Generative Routinized Practices and the Production of Classroom Cultures and Identities

Autor/in	Kamberelis, George
Titel	Generative Routinized Practices and the Production of Classroom Cultures and Identities
Quelle	In: Pedagogies: An International Journal, 8 (2013) 1, S.24-43 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1554-480X
DOI	10.1080/1554480X.2013.739276
Schlagwörter	School Culture; Classroom Environment; Classroom Techniques; Educational Practices; Longitudinal Studies; Data Collection; Elementary School Students; Grade 4; Professionalism; Elementary School Teachers; Socialization; Child Development; Data Analysis; Teacher Student Relationship; Caring; Democracy; Social Justice; Class Activities; Culturally Relevant Education; Qualitative Research; Interviews; Observation + Suchen Sie Ihr Suchwort? Schulkultur; Schulleben; Klassenklima; Unterrichtsklima; Klassenführung; Bildungspraxis; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Data capture; Datensammlung; School year 04; 4. Schuljahr; Schuljahr 04; Professionalität; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Socialisation; Sozialisation; Kindesentwicklung; Auswertung; Teacher student relationships; Lehrer-Schüler-Beziehung; Care; Pflege; Sorge; Betreuung; Demokratie; Soziale Gerechtigkeit; Qualitative Forschung; Interviewing; Interviewtechnik; Beobachtung
Abstract	In this article, I share results from a year-long qualitative study that focused on the emergent production of a classroom culture and the social identities most valued in that culture. I collected observational data, interview data and archival data throughout the school year in one self-contained fourth-grade classroom. Using a combination of analytic strategies drawn from grounded theory and critical discourse analysis, I constructed an account of key generative routinized practices/performances that contributed in powerful and pervasive ways to the emergent production of a classroom culture and the social identities encouraged/afforded within that culture. The practices were practising family, practising care, practising fourth-grade professionalism, practising literature-life connections and practising democracy. Accounting for and interpreting these practices in considerable detail allowed me to argue for how generative routinized practices can produce dynamic but durable classroom cultures that exert powerful effects on children's developing social identities, their dispositions towards participation and their learning. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01