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  • Education and implicit messages about nations, societies, cultures and identities : favelas and other matters
    Justin, Janez, 1951-2013 ; Zupančič, Maja, 1959-
    In the last thirty years or so sociological research into the content of school textbooks had shown that these may sometimes communicate to students dubious ideas about nations, societies, cultures ... and identities. However, in today's textbook production there is increasingly more expert and social control over final products. Therefore, an author's attempt to overtly communicate to students ideas that do not comply with widely accepted standards of political correctness would soon get detected and socially sanctioned. If textbooks still distribute questionable ideas they can only do that if the ideas take form of implicit messages and indirect cognitive effects. As a result, the traditional type of sociological textbook research based on "content analysis", i.e. based on study of distribution of elements in the text surface structure is no longer very effective. We believe that forthe purpose of discovering more subtle cognitive effects textbook may produce on their users the researchers should start looking for conceptual tools and methods developed in such disciplines as critical theory of discourse, pragmatics and cognitive linguistics. In this paper we shall make acouple of suggestions about how recent developments in those disciplines could be integrated in the sociologically oriented textbook research.
    Source: Educação, Globalização e Cidadania [Elektronski vir] : Novas Perspectivas da Sociologia da Educação : Conferência Internacional, João Pessoa, 19 a 22.2.2008 (16 str.)
    Type of material - conference contribution ; adult, serious
    Publish date - 2008
    Language - slovenian
    COBISS.SI-ID - 1689175

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