• Korean Institute of Interior Design Journal
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• v.24 no.1
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• pp.124-132
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• 2015

This study investigated the complex meanings of the concept of place and their periodical changes in the Korean architectural discourse. For that, the study surveyed almost every articles in majour 3 Korean architectural magazines during around 1990s, when the Korean architects and theorists concerned the 'place' as an alternative of the modernists' 'space'. 60 selected articles were organized in a table in a chronological order together with their keywords and category codes. The 8 categories reflecting 8 issues of 'place' were suggested in the study after the analysis of selected articles' contents. The categories were structured by two axes which were 4-grade scale axis influences by C. Norberg-Schultz' approach, and 'architecture-human' axis following the 'structure-action' division by A. Giddens. After the analysis of the diachronic and synchronic tables, the study tried to establish a structure model of the concept of place in Korean architectural context, which consisted of architectural terms such as environment, social system, context, identity, landscape, community, Materiality, and residence. This final result could be useful for both architects and theorists who might try to apply the idea of 'place' without erstwhile confusion on their design or research by examining the detailed contents of the concept.

• School Mathematics
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• v.17 no.2
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• pp.203-222
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• 2015

This study analyzed the classroom discourse between teacher and students based on the Mehan(1979a)'s theory to examine the characteristics of the classroom discourse between teacher and students in high school statistics class. The results of this study on the structure of class showed that the statistics class in this study adopted knowledge transmission-oriented teacher-led class in which the framework of introductiondevelopment- arrangement, which is Mehan's basic 3 stages, is clearly represented. The results of examining I-R-E sequence showed that $I_T-R_T$ structure, in which the teacher asks questions and the teacher talks about the answer, frequently appeared. And the statistics class in this study was monological class in which students hardly participated. Through these results of this study, it was found that teacher should form the statistical context, in which students can participate in discourse, and build discourse learning community and induce argumentational discourse through metaprocess elicitation.

• The Research Journal of the Costume Culture
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• v.32 no.2
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• pp.164-180
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• 2024

In the context of a globalized society where diversity, equity, and inclusion (DE&I) have emerged as pivotal values, the fashion industry is undergoing scrutiny for its practices related to body DE&I. This study examines the nature of the discourse surrounding body DE&I within the fashion industry, focusing on how such discussions are shaped, disseminated, and manifested in both the industry and broader society. Critical discourse analysis is applied by utilizing, content from the New York Times and leveraging Fairclough's analytical framework encompassing textual, discursive, and social practices. The findings indicate that the New York Times emphasizes diversity, with a significant focus on the shapes and sizes of women's bodies, developing a narrative centered around women's bodies through visible and representative domains. The analysis suggests conflicted discourse, with prevailing critiques against the fashion industry's standardization of beauty and superficial inclusivity efforts. Moreover, the industry's adaptation to social demands for body DE&I is observed as sporadic, often leveraging non-normative bodies as a marketing strategy rather than genuinely embracing diversity. This study highlights the importance of continuous, in-depth discourse and social practices regarding DE&I within the fashion industry, as well as the need for systemic changes and policies that genuinely reflect societal demands for inclusivity. The findings provide a foundation for future investigations into the multifaceted relationship between fashion discourse, DE&I, and social practices, advocating for a more inclusive and critically aware fashion industry.

• Cartoon and Animation Studies
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• s.43
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• pp.255-284
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• 2016

This article aims at a discourse analysis on the selected 1970s Myungrang Manwhas, in the cases of Ggubungi, Doggaebi Gamtu, Yochul Balmyungwang. For the analysis, the history, pre-censorship, and distribution structure of Myungrang Manwha are referenced, as well as the considerable changes and developments on the definition of 'myungrang' since the 1920s. In employing Foucauldian discourse analysis to the texts, the selected Myungrang Manwhas are analyzed as discursive formation, which emerged within the social relations of the era; the characters' dialogues are analyzed as statement. The analysis examines the discourses that the texts disseminated, and the social context of the utterance. It is demonstrated that the Myungrang Manwhas are forms of representation, which implies 'the contested acquisition on capital and power', 'the emphasis on nationalist aspects', and 'the interpellation and discipline of subject active' of the time. Moreover, it is revealed that the forms of control, such as pre-censorship, were the articulation of the will to power, which drove the discoursive formation to function as an apparatus that meticulously constituted the ruling ideology. In conclusion, the Myungrang Manwhas are rather texts that encompasses political and social context of the era than a mere comic relief.

• Journal of the Korean Home Economics Association
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• v.40 no.8
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• pp.137-152
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• 2002

The purpose of this study is to analyse the discourses about modem motherhood in Western und Korean society in order to find a new basis for the family policy. The general view that motherhood is merely natural ceased to be valid since the early 1980ties. Nowadays one is rather inclined to define motherhood as a social, cultural and historical fact which goes far beyond the biological dimensions. The concept of motherhood which has been useful to fulfil the industralisation in the modem times cannot be applied to the changed world of our times. The family policy which is closely connected with women must not start from the modem motherhood ideology but from the context of the changed life of woman in our times. I hope that this study could contribute to stimulating the discourse about the family policy which takes into consideration the changed living conditions.

