are usually not expressed explicitly but are tacit or covered. In other words, ideological premises are not conveyed via ideational (dictionary) meaning of utterances. The analysis therefore has to tackle not the grammatical or logical layer of the text but has to look into the pragmatic aspect of discourse or text in the social communication. In this way, Grice developed his idea of cooperative principle in the analysis of pragmatic rules (maxims) that speakers use in head-to-head interactions to make themselves understood. The violation of those rules usually means that the speaker is making a “conversational” implicature, that is, an implication that cannot be inferred from his spoken contribution but assumes some common knowledge or presupposition. Conversational implicatures are therefore the places where ideological presuppositions can be detected. Grice’s maxims are used in the analysis of two distinct types of texts in the field of education—a regulation on textbook approval and a history textbook. In both texts, Grice’s principles are used to uncover ideological premises.https://doi.org/10.1177/2158244014552430 |
| spellingShingle | Eva Klemenčič Mitja Čepič Vogrinčič Analysis of Texts in the Field of Education SAGE Open |
| title | Analysis of Texts in the Field of Education |
| title_full | Analysis of Texts in the Field of Education |
| title_fullStr | Analysis of Texts in the Field of Education |
| title_full_unstemmed | Analysis of Texts in the Field of Education |
| title_short | Analysis of Texts in the Field of Education |
| title_sort | analysis of texts in the field of education |
| url | https://doi.org/10.1177/2158244014552430 |
| work_keys_str_mv | AT evaklemencic analysisoftextsinthefieldofeducation AT mitjacepicvogrincic analysisoftextsinthefieldofeducation |