Adult Literacy Clients as Authors: A Feminist Poststructuralist Perspective.

Autor/in	Smith, Sharon Williamson
Titel	Adult Literacy Clients as Authors: A Feminist Poststructuralist Perspective.
Quelle	(2000), (423 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Hochschulschrift; Dissertation; Adult Basic Education; Adult Literacy; Authors; Creative Writing; Discourse Analysis; Discourse Communities; Discourse Modes; Educational Research; Ethnography; Feminist Criticism; Identification (Psychology); Interaction; Literacy Education; Self Concept; Student Empowerment; Student Publications; Student Role; Student Writing Models; Teacher Student Relationship; Teaching Methods; Writing Instruction; Writing Workshops + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Adult; Adults; Education; Adult education; Erwachsenenbildung; Author; Autor; Autorin; Kreatives Schreiben; Diskursanalyse; Diskursethik; Bildungsforschung; Pädagogische Forschung; Ethnografie; Interaktion; Selbstkonzept; Studienberechtigung; Studentenzeitung; Teacher student relationships; Lehrer-Schüler-Beziehung; Teaching method; Lehrmethode; Unterrichtsmethode; Schreibunterricht
Abstract	Many adult literacy programs invite their clients to become authors by articulating their life experiences, ideas, and opinions in writing that is published. Theoretical perspectives from feminist poststructuralism were used to determine what happened when clients were positioned as authors in light of their identities other than authors. The study focused on three literacy clients who interacted with each other and with tutors in adult basic education tutoring sessions and author's workshops in a public elementary school. An ethnographic approach was used to collect and analyze data, along with conversation analysis techniques from sociolinguistics. Identities from three categories--authorship, school, and family--were found to be prominent and interactive with each other. These identities were linked to five cultural discourses in operation at the elementary school: traditional education, liberal empowerment, therapeutic, welfare reform, and traditional marriage and family discourses. School identities, linked to the traditional education discourse, most often interacted with authorship identities, and welfare clients sometimes chose the student identity. Both the welfare reform and traditional education discourses interrupted the author identity. Implications for research include the power of feminist poststructuralist theory as an heuristic and a justification for researching liberatory classroom practices. Implications for practice include the advisability of putting authors' workshops in a community rather than school context and the use of feminist poststructuralist theory to reveal how clients and practitioners are discoursed so they can help make practices such as authors workshops actually, not just potentially, liberatory. (Contains 128 references.) (KC)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC