A CRITICAL DISCOURSE ANALYSIS ON THE RISING AND BANNING OF IDEOLOGIES IN THE CLASSROOM

Contemporary classrooms have undergone significant transformations, evolving from a primary emphasis on acquiring knowledge to a crucial role in shaping individual ideologies among learners. Thus, the current inquiry intends to shed light on the means by which the instructional discourse enacted by teachers in the classroom raises or banns the ideologies of learners. In order to acquire a set of representative data, an in-depth examination of the pedagogical discourse articulated by distinct educators was undertaken. It is posited that the integration of Fairclough’s critical discourse analysis encompassing text analysis, discursive practice, and social practice and Halliday’s framework were considered pertinent for critically unveiling the underlying ideological constructs and prohibitions that emerged within the discourses. The research findings meticulously delineate ideologies that incorporate the principles of academic integrity and diligence, self-reflection and emotional awareness, critical thinking and independence, inclusivity and engagement, resilience, and continuous improvement, are prominently highlighted and strongly promoted in academic contexts, especially in educational settings. Apart from that, the results of this research also unpacked the prohibited ideologies, including academic dishonesty and shortcuts, passivity and lack of participation, fixed mindset and fear of failure, lack of personal responsibility, and sole focus on academics without emotional, were also elucidated through the synthesis of the two analytical approaches applied in the research. Moreover, through the utilization of analysis frameworks, including CDA in conjunction with SFL, the research meticulously illustrates the ways in which specific linguistic selections serve as reflections of underlying power relations and the ideological foundations that permeate interactions that occur within the classroom setting. In this context, educators meticulously employ a combination of directives, conditional structure, reflective and probing questioning techniques, informal language, as well as supportive tone and humors to align seamlessly with established pedagogical theories and frameworks that guide effective teaching practices. Besides, educators diminished the adoption of detrimental ideologies through the implementation of imperatives, direct and casual language, explicit prohibitions, conditional structure, directives, as well as the utilization of motivational language aimed at fostering a more positive educational atmosphere. Ultimately, the proactive endorsement and nurturing of diverse ideological frameworks significantly contribute to the comprehensive development of students, enhancing their progression not solely in academic pursuits but also in personal and social spheres. Hence, it is imperative to integrate various ideological frameworks into the classroom to embody the students' holistic development