The aim of my paper is to analyze the representations of Global North and Global South, presented in geography textbooks in grammar school. First, the concept of global education is presented. Subsequently, representations of North and South and its inhabitants are reconstructed and analyzed. The method used is that of critical discourse analysis. Simultaneously, meanings of reconstructed representations are interpreted in a broad social and cultural context.
The aim of this paper is to present the conception of learning as a discursive space. It presents the existing research in the field of critical discourse theory, cultural processes of learning as well as dialogic theory of learning. Different aspects of discourse of learning are discussed, including learning as a space for identity creation processes. Furthermore the issues of empty signifiers in a discourse of learning as well as cultural aspects of the discourse of learning and its consequences for identity creation processes are raised.
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