The micro-politics of classroom talk: tracking students’ shifting positions on race, place and privilege

IF 1.5 Q2 EDUCATION & EDUCATIONAL RESEARCH Classroom Discourse Pub Date : 2021-09-14 DOI:10.1080/19463014.2021.1975552
Ana Ferreira
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引用次数: 3

Abstract

ABSTRACT For the socially conscious teacher working in diverse classrooms, conversation can surface and productively engage the politics of difference. Poststructuralist discourse analysis and/or positioning theory have provided insights into the students’ subject positions and discourses in such conversations. However, studies are often limited by the use of brief extracts from lesson transcripts, making it difficult to detect how students are positioning one another and how subject positions shift over time. This article seeks to make a contribution by using extended extracts of moment-by-moment classroom talk to track the subject positions that students take up and map the discourses they draw on over time in an extended conversation. This qualitative case study examines classroom talk in a racially desegregated classroom in an elite school in South Africa. The issues that emerge provide insights into the ways in which students navigate discursive positions on race, place and privilege. Findings suggest that when the interactional order of the classroom is such that students’ diverse knowledges and experiences are invited in, students collectively gain access to a multiplicity of discourses which can be used as resources to rethink their own subject positions and begin to imagine alternative positions from which to view their worlds.
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课堂谈话中的微观政治:追踪学生在种族、地位和特权问题上立场的转变
对于在不同教室工作的具有社会意识的教师来说,对话可以浮出水面并富有成效地参与差异政治。后结构主义话语分析和/或定位理论为学生在这种对话中的主体位置和话语提供了见解。然而,研究往往受到使用简短的课程摘录的限制,这使得很难发现学生如何定位彼此以及主题位置如何随时间变化。这篇文章试图做出贡献,通过使用每时每刻的课堂谈话的延伸摘录来跟踪学生所采取的主题立场,并绘制出他们在长时间的对话中所使用的话语。这个定性案例研究考察了南非一所精英学校种族隔离教室里的课堂谈话。这些出现的问题提供了对学生在种族、地位和特权等话语立场上的导航方式的见解。研究结果表明,当课堂的互动秩序使学生的不同知识和经验被邀请进来时,学生集体获得了多种话语的机会,这些话语可以作为资源来重新思考他们自己的主体立场,并开始想象从另一个角度来看待他们的世界。
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来源期刊
Classroom Discourse
Classroom Discourse EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
3.40
自引率
14.30%
发文量
28
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