Pub Date : 2023-04-28DOI: 10.1080/10714413.2023.2202594
Eric Ferris, C. Robbins
Recognizing that the American right, and specifically the Christian right, has achieved disproportionate power over shaping the landscape of education policy and political culture, the following engages in a twofold analysis of schooling in the United States. We consider the structural transformations that are being enacted as a result of the proliferation of (Christian) public charters and other privatization efforts as well as reactionary undertakings that have purposefully targeted the daily life of schools from administration to curriculum and pedagogy since the onset of the COVID-19 pandemic (for example: disruptions at school board meetings, threatening school officials, anti-LGBTQ and anti-anti-racism hysteria, among others). We put these minoritarian interjections in conversation with Elias Canetti's "crowd of the dead” and consider the effects of this political activity in producing civic and social death while seeking to destabilize public institutions and institutional arrangements that should safeguard against the manufacturing of (civic) death. [ FROM AUTHOR] Copyright of Review of Education, Pedagogy & Cultural Studies is the property of Routledge and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full . (Copyright applies to all s.)
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Pub Date : 2023-04-11DOI: 10.1080/10714413.2023.2193131
W. Blaisdell
Jesse Bazzul (2023) delivers An Intense Calling: How Ethics is Essential to Education during a global pandemic against an escalating climate crisis. The book is timely, given its arrival when such circumstances undeniably demand attention to ethics. Bazzul situates the writing of the book during a time of movement while relocating from Ireland back home to the Canadian prairies in the traditional territories of the nêhiyawak, Anih sin ap ek, Dakota, Lakota, and Nakoda, and the homeland of the M etis. Like the transient conditions of its creation, the book has an ephemeral quality, pulling readers back and forth from at-times nightmarish realizations of reality to daydreamy ponderings of more ethical and pleasurable futures. The book is organized into two sections. The first, “Ethics and Subjectivity”, explores subjectivity, ethics, and education, inviting the reader to consider how ethics is entangled with politics and central to education. The second, “Ethics as Ontological Exploration”, pulls ethics beyond human subjectivity and proposes solidarity with nonhumans. The book encourages difference and possibility, asking that readers contemplate ways education is responsible for nurturing such difference and possibility. The thesis of the book is that the essence of education is ethics. In An Intense Calling, Bazzul illustrates a utopia where “education is an intensive ethical journey that moves someone from one way of being to another. Knowledge acquisition is always secondary” in the future he calls readers toward (p. 5). In the book’s preface, Bazzul does some important positioning: a positioning in both place and movement, and in intersecting positions of privilege. He offers the reader a consciously simplistic image of two figures: one which disregards social conventions and traditional mores, and one that holds them in too high of a regard. In a sophisticated move, he demonstrates his allegiance to the former by rejecting rigid scholastic semantics, beginning sentences with “and,” and filling the pages with fragmented phrases that mimic speech rather than normative academic texts. Bazzul’s warm, conversational approach is fitting for a book asking readers to question traditional mores and recognize the danger of taken-for-granted traditions. His metaphor of a figure wearing pajamas to dinner parties, sitting straight-faced, and asking guests why they insist on making things uncomfortable is an important setting scene. Bazzul takes the reader through a dizzying amount of educational theories, leaving nothing unquestioned, but with the relaxed, slightly cynical tone of someone who has been sitting with these theories for a long time—perhaps on a couch, in pajamas, at a dinner party. Everyone is welcome to this discussion, and he immediately dismisses selfimportant posturing, leaving no room for pretentiousness. He asks that more space be made for imagination, creativity, trans-discipline, and the arts in education. The book is whimsical and th