• School Mathematics
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• v.18 no.1
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• pp.193-214
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• 2016

Teachers' questioning plays an important role in mathematics teaching and learning by asking students to react or to participate in mathematical discourse. Previous studies on teachers' questioning have not focused on how to questioning to formulate an effective mathematical discourse which is contributed by students because studies mostly analyzed and categorized teachers' questions according to cognitive levels of questions without consideration of context. Therefore, this study explored characteristics of teachers' questioning to formulate an effective characteristics of teachers' questioning to formulate an effective mathematical discourse in mathematics classrooms. By reviewing and analyzing mathematics discourse and studies on teachers' questioning theoretically, we presented openness, sharedness, and productivity as characteristics of teachers' questioning. Through a middle school mathematics teacher's case, we examined three characteristics were necessary to formulate an effective mathematical discourse. Based on results from theoretical analysis and case analysis, we discussed that openness, sharedness, and productivity would be useful as a framework to analyze teachers' questioning.

• Phonetics and Speech Sciences
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• v.12 no.4
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• pp.37-45
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• 2020

This paper quantitatively calculated the speech frequency of the discourse markers 'a', 'eo', and 'eum' and the speech duration of these discourse markers using the Seoul Corpus, a spontaneous speech corpus. The sound durations were confirmed with Praat, the Seoul Corpus was analyzed with Emeditor, and the results were presented by statistical analysis with R. Based on the corpus analysis, the study investigated whether a particular factor is preferred by speakers of particular categories. The most prominent feature of the corpus is that the sound durations of female speakers were longer than those of men when using the 'eum' discourse marker in a final position. In age-related variables, teenagers uttered 'a' more than 'eo' in an initial position when compared to people in their 40s. This study is significant because it has quantitatively analyzed the discourse markers 'a', 'eo', and 'eum' by gender and age. In order to continue the discussion, more precise research should be conducted considering the context. In addition, similarities can be found in "e" and "ma" in Japanese(Watanabe & Ishi, 2000) and 'uh', 'um' in English(Gries, 2013). afterwards, a study to identify commonalities and differences can be predicted by using the cross-linguistic analysis of the discourse.

• The Mathematical Education
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• v.41 no.3
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• pp.329-339
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• 2002

This study analyzes the epistemological meaning of‘social construction’in mathematical instruction. The perspective that consider the cognition of mathematical concept as a social construction is explained by a cyclic scheme of an academic context and a school context. Both of the contexts require a public procedure, social conversation. However, there is a considerable difference that in the academic context it is Lakatos' ‘logic of mathematical discovery’In the school context, it is Vygotsky's‘instructional and learning interaction’. In the situation of mathematics education, the‘society’which has an influence on learner's cognition does not only mean‘collective members’, but‘form of life’which is constituted by the activity with purposes, language, discourse, etc. Teachers have to play a central role that guide and coordinate the educational process involving interactions with learners in this context. We can get useful suggestions to mathematics education through this consideration of the social contexts and levels to form didactical situations of mathematics.

• Educational Technology International
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• v.17 no.1
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• pp.87-116
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• 2016

In this research, we designed a teacher professional development (PD) program where a small group of mathematics teachers could share, reflect on, and discuss their pedagogical knowledge and practices of ICT-integrated lessons, using a video annotation tool called DIVER. The main purposes of this paper are both micro and macro: to examine how the teachers were engaged in the meaning-making process in a video-based PD (micro); and to derive implications about how to design effective video-based teacher PD programs toward a teacher community of practices (macro). To examine teachers' meaning-making in the PD sessions, discourse data from a series of 10 meetings was segmented into idea units and coded to identify discourse patterns, focusing on (a) participation levels, (b) conversation topics, and (c) conversation depth. Regarding the affordance of DIVER, discourse patterns of two meetings, before and after individual annotation with DIVER were compared through qualitative vignette analysis. Overall, we found that the teacher discourse shifted the focus from surface features to deeper pedagogical issues as the PD sessions progressed. In particular, the annotation function in DIVER afforded the teachers to exercise descriptive analyses of video clips in a flexible manner, thereby helping them cognitively prepared to take interpretative and evaluative stances in face-to-face discussions with colleagues. In conclusion, deriving from our research experiences, we discuss the possibilities and challenges of designing video-based teacher PD in a school context.

• Journal of Popular Narrative
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• v.25 no.3
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• pp.143-180
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• 2019

This article aims to examine the manner in which the 'Byeongmat' discourse was constructed, and the mechanism of the 'Byeongmat' discourse. I claim that the constructed discourse excludes disabled persons and women. When the 'Byeongmat' first appeared in the mainstream, it was understood as being presented only by webtoons. Furthermore 'Byeongmat' and webtoons were understood as almost synonymous. In this sense, it is no exaggeration to say that the way in which the 'Byeongmat' discourse was constructed is the way in which 'Byeongmat webtoons' were interpreted. In this article, to find out how the 'Byeongmat' discourse was constructed, I examine two things. First, the reception of media of 'Byeongmat'. 'Byeongmat' was at first understood as 'kitsch' by the media, but soon after generational meaning was added. Second, the interpretation of 'Byeongmat' in academia. In academia, the 'Byeongmat' discourse is advanced as a refined generationalism. Regardless of the 'Byeongmat webtoon' itself, 'Byeongmat webtoon' is interpreted as a text which is destructing narrative and filled with parodies. Furthermore this characteristic of the 'Byeongmat webtoon' is interpreted as a resistance culture of the younger generation. However, this interpretation serves as a mechanism which excludes the disabled and women. Currently, Korean society faces the popularization of the 'Byeongmat' code, the decline of the 'Byeongmat webtoons' and the crack of the younger generation discourse. The current situation allows the 'Byeongmat' discourse to be criticized without losing its social context while securing a distance of critcism. I expect that this article can contribute to further diversifying interpretations of 'Byeongmat' and 'Byeongmat webtoons', and accelerating the crack on the younger generation discourse.