- Volume 4, Number 1
current volume is the second in a series of two issues that
explores semiotic consciousness. Issue editor, Linda Rogers,
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.
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.
- 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.