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ЧТО ПОСЕЕШЬ, ТО И ПОЖНЕШЬ: МЕТАФОРИЧЕСКИЙ АНАЛИЗ ОБРАЗОВАТЕЛЬНОГО ДИСКУРСА АМЕРИКА
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Abstract: On large representative sets of newspaper articles, I undertake a critical analysis of the contemporary discourse U.S. print media uses to discuss U.S.
public education. I interpreted the findings using
metaphor theory, a strand of cognitive science, which
offers an account for how humans make sense of their
world. This study suggests how everyday Americans
and policy makers tend to conceptualize public education. Three discourse-formulating conceptual metaphors are discerned: school as factory, curriculum
as path, and socialization as river. However, also
following metaphor theory, these conventional metaphors impede changes in policy. Beyond identifying
these naturalized metaphors, I offer alternative
"guerrilla metaphors" as another way to advance
national understanding of American public education