Jezikovne prvine, ki pomagajo konstruirati pojme, povezane s konceptom miru: opisna študija učbenikov za angleški in filipinski jezik
Povzetek
Jezik je eden ključnih elementov šolskih učbenikov, saj se lahko uporabi za spodbujanje miru in nasilja. Jeziki kot primarni mediji sporočanja v šolskih učbenikih sledijo svojim zakonitostim ter služijo oblikovanju in posredovanju univerzalnih vrednot, kot je mir, pa tudi vrednot, značilnih za posamezno skupnost. Prek raziskovanja jezika in njegovih prvin lahko lažje razumemo, kako jezik pomaga konstruirati in spodbujati mir, vendar pa je raziskav o tem zelo malo. Ta kvalitativna študija raziskuje oblikoslovne, skladenjske in pomenoslovne prvine, uporabljene pri konstruiranju koncepta miru, v učbenikih za angleški in filipinski jezik. Pod drobnogled smo vzeli osem učbenikov za tretje triletje osnovne šole in pri tem uporabili najprej Geejevo (2011) diskurzivno analizo, čemur je sledilo kodiranje leksikalnih podatkov. Podrobnejša razčlemba pokaže, da angleški in filipinski avtorji učbenikov za diskurzivno oblikovanje pojmov, povezanih s konceptom miru, uporabljajo različne jezikovne prvine, in sicer: oblikoslovne (npr. tvorjenke, končnica -ation in nikalne predpone), skladenjske (npr. leksikalne kategorije, kot so: samostalniki, glagoli, pridevniki in prislovi, ter besedne zveze, kot so: samostalniške, glagolske, pridevniške in prislovne zveze) in pomenoslovne (npr. sopomenke, protipomenke in metafore). Med različnimi pojmi, povezanimi s konceptom miru, so v analiziranih učbenikih najbolj razširjeni: samospoštovanje, spoštovanje drugih, družbena odgovornost in pravičnost.
Prenosi
Literatura
Bar-Tal, D. (1998). The rocky road toward peace: Beliefs on conflict in Israeli textbooks. Journal of Peace Research, 35(6), 723–742. https://doi.org/10.1177/0022343398035006005
Chavhan, R. (2014). Content analysis of Marathi language textbooks in the context of peace values. English-Marathi Quarterly, 2(4), 9–11. https://www.academia.edu/114108596/Content_Analysis_of_Marathi_Language_Textbooks_in_the_context_of_Peace_values
Fairclough, N. (1989). Language and power. Longman.
Forster, N. (1994). The analysis of company documentation. In C. Cassell, & G. Symon (Eds.), Qualitative methods in organizational research (pp. 147–166). Sage.
Friedrich, P. (2012). Teaching language for peace. In Chapelle, C. A. (Ed.), The encyclopedia of applied linguistics. Blackwell Publishing, Ltd. https://doi.org/10.1002/9781405198431.wbeal1163
Gay, W. C. (1998). Exploring and overcoming linguistic alienation and linguistic violence. Philosophy and Social Criticism, 24(2), 137–156. https://doi.org/10.1177/019145379802400210
Gebregeorgis, M. Y. (2016). Peace values in language textbooks: The case of English for Ethiopia student textbook. Journal of Peace Education, 20(1), 1–15. https://zero.sci-hub.tw/6248/29430b99997ef53f9dda0c8891d27720/gebregeorgis2016.pdf#view=FitH
Gee, J. P. (2011). How to do discourse analysis: A toolkit. Routledge.
Georgescu, D., & Bernard, J. (2007). Thinking and building peace through innovative textbook design. UNESCO. https://unesdoc.unesco.org/ark:/48223/pf0000161254
Gomes de Matos, F. (2000). Harmonizing and humanizing political discourse: The contribution of peace linguistics. Peace and Conflict: Journal of Peace Psychology, 6(4), 339–345. https://doi.org/10.1207/S15327949PAC0604_05
Grant, R., & Wong, S. (2018). Addressing cultural bias in ELT materials. The TESOL Encyclopedia of English Language Teaching, 15(1), 1–8. https://doi.org/10.1002/9781118784235.eelt0315
Hodge, R., & Kress, G. (1993). Language as ideology. Routledge.
