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Language matters: A study of teacher...

Anderson, Amy L.

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Language matters: A study of teachers' uses of language for understanding practice.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	Language matters: A study of teachers' uses of language for understanding practice./
作者:	Anderson, Amy L.
面頁冊數:	224 p.
附註:	Advisers: Madeleine Grumet; Lynda Stone.
Contained By:	Dissertation Abstracts International67-05A.
標題:	Education, Philosophy of. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3219130
ISBN:	9780542715341

Language matters: A study of teachers' uses of language for understanding practice.
Anderson, Amy L.

Language matters: A study of teachers' uses of language for understanding practice. - 224 p.

Advisers: Madeleine Grumet; Lynda Stone.

Thesis (Ph.D.)--The University of North Carolina at Chapel Hill, 2006.

This dissertation asks how thinking about language can help us think about, and perhaps think differently about, education. Based on interviews with practicing classroom teachers who are also alumnae of a Master's in Education degree program for Experienced Teachers, in this work teachers describe encounters with various languages of education, including administrative languages and languages of the academy. Based in Bronwyn Davies' (2000) assertion that theorizing language allows us to make visible and disrupt our positioning through language, thereby repositioning ourselves, this study interprets practices of education through theories of language to explore both the contradictions and the possibilities for change that are revealed when languages of education are theorized.

ISBN: 9780542715341Subjects--Topical Terms:

783746
Education, Philosophy of.

Language matters: A study of teachers' uses of language for understanding practice.
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100 1 $a Anderson, Amy L. $3 931331
245 1 0 $a Language matters: A study of teachers' uses of language for understanding practice.
300 $a 224 p.
500 $a Advisers: Madeleine Grumet; Lynda Stone.
500 $a Source: Dissertation Abstracts International, Volume: 67-05, Section: A, page: 1680.
502 $a Thesis (Ph.D.)--The University of North Carolina at Chapel Hill, 2006.
520 $a This dissertation asks how thinking about language can help us think about, and perhaps think differently about, education. Based on interviews with practicing classroom teachers who are also alumnae of a Master's in Education degree program for Experienced Teachers, in this work teachers describe encounters with various languages of education, including administrative languages and languages of the academy. Based in Bronwyn Davies' (2000) assertion that theorizing language allows us to make visible and disrupt our positioning through language, thereby repositioning ourselves, this study interprets practices of education through theories of language to explore both the contradictions and the possibilities for change that are revealed when languages of education are theorized.
520 $a Located at the nexus of phenomenology, philosophical anthropology, and literary criticism, this work applies a postmodern hermeneutics (Nash, 1997) to the study of languages of education. Texts of teacher interviews were put into conversation with other key texts that inform thinking in education. Arguing that contemporary politics of education block meaningful conversations among educators, this work also confronts reductions of language that reduce practice. This work advances Kristeva's (1984) notion of the semiotic for its potential to open up and expand discursive situations and positions in education.
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710 2 0 $a The University of North Carolina at Chapel Hill. $3 1017449
773 0 $t Dissertation Abstracts International $g 67-05A.
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790 1 0 $a Grumet, Madeleine, $e advisor
790 1 0 $a Stone, Lynda, $e advisor
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