杰西·巴祖尔(2023年)发表了《强烈呼吁:在全球大流行和不断升级的气候危机中，道德对教育如何至关重要》。这本书是及时的，因为它的出现是在这种情况无可否认地需要关注伦理的时候。Bazzul将这本书的写作置于一段运动时期，当时他从爱尔兰回到加拿大大草原的传统领土nêhiyawak, Anih sin ap ek, Dakota, Lakota和Nakoda，以及M ' tis的家园。就像它创作时的短暂状态一样，这本书也有一种短暂的品质，它把读者从有时噩梦般的现实现实中拉来拉去，从对更道德、更愉快的未来的白日梦般的思考中拉来拉去。这本书分为两个部分。第一部分，“伦理与主体性”，探讨了主体性、伦理和教育，邀请读者思考伦理是如何与政治纠缠在一起的，并且是教育的核心。第二，“作为本体论探索的伦理学”，将伦理学超越人的主体性，提出与非人类的团结。这本书鼓励差异和可能性，并要求读者思考教育如何负责培养这种差异和可能性。这本书的论点是，教育的本质是伦理。在《强烈的呼唤》一书中，巴祖尔描绘了一个乌托邦，在那里，“教育是一场密集的伦理之旅，将一个人从一种方式转移到另一种方式。”在未来，知识获取永远是次要的”(第5页)。在这本书的序言中，巴祖尔做了一些重要的定位:在位置和运动上的定位，以及在特权的交叉位置上的定位。他有意识地为读者提供了两个人物的简单形象:一个无视社会习俗和传统习俗，另一个过于看重它们。在一个复杂的举动中，他表明了他对前者的忠诚，拒绝了严格的学术语义，以“and”开始句子，并在页面中填充了模仿语音的碎片短语，而不是规范的学术文本。巴祖尔的热情、对话式的写作方式很适合这样一本要求读者质疑传统习俗、认识到被视为理所当然的传统的危险的书。他的比喻是一个穿着睡衣参加晚宴的人，板着脸坐着，问客人为什么要让事情变得不舒服，这是一个重要的场景。巴祖尔带着读者浏览了大量令人眼花缭乱的教育理论，没有留下任何不受质疑的东西，但他的语气轻松，略带愤世嫉俗，就像一个长期坐在沙发上，穿着睡衣，参加晚宴的人一样。每个人都可以参加这个讨论，他立即摒弃了自以为是的姿态，没有给矫情留下任何余地。他要求在教育中为想象力、创造力、跨学科和艺术创造更多空间。这本书异想天开，发人深省。尽管Bazzul在文本的开头提供了章节的地图(第12页)，但在书的末尾之前，可能很难理解章节内容的顺序。如前所述，引言是关键。在这里，Bazzul陈述了他的论文，棚屋
{"title":"An intense calling: How ethics is essential to education, by Jesse Bazzul","authors":"W. Blaisdell","doi":"10.1080/10714413.2023.2193131","DOIUrl":"https://doi.org/10.1080/10714413.2023.2193131","url":null,"abstract":"Jesse Bazzul (2023) delivers An Intense Calling: How Ethics is Essential to Education during a global pandemic against an escalating climate crisis. The book is timely, given its arrival when such circumstances undeniably demand attention to ethics. Bazzul situates the writing of the book during a time of movement while relocating from Ireland back home to the Canadian prairies in the traditional territories of the nêhiyawak, Anih sin ap ek, Dakota, Lakota, and Nakoda, and the homeland of the M etis. Like the transient conditions of its creation, the book has an ephemeral quality, pulling readers back and forth from at-times nightmarish realizations of reality to daydreamy ponderings of more ethical and pleasurable futures. The book is organized into two sections. The first, “Ethics and Subjectivity”, explores subjectivity, ethics, and education, inviting the reader to consider how ethics is entangled with politics and central to education. The second, “Ethics as Ontological Exploration”, pulls ethics beyond human subjectivity and proposes solidarity with nonhumans. The book encourages difference and possibility, asking that readers contemplate ways education is responsible for nurturing such difference and possibility. The thesis of the book is that the essence of education is ethics. In An Intense Calling, Bazzul illustrates a utopia where “education is an intensive ethical journey that moves someone from one way of being to another. Knowledge acquisition is always secondary” in the future he calls readers toward (p. 5). In the book’s preface, Bazzul does some important positioning: a positioning in both place and movement, and in intersecting positions of privilege. He offers the reader a consciously simplistic image of two figures: one which disregards social conventions and traditional mores, and one that holds them in too high of a regard. In a sophisticated move, he demonstrates his allegiance to the former by rejecting rigid scholastic semantics, beginning sentences with “and,” and filling the pages with fragmented phrases that mimic speech rather than normative academic texts. Bazzul’s warm, conversational approach is fitting for a book asking readers to question traditional mores and recognize the danger of taken-for-granted traditions. His metaphor of a figure wearing pajamas to dinner parties, sitting straight-faced, and asking guests why they insist on making things uncomfortable is an important setting scene. Bazzul takes the reader through a dizzying amount of educational theories, leaving nothing unquestioned, but with the relaxed, slightly cynical tone of someone who has been sitting with these theories for a long time—perhaps on a couch, in pajamas, at a dinner party. Everyone is welcome to this discussion, and he immediately dismisses selfimportant posturing, leaving no room for pretentiousness. He asks that more space be made for imagination, creativity, trans-discipline, and the arts in education. The book is whimsical and th","PeriodicalId":45129,"journal":{"name":"Review of Education Pedagogy and Cultural Studies","volume":"23 1","pages":"333 - 336"},"PeriodicalIF":0.5,"publicationDate":"2023-04-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83728049","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-03-21DOI: 10.1080/10714413.2023.2187613
