Discourse and Resistance in Urban Elementary Classrooms: A Poststructuralist Perspective.

Autor/in	Collins, James L.
Titel	Discourse and Resistance in Urban Elementary Classrooms: A Poststructuralist Perspective.
Quelle	(1995), (31 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Academic Achievement; Classroom Techniques; Elementary School Students; Elementary School Teachers; Grade 6; Intermediate Grades; Literacy; Resistance (Psychology); Small Group Instruction; Teaching Methods; Urban Schools; Urban Youth + Suchen Sie Ihr Suchwort? Schulleistung; Klassenführung; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; School year 06; 6. Schuljahr; Schuljahr 06; Mittelstufe; Alphabetisierung; Schreib- und Lesefähigkeit; Resistenz; Teaching method; Lehrmethode; Unterrichtsmethode; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Youth; Jugend
Abstract	Classroom discourse has participation structures that can be interpreted as the verbal equivalents of being sent to the corner, and when these structures operate repeatedly enough, educational authority and resistance become locked into ongoing opposition. The discursive details of classroom life, from a poststructuralist perspective, are what constitute authority, resistance, and failure. Excerpts from a small group literacy lesson involving 56 sixth graders, their 2 teachers, and 7 visiting teachers are used to show how resistance is socially constructed in much the same manner as is literacy. The difference between success and failure in the lesson discussed is mostly a matter of being included or excluded from the discourse circle. Resistance theory holds that some students are driven by social and economic forces to resist actively the roles and identities schools would provide for them. It is argued that resistance is not mere opposition to authority and that liberatory methods are no automatic antidote for resistance. Resistance is co-constructed by teachers and students. The interanimation of voices and shared respect are key ingredients in positive classroom discursive communities. Two figures illustrate the classroom environment. (Contains 20 references.) (SLD)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC