Knowledge and discourse in secondary school social science textbooks.

Autor/inn/en	Dijk, Teun A. van; Atienza, Encarna
Titel	Knowledge and discourse in secondary school social science textbooks.
Quelle	In: Discourse studies, 13 (2011) 1, S. 93-118 PDF als Volltext kostenfreie Datei Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	1461-4456; 1461-7080
DOI	10.1177/1461445610387738
Schlagwörter	Sekundarbereich; Wissenserwerb; Schulbuch; Diskursanalyse; Sozialkunde; Online-Publikation; Spanien
Abstract	Within the framework of an interdisciplinary project on epistemic strategies in text and talk, this article examines such strategies in a (Spanish) secondary school textbook on social science. After a summary of current insights into the theory of knowledge in philosophy, psychology and linguistics, it is shown how discourse presupposes and expresses knowledge, with special emphasis on discourse processing and learning from text and its applications in education. The specific aim of this article is to study in some detail how exactly 'new' knowledge is formulated in pedagogical discourse, and how 'old' knowledge (generic knowledge of the world, knowledge learned before, etc.) is presupposed in a lesson on migration. We thus are able to describe the categories of, and the functional relations between, old and new knowledge, as discursive manifestations of underlying cognitive strategies of teaching and learning. It was also observed that in textbooks what is purported to be presented as knowledge often has an ideological basis.
Erfasst von	Leibniz-Institut für Bildungsmedien \| Georg-Eckert-Institut (GEI), Braunschweig
Update	2015/1