東華大學圖書館 |

語系: 繁體中文

說明(常見問題)

回圖書館首頁

手機版館藏查詢

登入

回首頁

切換: 標籤 | MARC模式 | ISBD

Race, identity and language in shift...

Brown, Annis N.

FindBook

Google Book

Amazon

博客來

Race, identity and language in shifting schools.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Race, identity and language in shifting schools./
作者:	Brown, Annis N.
面頁冊數:	154 p.
附註:	Source: Dissertation Abstracts International, Volume: 76-01(E), Section: A.
Contained By:	Dissertation Abstracts International76-01A(E).
標題:	Education, Sociology of. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3635982
ISBN:	9781321173819

Race, identity and language in shifting schools.
Brown, Annis N.

Race, identity and language in shifting schools. - 154 p.

Source: Dissertation Abstracts International, Volume: 76-01(E), Section: A.

Thesis (Ph.D.)--Michigan State University, 2014.

This item must not be sold to any third party vendors.

Over the past thirty years U.S. schools have been quietly resegregating. This dissertation study examines the function of language in racially shifting schools. Grounded in sociolinguistic and critical studies, this work draws on two cases studies to empirically explore how high school English teachers and their students interact with the phenomenon of racial demographic shift in school. Existing literature has contributed to an understanding of the complex nature of these shifts. However, much of the offered research has focused on policy and quantitative outcomes. This study seeks to add to and expand upon the body of knowledge on race shifts in U.S. schools by highlighting the narratives of English teachers and students -- and providing insights into the language and practice of these primary school stakeholders. This study addresses the following research questions: What interactions, if any, have English teachers and students had with this process of school racial demographic shifts? How, if at all, have these interactions manifested themselves during school discourse, and with what effects? How, if at all, do the critically literate practices of English teachers map onto discourse in racially shifting schools?

ISBN: 9781321173819Subjects--Topical Terms:

626654
Education, Sociology of.

Race, identity and language in shifting schools.
LDR:03932nmm a2200337 4500 001 2057550
005 20150610075027.5
008 170521s2014 ||||||||||||||||| ||eng d
020 $a 9781321173819
035 $a (MiAaPQ)AAI3635982
035 $a AAI3635982
040 $a MiAaPQ $c MiAaPQ
100 1 $a Brown, Annis N. $3 3171412
245 1 0 $a Race, identity and language in shifting schools.
300 $a 154 p.
500 $a Source: Dissertation Abstracts International, Volume: 76-01(E), Section: A.
500 $a Adviser: Dorinda Carter Andrews.
502 $a Thesis (Ph.D.)--Michigan State University, 2014.
506 $a This item must not be sold to any third party vendors.
506 $a This item must not be added to any third party search indexes.
520 $a Over the past thirty years U.S. schools have been quietly resegregating. This dissertation study examines the function of language in racially shifting schools. Grounded in sociolinguistic and critical studies, this work draws on two cases studies to empirically explore how high school English teachers and their students interact with the phenomenon of racial demographic shift in school. Existing literature has contributed to an understanding of the complex nature of these shifts. However, much of the offered research has focused on policy and quantitative outcomes. This study seeks to add to and expand upon the body of knowledge on race shifts in U.S. schools by highlighting the narratives of English teachers and students -- and providing insights into the language and practice of these primary school stakeholders. This study addresses the following research questions: What interactions, if any, have English teachers and students had with this process of school racial demographic shifts? How, if at all, have these interactions manifested themselves during school discourse, and with what effects? How, if at all, do the critically literate practices of English teachers map onto discourse in racially shifting schools?
520 $a I explain that the identities of students and teachers, everyday school happenings and teacher pedagogy inform the holistic narrative of racial shift in a school. This narrative shapes the way that teachers and students experience school. I also explore how critically literate practices in English classrooms inform this narrative. Pedagogy grounded in critical literacy does not have a direct positive effect on the evolving story of race change in a school. Next, I delve into the "we love diversity" ethos espoused by all of the study participants. This ethos is in constant tension with the troubling story about incoming diverse populations of students and their families at each school. Through the employment of an analysis framework underpinned by sociolinguistic and critical traditions, distinct language features became apparent amongst and between English teachers and students. A framework for silent dialogue about race and traits of change discourse emerged.
520 $a Finally, the data in this study coalesce to suggest that the narratives and discourse associated with racial demographic shifts in a school directly impact the in school experiences of students. Pedagogy in English classrooms can influence both the narrative about race shifts in school and discourse among school stakeholders. Ultimately, this dissertation suggests that close attention to and deliberation in language and teaching practice is essential in racially shifting schools. Teachers and students have the power to impact language and narrative formation to create a positive and affirming learning environment for the entire school community.
590 $a School code: 0128.
650 4 $a Education, Sociology of. $3 626654
650 4 $a Sociology, Ethnic and Racial Studies. $3 1017474
650 4 $a Sociology, Demography. $3 1020257
690 $a 0340
690 $a 0631
690 $a 0938
710 2 $a Michigan State University. $b Curriculum, Instruction, and Teacher Education. $3 1680149
773 0 $t Dissertation Abstracts International $g 76-01A(E).
790 $a 0128
791 $a Ph.D.
792 $a 2014
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3635982