The Ideological metaphor as a discursive colonization A critical introduction to Study educational discourse interactions

Abstract

This contribution aims to provide a critical social constructive conception for the study of discourse in general and educational discourse in particular. It starts from Michel Foucault's concept of discourse, which was inherited by the critical analysis of discourse, especially Norman Fairclough's dialectical model, which assumes that the relationship between discourse and society is a dialectical one. Discourse constitutes society and is shaped by it through the medium of social practices, of which discourse is the most prominent semiotic manifestation. The contribution assumes, based on the perspective of Foucault and Fairclough, that discourse is a method of making meaning and shaping the fields and fields of social life. Homogenous or different fields whose relations are determined through competition, conflict, and the tendency to dominate, which is what makes some discourses, and thus the fields that they represent semiotically, colonize other discourses and impose on them through coercion perspectives, perceptions, and the internal organization of the colonial discourse, and perhaps the most prominent discourse colonizes the discourses of social life, and from Among them is the educational discourse, which is the discourse of the market supported by the ideology of capitalism and Western liberalism. If this contribution includes this assumption, it will give the theoretical side great importance as an input that can help in examining the relationship between competing discourses in the contemporary discourse space.