Discourses in Education

Discourses in Education
Institutes of education (i.e. public schools) exhibit many political, social, cultural and historical discourses that impact and furthermore shape what is practiced in schools and the way in which it is delivered. These discourses will often be implemented in educational contexts through synchronisation with the socio-cultural theory, moreover influencing and impacting upon the teachers, students and the schools themselves. In order for an understanding of education to be achieved, it is imperative that the discourses impacting education are understood, as well as the discourses exhibited from the education system. In all forms of education and the learning process a variety of underlying discourses can be found and analysed in order to determine the origin, effectiveness, target pupil(s) and implication intended by it, and how these in turn have shaped educational ideas. According to Churchill [et al] (2011:39), up to around 200 years ago school was seen to be far less important and unnecessary, with most schools being accommodated in multi-purpose buildings with only a handful of children in attendance. This is recognised as a historical discourse in education. Bekerman (2006:24) states that the teaching of sensitive issues (sexual behaviour, drug abuse etc.), whether formal or informal, is realised to be a political discourse that has affected modern education. Lock and Strong (2010:229-234) also elude to a social discourse which has shaped education in the form of respect; respect for one’s self and respect for others taught in schools. These discourses are but a fragment of the many that shape the education system. When aligned with Vygotsky’s socio-cultural theory, the way in which they impact upon the education system becomes apparent. Vygotsky states in his socio-cultural theory that the learning process is not simply developmental but also governed by social and cultural interactions (Churchill [et al], 2011:83). Wearmouth (2005:55-56) collaborates this information and further explicates that, for example, a child learns not simply developmentally but through observation of their surroundings. Furthermore, their capacity to learn is governed by the distance between their current level of competence and the level(s) capable of acquisition through third party support; referred to as the zone of proximal development (or ZPD) (Churchill [et al], 2011:83). The ZPD is constantly and often subconsciously being developed through the use of educational discourses, furthermore proving that these discourses, through the terms of the socio-cultural theory, directly influence and shape educational contexts. There are hundreds of socio-cultural factors that impact upon educational contexts. A socio-cultural factor that widely effects educational contexts is the study of foreign language in schools. This is studied in most schools and often compulsory which would have a very strong social and cultural impact on the schools, students and teachers. Another factor that effects educational contexts includes interschool sport which encourages relationships between social groups different to that school’s own. Other impacting factors would include the availability and variety of culturally foreign foods at the canteen or an exchange program in the schools. These factors would all allow for some form of social and cultural impact on the schools, teachers and students. Moreover, it can be seen that social, historical, political and cultural discourses, when applied in synchrony with the socio-cultural theory, have a direct impact and influence on educational contexts. Furthermore, discourses in education are inescapable and necessary.