Nicholas Rickards
Abstract Through the use of horror movie motifs like zombies and mad doctors, The Maze Runner: The Scorch Trials (2015) stands in drastic contrast to other young adult dystopian properties like The Hunger Games (2012), for example, in that Scorch Trials uses allegory as a means to comment on neoliberalism, alienated labor, and commodity fetishism essentially functioning as a Marxist critique of capital. However, this reading only occurs subtextually. By using a contextual cultural studies approach, which reads film as embedded in cultural politics, and a “monsterology,” which captures capital as a specter within the film, this essay will serve as an intervention surrounding discourse on The Maze Runner: The Scorch Trials. In doing so, this analysis will make the case that films targeted at students and young adults are important sites of pedagogy that contribute to an understanding of how capital alienates us from ourselves, each other, and social democratic structures.
{"title":"Prepped for harvest: Monstrous metaphors of capital in the young adult dystopian film, The Maze Runner: The Scorch Trials","authors":"Nicholas Rickards","doi":"10.1080/10714413.2023.2187613","DOIUrl":"https://doi.org/10.1080/10714413.2023.2187613","url":null,"abstract":"Abstract Through the use of horror movie motifs like zombies and mad doctors, The Maze Runner: The Scorch Trials (2015) stands in drastic contrast to other young adult dystopian properties like The Hunger Games (2012), for example, in that Scorch Trials uses allegory as a means to comment on neoliberalism, alienated labor, and commodity fetishism essentially functioning as a Marxist critique of capital. However, this reading only occurs subtextually. By using a contextual cultural studies approach, which reads film as embedded in cultural politics, and a “monsterology,” which captures capital as a specter within the film, this essay will serve as an intervention surrounding discourse on The Maze Runner: The Scorch Trials. In doing so, this analysis will make the case that films targeted at students and young adults are important sites of pedagogy that contribute to an understanding of how capital alienates us from ourselves, each other, and social democratic structures.","PeriodicalId":45129,"journal":{"name":"Review of Education Pedagogy and Cultural Studies","volume":"22 1","pages":"437 - 457"},"PeriodicalIF":0.5,"publicationDate":"2023-03-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72503132","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-03-17DOI: 10.1080/10714413.2023.2179297
Scott Jarvie, A. Segall, William Gaudelli
Abstract No term defined the last U.S. presidency, and public discourse accompanying it, more so than “the Wall” and, with it, the U.S.-Mexico border more broadly. That discourse, however, has mostly been characterized by an a-historic, unproblematized, and under-theorized notion of “border.” Our experiences as curriculum scholars and teacher educators have illustrated that a similar stance about the border has taken place in public education. We begin from the assumption that the border is very real, but it is socially constructed and maintained, and impacts different groups differently. Borders are thus not only geographic markers but political, cultural, economic, and psychological disruptors of places and those living in them. In order to better understand these complex dimensions, we engage in an extended analysis of two cases, the U.S.-Mexico border and the internal displacement of the Rohingya of Myanmar, building upon prior theorizing by considering both the discursive and affective dimensions of each and implications for curriculum and pedagogy. The paper concludes with suggestions for applying these considerations in practice and questions for future inquiry.
