Discourses can be defined as socially constructed and recognized ways of doing and being in the world, which integrate and regulate ways of acting, thinking, feeling, using language, believing and evaluating” (Lankshear, 1994, p. 6) Discourse can be thought of as a standardized approach to thinking, a kind of social boundary that illustrates what can be taught about specific topics. Discourses influence our opinions, and different speeches can offer a different perspective on the same problem or topic. It is impossible to escape conversations especially in relation to education. To put it another way; the chosen speech expresses the vocabulary, interpretation and style with which a person communicates, for example, a teacher to his students. Adopting a critical perspective in relation to educational discourse is vital, as it offers an important means of analyzing complex educational problems in which the basis for making educated professional judgments is formed. There are four main types of discourse related to education in schools; this is academic rationalism that focuses on teaching students to learn by placing specific importance on the development of intellectual and cognitive skills such as literacy and mathematics. Social and economic efficiency that places great importance on producing students who improve society. Child-centred which focuses on creating an environment where children can reach their full potential and make the most of all the opportunities that come their way. Furthermore, finally, social reconstruction which specifically aims to carry out social reform. Throughout history it is easy to see the discourses used and how they influenced students in schools. History shows that societal views, especially those in which it held the power to change or influence schools, largely decided in which discourse a school operated. Between 1850 and 1900, history shows that schools operated primarily according to discourses of academic rationalism and social and economic efficiency, placing great importance on producing students who had the intellectual and cognitive abilities to benefit and improve society. Leaving students directly subject to school practices and often leaving them without a say in how they are educated. It was only between the 1970s and early 2000s that changes began to occur with some attention paid to creating a voice for students with the creation of student councils, although smaller, paved the way for the implementation of more approaches to child-centered discourse and social reconstruction in education. It is important to assert diversity in schools in different times and places. With an ever-evolving social and cultural society, where technology is constantly being improved, it is vital that our ideologies and intuitive approach reflect the changing times..