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Constructivism today is a popular cognitive theory with important
implications on teaching and education. This paper promotes a form of
critical constructivism with the emphasis on social awareness and democratic
development of society. In this aspect, the paper discusses the basic
features of critical constructivism and its possible application in the
classroom. The aim is to show the characteristics of an open and critical
discourse as a distinctive mark of application of critical constructivism in
teaching and to analyze the practical implications of this theoretical
position on position and role of a teacher who is considered a key factor in
raising the quality of education. It is concluded that careful application of
this theoretical position in teaching process can be extremely fruitful as it
provides a unique incentive for diversity and inventiveness. It is determined
that the critical perspectives in education is especially important in terms
of preparing students for an active role of a citizen who participates in the
further democratization of his own community, as well as in terms of
preparation for life in the world full of uncertainties and diversities.

In contemporary society, many are the genres and media used to create social bonds among people of the most different background, ages, classes and sexual orientations. In this context, the internet is occupying an ever increasing space in people's everyday lives. This paper aims to demonstrate how language can be used to construe representations of the world that position people socially. Although the discourse of modern days seems to celebrate people's individual life choices, overall results of the transitivity (Halliday & Matthiessen, 2004; Martin; Matthiessen & Painter 2010) and discourse analysis (Caldas-Coulthard, 1997; Chouliaraki & Fairclough, 1999, Fairclough, 1989; Fairclough & Wodak, 1999; van Dijk, 1997) show that people are actually stimulated to find partners by carrying out concrete material actions. Additionally, and maybe contradictorily, the same people are expected to entrust abstract systems (Giddens, 1991) with the responsibility of finding these partners, thus revealing that the new era has impinged significant changes on relationships of intimacy.

CRITICAL DISCOURSE ANALYSIS OF INTERPROFESSIONAL ONLINE LEARNING IN HEALTH CARE EDUCATION -- CRITICAL DISCOURSE ANALYSIS OF INTERPROFESSIONAL ONLINE LEARNING IN HEALTH CARE EDUCATION -- CONTENTS -- PREFACE -- INTRODUCTION -- Chapter 1 FAIRCLOUGH'S VERSION OF CRITICAL DISCOURSE ANALYSIS (CDA) -- 1.1. THEORETICAL CONCEPTS OF CDA -- 1.2. TEXTUALLY ORIENTATED APPROACH TO DISCOURSE ANALYSIS -- 1.3. FAIRCLOUGH'S VIEW OF CRITICAL DISCOURSE ANALYSIS -- 1.4. THE RELEVANCE OF CRITICAL DISCOURSE ANALYSIS TO EXAMINE SOCIAL RELATIONS IN INTERPROFESSIONAL ONLINE LEARNING

This paper argues for closer interdisciplinarity between critical discourse analysis (CDA) and translation studies (TS). There has been very little CDA investigating discursive representations by news organisations across linguistic, political and cultural boundaries. Similarly researchers in TS have pointed out that the sensitive role news translation plays in discursive phenomena such as globalisation and political discourse remains largely underestimated. To address this gap, three methodological models are proposed for linking the dialectical-relational approach to CDA (Fairclough 1992, 1995, 2003) with text-based approaches in TS. A mini-case study will illustrate such links by analysing talks by Saudi women translated by BBC News into Standard Arabic and English. Findings reveal substantial transformations which cannot be dismissed as inevitable constraints of the news genre or translation, but are more likely to reflect prevailing narratives of Muslim women being 'submissive' and 'oppressed'.

The paper presents a critical discussion of the provision of citizenship education for Africans in South Africa during the period 1948-1994. A conceptual analysis of Johnson and Morris' critical citizenship framework and its four dimensions, namely, ideology, the collective, self and praxis, is presented. Utilising this framework, the author examines the goals and aims of the former National Party government in their project to provide citizenship education through history, social science and civics teaching in schools for African students. The study suggests that the goal of the state in promoting citizenship education during the former political dispensation as seen through the four dimensions did not create space for critical thinking and dialogue, crucial elements for critical citizenship education. Recommendations with regard to the form and content of citizenship education in future are made.

PurposeCurrent social entrepreneurship (SE) literature advocates a critical reexamination of the core construct. As such, and based on the seemingly endless definitional debate among academics, this paper seeks to empirically analyse social entrepreneurship discourse in the United Kingdom. It aims to posit that this debate is in fact detrimental to a more coherent and evenly distributed discourse. Furthermore, the ensuing ambiguities suit other, more powerful participants, and keeping this debate live allows the discourse to be shaped.Design/methodology/approachThe author utilised critical discourse analysis (CDA) in this study, developing a personal qualitative data set (including a third sector and SE corpora containing SE policies covering 2002‐2008). This data set was then subjected to an online analysis tool WMatrix, and both sets were compared with a widely used base line corpus.FindingsThe findings show that SE discourse is now firmly attached to public policy discourse. Furthermore, this public policy concerning SE was heavily imbued with political language and ideology. Thus, the findings show empirically that SE is characterised in broader public policy debates as a politically re‐constructed concept.Research limitations/implicationsSE will continue to be a contested concept in the public sphere, however further research should explore the potential of dissensus from political reconstructions as a powerful counter‐discourse.Originality/valueThis study is among the first to utilise CDA to interrogate SE discourse, and the analysis provides novel insights for academics and practitioners to reinterpret and contest SE as more than the solution for failing public services.