Publication details
Discourse Analysis and Visual Methods in Social Educational Research
| Authors | |
|---|---|
| Year of publication | 2016 |
| Type | Appeared in Conference without Proceedings |
| MU Faculty or unit | |
| Citation | |
| Description | Proposal presents results of social education research that is included in the dissertation of the author. The author's research leanings draw from social constructivist and post-structural approaches. These approaches form the framework that bounds not only the concept of the research, but also the overall viewpoint and approach of the researcher. The author has focused her research activities on the everyday knowledge (cf. Berger and Luckmann, 1966) of immigrants as representatives of a socially disadvantaged group in the Czech educational environment. The term immigrants is narrowed down to focus on followers of Islam. Contemporary educational practice must reflect current sociocultural problems and the diverse environments from which social actors—students and their teachers—come. Multiculturality alongside with classroom-based education has become a topic that affects society-wide discourse. Deconstructing commonly widespread “knowledge” that may produce stereotypical, racist or xenophobic tendencies in society appears to be one of the possible paths to harmonizing the coexistence of all social/ethnic groups (Fairclough, 2010). Peeking under the hood of different discursive contexts eliminates mutual misunderstanding of the subjective constructs of individual actors in social reality and supports tolerance. This seems to be something important in light of the multiculturality of today's world. |
| Related projects: |