{"title":"Una herida abierta: Considerations for (re)theorizing the border in teaching and research","authors":"Scott Jarvie, A. Segall, William Gaudelli","doi":"10.1080/10714413.2023.2179297","DOIUrl":"https://doi.org/10.1080/10714413.2023.2179297","url":null,"abstract":"Abstract No term defined the last U.S. presidency, and public discourse accompanying it, more so than “the Wall” and, with it, the U.S.-Mexico border more broadly. That discourse, however, has mostly been characterized by an a-historic, unproblematized, and under-theorized notion of “border.” Our experiences as curriculum scholars and teacher educators have illustrated that a similar stance about the border has taken place in public education. We begin from the assumption that the border is very real, but it is socially constructed and maintained, and impacts different groups differently. Borders are thus not only geographic markers but political, cultural, economic, and psychological disruptors of places and those living in them. In order to better understand these complex dimensions, we engage in an extended analysis of two cases, the U.S.-Mexico border and the internal displacement of the Rohingya of Myanmar, building upon prior theorizing by considering both the discursive and affective dimensions of each and implications for curriculum and pedagogy. The paper concludes with suggestions for applying these considerations in practice and questions for future inquiry.","PeriodicalId":45129,"journal":{"name":"Review of Education Pedagogy and Cultural Studies","volume":"471 1","pages":"385 - 409"},"PeriodicalIF":0.5,"publicationDate":"2023-03-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79914685","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-02-13DOI: 10.1080/10714413.2023.2176152
Biray Kolluoğlu, Evren M. Dinçer
Abstract This article studies the educational choices that secular and religious professional and managerial middle-class parents in Istanbul make for their children. It explores the ways in which class intersects with religion in Turkey where, politics, culture, social, and even economic life are marked by a deep divide among the religious and the secular. Focusing on a particular segment of the middle classes, that with higher economic and social capital, the article brings to fore the ways in which religiosity and secularity structure the processes of transforming privileges into acquired rights in the form of educational qualifications and extracurricular skills. It explores the current sociological conjuncture that bereaves both groups, albeit in different ways, of their ability to fully mobilize their accumulated economic, social, and cultural capitals in reproducing their class position in their children. The article argues that exploring the parenting of education along the secular and the religious divide can unravel the foundational elements of the ongoing competition and conflict in Turkey and enables a deeper understanding of the current divide and the potential for a future reconciliation. The study relies on a qualitative study that entails interviews with thirty families and two focus groups.
{"title":"Parenting and education: Navigating class, religiosity and secularity in Istanbul","authors":"Biray Kolluoğlu, Evren M. Dinçer","doi":"10.1080/10714413.2023.2176152","DOIUrl":"https://doi.org/10.1080/10714413.2023.2176152","url":null,"abstract":"Abstract This article studies the educational choices that secular and religious professional and managerial middle-class parents in Istanbul make for their children. It explores the ways in which class intersects with religion in Turkey where, politics, culture, social, and even economic life are marked by a deep divide among the religious and the secular. Focusing on a particular segment of the middle classes, that with higher economic and social capital, the article brings to fore the ways in which religiosity and secularity structure the processes of transforming privileges into acquired rights in the form of educational qualifications and extracurricular skills. It explores the current sociological conjuncture that bereaves both groups, albeit in different ways, of their ability to fully mobilize their accumulated economic, social, and cultural capitals in reproducing their class position in their children. The article argues that exploring the parenting of education along the secular and the religious divide can unravel the foundational elements of the ongoing competition and conflict in Turkey and enables a deeper understanding of the current divide and the potential for a future reconciliation. The study relies on a qualitative study that entails interviews with thirty families and two focus groups.","PeriodicalId":45129,"journal":{"name":"Review of Education Pedagogy and Cultural Studies","volume":"25 1","pages":"359 - 384"},"PeriodicalIF":0.5,"publicationDate":"2023-02-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73305548","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-01-17DOI: 10.1080/10714413.2023.2165889
Leiʻala Okuda, Alicia Reyes, Ethan Chang, G. Kim, Raymond Catania
Abstract Recent scholarship has focused on the vital role of social movement organizations as key pathways into activism. Yet attention to how learning unfolds within social movement organizations has not been adequately studied. Informed by critical learning sciences, we investigated Kokua Hawaii, a social movement organization that catalyzed a near half century of grassroots activism throughout Hawaiʻi and the Pacific. We argue that Kokua Hawaii offered a space for activists to: (1) conceptualize eviction as a symptom of colonialism and capitalism, (2) open themselves to Kānaka Maoli (Native Hawaiian) epistemologies and lifeways, (3) participate in shared labor and collective care, and (4) author affirming and purposeful activist identities. Data includes 34 publicly available oral history interviews with members of Kokua Hawaii. We conclude by reflecting on our scholarly responsibilities to past, present, and future social movements.
