Skip to main content
SpringerLink
Log in

Discourse of Democracy

  • Chapter
  • First Online:
Democracy and Social Justice Education in the Information Age

  • 361 Accesses

Abstract

. Discourse centers on the study of language and how language can be used to dominate and control people, usually without their conscious knowing. Different tools and templates are provided in this chapter for teachers and students to work through and understand the various modes of discourse they are surrounded with. The ultimate aim of the chapter is not just to instill the ability to analyze discourse, but for students to be able to actually create new and more beneficial discourse which more accurately represents their world. The chapter concludes by linking the ideas of discourse for democracy with relevant skills, dispositions and school climate attributes.

This is a preview of subscription content, log in via an institution to check access.

Access this chapter

Log in via an institution
Chapter
USD 29.95
Price excludes VAT (USA)
  • Available as PDF
  • Read on any device
  • Instant download
  • Own it forever
eBook
USD 39.99
Price excludes VAT (USA)
  • Available as EPUB and PDF
  • Read on any device
  • Instant download
  • Own it forever
Softcover Book
USD 54.99
Price excludes VAT (USA)
  • Compact, lightweight edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info
Hardcover Book
USD 54.99
Price excludes VAT (USA)
  • Durable hardcover edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info

Tax calculation will be finalised at checkout

Purchases are for personal use only

Institutional subscriptions

References

  • Allan, E. (2008). Policy discourses, gender, and education: Constructing women’s status. New York, NY: Routledge.

    Google Scholar 

  • Bell, D. (1999). The coming of post-industrial society: A venture in social forecasting (2nd ed.). New York, NY: Basic Books Publishers.

    Google Scholar 

  • Cohen, J. (2006). Social, emotional, ethical, and academic education: Creating a climate for learning, participation in democracy, and well-being. Harvard Education Review, 76(2), 201–238. doi: 10.17763/haer.76.2.j44854x1524644vn

  • Cohen, J., Pickeral, T., & Levine, P. (2010). The foundation for democracy: Promoting social, emotional, ethical, cognitive skills and dispositions in K-12 schools. Interamerican Journal of Education for Democracy, 3(1), 74–94.

    Google Scholar 

  • Drew, J., Lyons, W., & Svehla, L. (2010). Sound bite saboteurs: Public discourse, education and the state of democratic deliberation. Albany, NY: SUNY Press.

    Google Scholar 

  • Fairclough, N. (1989). Language and power. New York, NY: Longman.

    Google Scholar 

  • Foucault, M. (1984). Power/knowledge. Interview with A. Fontana and P. Pasquino. In P. Rabinow (Ed.), The Foucault reader (pp. 51–75). New York: Pantheon Books.

    Google Scholar 

  • Giroux, H. (2004a). Cultural studies, public pedagogy, and the responsibility of intellectuals. Communication and critical/cultural studies, 1(1), 59–79.

    Article  Google Scholar 

  • Giroux, H. (2004b). Public pedagogy and the politics of neo-liberalism: Making the political more pedagogical. Policy Futures in Education, 2(3), 494–503. doi: 10.2304/pfie.2004.2.3.5 /react-text react-text: 57 /react-text react-text: 58

    Google Scholar 

  • Gramsci, A. (1971). Selections from the prison notebooks of Antonio Gramsci (Eds. & trans: Hoare, Q. & Smith, G. N.). New York: Lawrence & Wishart.

    Google Scholar 

  • Hall, C., & Thomas, S. (2012, April). Advocacy philanthropy’ and the public agenda: The role of modern foundations in American higher education. Paper presented for the 93rd annual meeting of the American Education Research Association, Vancouver, Canada.

    Google Scholar 

  • Hill, D. (2012). Immiseration capitalism, activism and education: Resistance, revolt and revenge. Journal for Critical Education Policy Studies, 10, 1–53.

    Google Scholar 

  • Kincheloe, J. (2007). Critical pedagogy: Where are we now? In P. McLaren & J. Kincheloe (Eds.), Critical pedagogy: Where are we now? (pp. 9–42). New York: Peter Lang.

