EDUCATIONAL DISCOURSE AND THE CONSTRUCTION OF KNOWLEDGE: A PHILOSOPHICAL CRITICAL DISCOURSE ANALYSIS

Abstract

This paper explores the role of educational discourse in shaping the construction of knowledge, particularly through policies and constitutions related to the English language in Nigeria. It highlights the historical, cultural, and socio-political factors that have shaped the status of English in Nigeria, analysing the ways in which educational policies and constitutional provisions have positioned the language as both a tool for national integration and a site of power dynamics. Drawing from philosophical perspectives on knowledge and language, such as those of Michel Foucault and Jürgen Habermas, the paper investigates how policies and constitutions related to the English language are not neutral but embedded with power relations and ideological assumptions that influence both teaching and learning. Through a critical discourse analysis, this paper reveals the ways in which these policies and constitutions related to the English language reflect societal values, reinforce certain epistemological frameworks, and marginalise alternative ways of knowing. In sum, the paper uncovers the underlying assumptions about language, identity, and knowledge construction embedded in these policies and constitutional mandates, and the implications of these frameworks on educational access, equity, and the formation of knowledge in a multilingual society. The paper, ultimately, aims to contribute to the ongoing discourse on language, education, and power, offering insights into the complex interplay.