{"title":"ʻYou gotta be responsibleʼ: How Kokua Hawaii fostered kuleana for the land and people of Hawaiʻi","authors":"Leiʻala Okuda, Alicia Reyes, Ethan Chang, G. Kim, Raymond Catania","doi":"10.1080/10714413.2023.2165889","DOIUrl":"https://doi.org/10.1080/10714413.2023.2165889","url":null,"abstract":"Abstract Recent scholarship has focused on the vital role of social movement organizations as key pathways into activism. Yet attention to how learning unfolds within social movement organizations has not been adequately studied. Informed by critical learning sciences, we investigated Kokua Hawaii, a social movement organization that catalyzed a near half century of grassroots activism throughout Hawaiʻi and the Pacific. We argue that Kokua Hawaii offered a space for activists to: (1) conceptualize eviction as a symptom of colonialism and capitalism, (2) open themselves to Kānaka Maoli (Native Hawaiian) epistemologies and lifeways, (3) participate in shared labor and collective care, and (4) author affirming and purposeful activist identities. Data includes 34 publicly available oral history interviews with members of Kokua Hawaii. We conclude by reflecting on our scholarly responsibilities to past, present, and future social movements.","PeriodicalId":45129,"journal":{"name":"Review of Education Pedagogy and Cultural Studies","volume":"84 1","pages":"337 - 358"},"PeriodicalIF":0.5,"publicationDate":"2023-01-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79346279","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-01-01DOI: 10.61436/pedagogy/v2i1.pp18-27
Nova Astriani, Muhammad Hadeli L, Rahma Aini
Efforts To Improve Chemical Learning Outcomes Through Problem Posing Learning Model In Class X Tkr 1 of SMK Negeri 2 Palembang. This classroom action research aims to improve students' chemistry learning result of Class X TKR 1 SMK Negeri 2 Palembang through Problem Posing learning model. The study was conducted in two cycles, each cycle consisting of two meetings. The data were obtained by using observation sheet and test instrument of student learning result which was done at the end of the meeting. Improvement of student learning outcomes can be seen from the average of student learning outcomes before the action done (T0) of 64.97 with mastery learning 33.33%, an increase in cycle I (T1) to 66.01 with mastery learning 45.45% and in cycle II (T2) increased to 79,5 with learning mastery 84,84%. Keywords: classroom action research, problem posing model, student chemistry learning result DOI: http://dx.doi.org/10.61436/pedagogy/v2i1.pp18-27
利用问题提出学习模式提高SMK Negeri 2巨港中学X班化学学习效果的努力本课堂行动研究旨在通过问题提出学习模式，提高X班TKR 1 SMK Negeri 2 Palembang学生的化学学习效果。这项研究分两个周期进行，每个周期包括两次会议。数据是在会议结束时使用学生学习成绩观察表和测试仪器获得的。学生学习成果的提高可以从学生在完成行动前(T0)的平均学习成果为64.97，掌握程度为33.33%，在第一周期(T1)中提高到66.01，掌握程度为45.45%，在第二周期(T2)中提高到79,5，掌握程度为84,84%。关键词:课堂行动研究，问题提出模式，学生化学学习效果DOI: http://dx.doi.org/10.61436/pedagogy/v2i1.pp18-27
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Pub Date : 2023-01-01DOI: 10.61436/pedagogy/v2i2.pp56-60
Joni Afri, Freddi Sarman, Rully Andiyaksa
The hypothesis proposed in this study is that there is a change or increase in students' assertive behavior after being given the treatment of group counseling services using assertive training techniques. This study uses quantitative methods. This type of research is pre-experiment, using the one group pretest posttest design. Selection of subjects using purposive sampling method. The number of research subjects was eight people with the category of assertive (moderate) and low behavior. This research was conducted in Adhiyaksa High School, the instrument used was the scale of assertive behavior with a Likert scale model. Data were analyzed using nonparametric statistical techniques that used the Wilcoxon Signed Ranks Test. The results showed that the pretest score was 99.125 and posttest 134.625. Then to test the hypothesis obtained Asymp results. Sig. (2-tailed) 0,005 which means under alpha 0,05 (0,005 less than 0,012) thus Ho can be interpreted rejected and Ha accepted. Based on the results of this study, it was concluded that there was a change or an increase in the assertive behavior of students after being given the treatment of group counseling services through Assertive Training techniques. Keywords: group counseling, assertive training, assertive behavior DOI: http://dx.doi.org/10.61436/pedagogy/v2i2.pp56-60
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Pub Date : 2023-01-01DOI: 10.61436/pedagogy/v2i2.pp78-82
Vita Dwi Agustin