    Google Scholar 

  • Leslie, D., & Berdahl, R. (2008). The politics of restructuring higher education in Virginia: A case study. The Review of Higher Education, 30(3), 309–330. doi: 10.1353/rhe.2008.0008

  • Letizia, A. (2015a). Performance-based funding: The state of truth in the information age. Lanham, MD: Lexington Press.

    Google Scholar 

  • Letizia, A. (2016a). Dissection of a truth regime: The narrowing effects on the public good of neoliberal discourse in the Virginia performance-based funding policy. Discourse: Studies in the Cultural Politics of Education, 37(2), 282–297. doi: org/10.1080/01596306.2015.1015966

    Google Scholar 

  • Letizia, A. (2016c). The evolution of control: The convergence of neoliberalism and neoconservatism in performance based funding policies. Critical Education, 7(2), Retrieved from http://ojs.library.ubc.ca/index.php/criticaled/article/view/186031.

  • MacDonald, L. (2013). In their own words: U. S. think tank “experts” and the framing of educational policy debates. Journal of Critical Education Policy Studies, 11(3), 1–30.

    Google Scholar 

  • McLendon, M. K. (2003). Setting the governmental agenda for state decentralization of higher education. The Journal of Higher Education, 74(5), 479–515.

    Google Scholar 

  • Mithun, M. (2015). Discourse and grammer. In D. Tannen, H. Hamilson, & D. Schiffrin (Eds.), The handbook of critical discourse analysis (pp. 11–41). Malden, MA: Blackwell Publishing.

    Google Scholar 

  • Nair, I., Jones, S., & White, J. (2002). A curriculum to enhance environmental literacy. Journal of Engineering Education, 91(1), 58–67. doi:10.1002/j.2168-9830.2002.tb00673.x.

  • Neuendorf, K. (2002). The content analysis guidebook. Thousand Oaks, CA: Sage.

    Google Scholar 

  • Nielson, M. (2014). Justifications of gender equality in academia: Comparing gender equality policies of six Scandinavian countries. Nordic Journal of Feminist and Gender Research, 22(3), 187–203. doi: org/10.1080/08038740.2014.905490

    Google Scholar 

  • Nieto, S., & Bode, P. (2010). School reform and student learning: A multicultural perspective. In J. Banks & C. McGee Banks (Eds.), Multicultural education: Issues and perspectives (7th ed., pp. 395–416). Hoboken, NJ: John Wiley and Sons.

    Google Scholar 

  • Peet, R. (2009). Unholy trinity: The IMF, World Bank and WTO (2nd ed.). New York, NY: Zed Books.

    Google Scholar 

  • Plant, R. (2010). The neoliberal state. United Kingdom: Oxford University Press.

    Google Scholar 

  • Saarinen, T. (2008). Position of text and discourse analysis in higher education policy research. Studies in Higher Education, 33(6), 719–730.

    Article  Google Scholar 

  • Torney-Purta, J., & Vermeer, S. (2006). Developing citizenship competencies from Kindergarten through grade 12: A background paper for policymakers and educators. Denver, CO: Education Commission of the States.

    Google Scholar 

  • Wodak, R. (2007). Pragmatics and critical discourse analysis: A cross-disciplinary inquiry. Pragmatics and Cognition, 15(1), 203–225. doi:10.1075/pc.15.1.13wod.

Download references

Author information

Authors and Affiliations

  1. Graduate Education, Newman University, Wichita, Kansas, USA

    Angelo J. Letizia

Authors
  1. Angelo J. Letizia
    View author publications

    You can also search for this author in PubMed Google Scholar

Rights and permissions

Reprints and permissions

Copyright information

© 2017 The Author(s)

About this chapter

Cite this chapter

Letizia, A.J. (2017). Discourse of Democracy. In: Democracy and Social Justice Education in the Information Age. Palgrave Macmillan, Cham. https://doi.org/10.1007/978-3-319-40769-2_5

Download citation

  • DOI: https://doi.org/10.1007/978-3-319-40769-2_5

  • Published:

  • Publisher Name: Palgrave Macmillan, Cham

  • Print ISBN: 978-3-319-40768-5

  • Online ISBN: 978-3-319-40769-2

  • eBook Packages: EducationEducation (R0)

Publish with us

Policies and ethics

Search

Navigation