東華大學圖書館 |

Language: English

Help

回圖書館首頁

手機版館藏查詢

Back

Switch To: Labeled | MARC Mode | ISBD

"We're saying the same thing": How E...

Thomas, Ebony Elizabeth.

Linked to FindBook

Google Book

Amazon

博客來

"We're saying the same thing": How English teachers negotiated solidarity, identity, and ethics through talk and interaction.

Record Type:	Language materials, printed : Monograph/item
Title/Author:	"We're saying the same thing": How English teachers negotiated solidarity, identity, and ethics through talk and interaction./
Author:	Thomas, Ebony Elizabeth.
Description:	331 p.
Notes:	Source: Dissertation Abstracts International, Volume: 71-12, Section: A, page: .
Contained By:	Dissertation Abstracts International71-12A.
Subject:	Education, Language and Literature. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3429503
ISBN:	9781124285511

"We're saying the same thing": How English teachers negotiated solidarity, identity, and ethics through talk and interaction.
Thomas, Ebony Elizabeth.

"We're saying the same thing": How English teachers negotiated solidarity, identity, and ethics through talk and interaction. - 331 p.

Source: Dissertation Abstracts International, Volume: 71-12, Section: A, page: .

Thesis (Ph.D.)--University of Michigan, 2010.

This study explores discourse conflicts in schooling and society through an investigation of the ways that teachers and students negotiate literate identities, social solidarities, and ethical issues within the complexity of early 21st century secondary English classroom interaction. The site of the study, the Pinnacle Classroom Discourse Study Group (PCDSG), was the center of a collaborative action research effort during the 2007--2008 school year. Teachers and administrators at a hyperdiverse high school invested in closing the racial achievement gap invited the researcher to conduct a series of workshops on discourse analysis. Three case studies tell the stories of seven English Language Arts teachers as they learned how to analyze conflicts in their own and their colleagues' classroom discourse. Multiple perspectives are represented, including that of selected teacher-participants, the researcher-facilitator, and the collective group. Discourse analytic methods taught in the PCDSG workshops and used for analyzing data included systemic functional linguistics (SFL) and interactional ethnography (IE). Relevant literature about conflict, ideological dilemmas, shared ethical positions, critical race theory, and whiteness in education further informed analysis and discussion. The results of the study revealed that the English teachers at Pinnacle High School negotiated solidarity with their students and colleagues through tactical and strategic temporary alignments of actions and discourse. Teachers drew upon linguistic repertoires derived from their identities, social subjectivities, and lived and intellectual ideologies in order to negotiate solidarities with their students and each other. They greatly valued "saying the same thing" in order to forestall conflict, or remained silent to preserve social solidarities. Although the larger goal of learning how to conduct discourse analysis on their own teacher talk remained elusive due to constraints of time, technology, and personnel, five of the seven teachers reported becoming more aware of their language use in the classroom. As a growing number of researchers and teacher educators provide professional development materials for teachers interested in language and discourse studies, this research describes and analyzes how one group of teachers began to take up this kind of learning, and delineates some affordances and constraints of discourse analysis as method for teacher research.

ISBN: 9781124285511Subjects--Topical Terms:

1018115
Education, Language and Literature.

"We're saying the same thing": How English teachers negotiated solidarity, identity, and ethics through talk and interaction.
LDR:03583nam 2200349 4500 001 1393925
005 20110415112020.5
008 130515s2010 ||||||||||||||||| ||eng d
020 $a 9781124285511
035 $a (UMI)AAI3429503
035 $a AAI3429503
040 $a UMI $c UMI
100 1 $a Thomas, Ebony Elizabeth. $3 1672508
245 1 0 $a "We're saying the same thing": How English teachers negotiated solidarity, identity, and ethics through talk and interaction.
300 $a 331 p.
500 $a Source: Dissertation Abstracts International, Volume: 71-12, Section: A, page: .
500 $a Advisers: Lesley A. Rex; Mary J. Schleppegrell.
502 $a Thesis (Ph.D.)--University of Michigan, 2010.
520 $a This study explores discourse conflicts in schooling and society through an investigation of the ways that teachers and students negotiate literate identities, social solidarities, and ethical issues within the complexity of early 21st century secondary English classroom interaction. The site of the study, the Pinnacle Classroom Discourse Study Group (PCDSG), was the center of a collaborative action research effort during the 2007--2008 school year. Teachers and administrators at a hyperdiverse high school invested in closing the racial achievement gap invited the researcher to conduct a series of workshops on discourse analysis. Three case studies tell the stories of seven English Language Arts teachers as they learned how to analyze conflicts in their own and their colleagues' classroom discourse. Multiple perspectives are represented, including that of selected teacher-participants, the researcher-facilitator, and the collective group. Discourse analytic methods taught in the PCDSG workshops and used for analyzing data included systemic functional linguistics (SFL) and interactional ethnography (IE). Relevant literature about conflict, ideological dilemmas, shared ethical positions, critical race theory, and whiteness in education further informed analysis and discussion. The results of the study revealed that the English teachers at Pinnacle High School negotiated solidarity with their students and colleagues through tactical and strategic temporary alignments of actions and discourse. Teachers drew upon linguistic repertoires derived from their identities, social subjectivities, and lived and intellectual ideologies in order to negotiate solidarities with their students and each other. They greatly valued "saying the same thing" in order to forestall conflict, or remained silent to preserve social solidarities. Although the larger goal of learning how to conduct discourse analysis on their own teacher talk remained elusive due to constraints of time, technology, and personnel, five of the seven teachers reported becoming more aware of their language use in the classroom. As a growing number of researchers and teacher educators provide professional development materials for teachers interested in language and discourse studies, this research describes and analyzes how one group of teachers began to take up this kind of learning, and delineates some affordances and constraints of discourse analysis as method for teacher research.
590 $a School code: 0127.
650 4 $a Education, Language and Literature. $3 1018115
650 4 $a Education, Sociology of. $3 626654
650 4 $a Psychology, Social. $3 529430
650 4 $a Education, Multilingual. $3 1669153
650 4 $a Education, Teacher Training. $3 783747
650 4 $a Education, Secondary. $3 539262
650 4 $a Sociology, Sociolinguistics. $3 1669082
690 $a 0279
690 $a 0340
690 $a 0451
690 $a 0455
690 $a 0530
690 $a 0533
690 $a 0636
710 2 $a University of Michigan. $3 777416
773 0 $t Dissertation Abstracts International $g 71-12A.
790 1 0 $a Rex, Lesley A., $e advisor
790 1 0 $a Schleppegrell, Mary J., $e advisor
790 $a 0127
791 $a Ph.D.
792 $a 2010
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3429503