"You Know, the World Is Pretty Unfair" -- Meaning Perspectives in Teaching Social Studies to Migrant Language Learners

Autor/in	Walldén, Robert
Titel	"You Know, the World Is Pretty Unfair" -- Meaning Perspectives in Teaching Social Studies to Migrant Language Learners
Quelle	In: Scandinavian Journal of Educational Research, 66 (2022) 1, S.179-191 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Walldén, Robert)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0031-3831
DOI	10.1080/00313831.2020.1869073
Schlagwörter	Teaching Methods; Language Minorities; Grade 6; Second Language Learning; Second Language Instruction; Discourse Analysis; Foreign Countries; Audio Equipment; Instructional Materials; Swedish; Elementary School Teachers; Educational Sociology; Living Standards; Western Civilization; Activities; Modeling (Psychology); Critical Theory; Classroom Communication; Writing Instruction; Teacher Student Relationship; Cultural Differences; Sweden + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Sprachminderheit; School year 06; 6. Schuljahr; Schuljahr 06; Zweitsprachenerwerb; Fremdsprachenunterricht; Diskursanalyse; Ausland; Audio-CD; Lehrmaterial; Lehrmittel; Unterrichtsmedien; Schwedisch; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Bildungssoziologie; Erziehungssoziologie; Lebensstandard; Modeling; Modelling; Modellierung; Kritische Theorie; Klassengespräch; Schreibunterricht; Teacher student relationships; Lehrer-Schüler-Beziehung; Kultureller Unterschied; Schweden
Abstract	This contribution explores how subject positions and perspectives are negotiated in the discursive practices of teaching social studies. The study involved a teacher and a group of second-language learners in Grade 6, the data being gathered by observations, voice recordings, and collection of teaching materials throughout seven weeks. The analysis, drawing upon discourse theory and sociological theories of education, is conducted from the perspective of Critical Discourse Analysis. The result, highlighting a curriculum area about living conditions, shows how Western-centric beliefs about a divided world were perpetuated both during introductory activities and in the searching for information about different countries. This mainstream meaning perspective was also sustained when the teacher modelled ways of using language for expressing content knowledge. Throughout, the migrant language learners were positioned as privileged Swedish citizens. Implications for shaping discursive practices of teaching in ways which builds on students' diverse knowledges and experiences are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01