Ingrao, C. (2009). Weapons of mass instruction. Journal of Educational Media, Memory, and Society, 1(1), 180–189. https://doi.org/10.3167/jemms.2009.010111
Kovač, M., & Mohar, A. K. (2022). The changing role of textbooks in primary education in the digital era. What can we learn from reading research? Center for Educational Policy Studies, 12(2), 11–27. https://doi.org/10.26529/cepsj.1290
Kubota, R. (2001). Discursive construction of the images of U.S. classrooms. TESOL Quarterly, 35(1), 9–38. https://doi.org/10.2307/3587858
Lemut Bajec, M. (2024a). Fostering intercultural education at tertiary level: A case study with students of humanities. Revija za Elementarno Izobraževanje, 17(Special), 135–152. https://doi.org/10.18690/rei.4578
Lemut Bajec, M. (2024b). The importance of the school magazine as an extra-curricular activity in facilitating students’ cross-curricular skills and competences. Center for Educational Policy Studies Journal, Article 1559. https://dx.doi.org/10.26529/cepsj.1559
Mediators Beyond Borders. (2019). Peace, just and inclusive Pakistan: SDG 16+ as key to achieving SDGs global agenda. https://mediatorsbeyondborders.org/wp-content/uploads/2019/02/UNWG-Understanding-SDG-16-Plus-for-Peaceful-Just-Inclusive-Pakistan-PJN-.pdf
Mishan, F. (2021). The global ELT coursebook: A case of Cinderella’s slipper? Language Teaching, 55(4), 1–16. https://doi.org/10.1017/S0261444820000646
Mukhopadhyay, M. (2005). Peace education: Framework for teacher education. UNESCO. http://unesdoc.unesco.org/images/0015/001502/150262e.pdf
Naseem, M. A. (2007). Texts of war/texts of peace: Dismantling violence and constructing peace in textbooks and educational media. In M. Horsley, & J. McCall (Eds.), Peace, democratization, and reconciliation in textbooks and educational media (pp. 21–30). International Association for Research on Textbooks and Educational Media. https://iartem.org/wp-content/uploads/2012/03/9thiartemconferencevolume.pdf
Navarro-Castro, L., & Nario-Galace, J. (2010). Peace education: A pathway to a culture of peace. Center for Peace Education. https://gppac.net/files/2019-07/PeaceEducation_3rdEdition_March-2019.pdf
O’Grady, W., & de Guzman, V. (2016). Morphology: The analysis of word structure. In W. O’Grady, & J. Archibald (Ed.), Contemporary linguistic analysis: An introduction (8th ed., pp. 132–180). Pearson Education, Inc.
Paltridge, B. (2012). Discourse analysis: An introduction. Bloomsbury.
Pavešić, B. J., & Cankar, G. (2022). Textbooks and students’ knowledge. Center for Educational Policy Studies, 12(2), 29–65. https://doi.org/10.26529/cepsj.1283
Rathert, S., & Cabaroğlu, N. (2022). Theorising textbook adaptation in English language teaching. Center for Educational Policy Studies, 12(2), 168–188. https://doi.org/10.26529/cepsj.1287
Roloff Rothman, J., & Sanderson, S. (2018). Language and peace: Using global issues in the English language classroom to create a more sustainable dialogue. TESL Reporter, 51(2), 53–76. https://www.researchgate.net/profile/Jennie-RoloffRothman/publication/331088633_Roloff_Rothman_J_Sanderson_S_2018_Language_and_peace_Using_global_issues_in_the_English_language_classroom_to_create_a_more_sustainable_dialogue_TESL_Reporter
United Nations Educational, Scientific, and Cultural Organization (UNESCO). (2005). A comprehensive strategy for textbook and learning materials. UNESCO. http://s3.amazonaws.com/inee-assets/resources/UNESCO-Comprehensive_Strategy_for_Textbooks_2005.pdf
van Dijk, T. A. (1993). Editor’s foreword to critical discourse analysis. Discourse and Society 4(2), 131–132. https://doi.org/10.1177/0957926593004002001
Verschueren, J. (1994). The pragmatics of European nationalist ideologies [Conference presentation]. Conference on Language and International Communication in an Agenda for Peace, United Nations, New York, NY, United States.
Waring, H. Z. (2018). Discourse analysis: The questions discourse analysts ask and how they answer them. Routledge.
Wenden, A. (2003). Achieving a comprehensive peace: The linguistic factor. Peace and Change, 28(2), 169–201. https://doi.org/10.1111/1468-0130.00258
Wulandari, D., & Murdiono, M. (2018). Peace values on Pancasila and civic education textbooks in senior high school. Advances in Social Science, Education, and Humanities Research, 25(1), 103–106. https://download.atlantis-press.com/article/25905918.pdf
Yildirim, A., & Şimşek, H. (2011). Sosyal bilimlerde nitel arastirma yontemleri [Qualitative research methods in social sciences] (8th ed.). Seçkin Publishing House.
Zembylas, M., Charalambous, C., Charalambous, P., & Kendeou, P. (2011). Promoting peaceful coexistence in conflict-ridden Cyprus: Teachers’ difficulties and emotions towards a new policy initiative. Teaching and Teacher Education, 27(2), 332–341. https://doi.org/10.1016/j.tate.2010.08.015
Zuber, R. (2016). Global action to prevent war. Global Policy Forum.
Authors who publish with this journal agree to the following terms:
- Authors are confirming that they are the authors of the submitted article, which will be published online in the Center for Educational Policy Studies Journal (for short: CEPS Journal) by University of Ljubljana Press (University of Ljubljana, Faculty of Education, Kardeljeva ploščad 16, 1000 Ljubljana, Slovenia). The Author’s/Authors’ name(s) will be evident in the article in the journal. All decisions regarding layout and distribution of the work are in the hands of the publisher.
- The Authors guarantee that the work is their own original creation and does not infringe any statutory or common-law copyright or any proprietary right of any third party. In case of claims by third parties, authors commit themselves to defend the interests of the publisher, and shall cover any potential costs.
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under https://creativecommons.org/licenses/by/4.0/deed.en that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work.
