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Ideologically, it connects to strong societal and educational discourses of opening and making learning resources more accessible, re-usable and sustainable.
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It should also be stressed that future scenarios, which are sorely lacking in the discussion about education should not entirely dominate the educational discourse.
As in Singapore, the terminology with which we used to be able to discuss the true pedagogical issues has been dismantled by those in power with the result that proper educational discourse is well-nigh impossible.
It is such features that set apart educational discourse from everyday, commonsense discourse.
As children move from commonsense knowledge to educational knowledge, they may have difficulties with educational discourse.
This is one of the neglected subjects in the modern educational discourse.
The vested interests have thus influenced or rather controlled the educational discourse, in a number of ways.
No wonder educational discourse has occasionally been likened to Babel, for the differences in backgrounds and assumptions means that there is much mutual incomprehension.
This study has implications for conversation analytic work on turn design, repair, and action projection while broadening the scope of existing research on discourse markers and educational discourse.
Educational implications are drawn focusing on the value of communication in inquiry, the use of ideas-in-progress, the assessment of student knowledge through discourse, and the ways educational discourse processes are situated in cultural practices.
In Ball's (2012) view, neoliberal education policies (e.g., performativity, nationwide standards, and accountability) have transformed the previous mode of educational discourse and emerged as a new form of power to influence local policymaking processes.
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Justyna Jupowicz-Kozak
CEO of Professional Science Editing for Scientists @ prosciediting.com