The poem "Uncle Doblang" by W.S. Rendra is a literary work that has its own charm. Apart from being a medium of entertainment, this poem also holds various meanings and intentions in it, which are conveyed by the author through the form of semiotic signs that must be understood by the reader so that the meaning can be conveyed properly. On the other hand, not everything can be given meaning without reason. The existence of semiotic studies, especially Ferdinand De Saussure's semiotics, can certainly be applied as a theory to dissect poetry from an easy level. The use of semiotic studies is to analyze the signifier and signified contained in the poetry text. This study utilizes a qualitative data analysis method, namely reducing data, then producing a conclusion. The results obtained show that the poem does contain a lot of signifiers and signifieds that describe the twists and turns of the life of a prisoner who has to spend a lot of time in a dark prison room. Keywords: semiotic analysis, uncle doblang poem, Ferdinand de Saussure semiotics DOI: http://dx.doi.org/10.61436/pedagogy/v2i2.pp78-82
{"title":"Ferdinand De Saussure's Semiotic Study of the Poetry “Paman Doblang” by W.S. Renda","authors":"Vita Dwi Agustin","doi":"10.61436/pedagogy/v2i2.pp78-82","DOIUrl":"https://doi.org/10.61436/pedagogy/v2i2.pp78-82","url":null,"abstract":"The poem \"Uncle Doblang\" by W.S. Rendra is a literary work that has its own charm. Apart from being a medium of entertainment, this poem also holds various meanings and intentions in it, which are conveyed by the author through the form of semiotic signs that must be understood by the reader so that the meaning can be conveyed properly. On the other hand, not everything can be given meaning without reason. The existence of semiotic studies, especially Ferdinand De Saussure's semiotics, can certainly be applied as a theory to dissect poetry from an easy level. The use of semiotic studies is to analyze the signifier and signified contained in the poetry text. This study utilizes a qualitative data analysis method, namely reducing data, then producing a conclusion. The results obtained show that the poem does contain a lot of signifiers and signifieds that describe the twists and turns of the life of a prisoner who has to spend a lot of time in a dark prison room. Keywords: semiotic analysis, uncle doblang poem, Ferdinand de Saussure semiotics DOI: http://dx.doi.org/10.61436/pedagogy/v2i2.pp78-82","PeriodicalId":45129,"journal":{"name":"Review of Education Pedagogy and Cultural Studies","volume":"68 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136207753","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-01-01DOI: 10.61436/pedagogy/v2i2.pp75-77
Alya Selsa Meyriska
Literary work contains meaning in it, not just a form of work that contains aesthetics. Poetry means imaginative literary works, the words used are arranged using aesthetic and simple words, readers who do not have the knowledge of analyzing poetry will have difficulty understanding the meaning of the poetry they read. The writer is interested in analyzing the poem "Rahasia Hujan" by Heri Isnaini, because this poem has lyrics formed from a unique and simple language structure but has a broad meaning and makes readers interested in his work. Keywords: poetry, mimetic, literacy psychological analysis. DOI: http://dx.doi.org/10.61436/pedagogy/v2i2.pp75-77
{"title":"Literary Psychological Analysis of the Novel entitled “Laut Bercerita” by Leila S. Chudori","authors":"Alya Selsa Meyriska","doi":"10.61436/pedagogy/v2i2.pp75-77","DOIUrl":"https://doi.org/10.61436/pedagogy/v2i2.pp75-77","url":null,"abstract":"Literary work contains meaning in it, not just a form of work that contains aesthetics. Poetry means imaginative literary works, the words used are arranged using aesthetic and simple words, readers who do not have the knowledge of analyzing poetry will have difficulty understanding the meaning of the poetry they read. The writer is interested in analyzing the poem \"Rahasia Hujan\" by Heri Isnaini, because this poem has lyrics formed from a unique and simple language structure but has a broad meaning and makes readers interested in his work. Keywords: poetry, mimetic, literacy psychological analysis. DOI: http://dx.doi.org/10.61436/pedagogy/v2i2.pp75-77","PeriodicalId":45129,"journal":{"name":"Review of Education Pedagogy and Cultural Studies","volume":"139 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136207754","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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