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Volume 4, Number 1
The current volume is the second in a series of two issues
that explores semiotic consciousness. Issue editor, Linda Rogers,
states:
The papers in this issue, while maintaining the theme of
Consciousness in Education move into yet another exploration of
semiosis, or the activity of movement and exchange of meaning between
signs and humans. These papers feature the researchers as opening a
problematic stance between what education and educators attempt and
say they do and the language, acts, and intention of educational
practices.
The contributors explore areas of semiotic consciousness in
educational textbooks, preservice training of teachers, distance
education, and the discourse of power as it relates to parents. In
addition, ideas of consciousness are examined within the
teacher-learner interactions and in student’s understandings of
themselves within an educational setting.
Rogers further states:
Each of these papers opens the possibility that we regard our
known world and spheres of action differently. They present
consciousness as shifting, indeterminate, personal, political,
motivated, social—indeed as an array of signs that have both the
potential to become an over determined closed facet of ourselves
and our society or as the agent of change and transformation. I
look forward to the continuing conversation. |
ISSN# 1488-0733
Product #V4N1
123 pages
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