4/7/2023 0 Comments Teacher as a prompterGee (2000) defined identity as, “The ‘kind of person’ one is recognized as ‘being’ at a given time and place” (p. Understanding DiscoursesĪll individuals use “little d” discourses, or language-in-use, to be recognized, or identified, by others as certain kinds of people (e.g., teacher, bird watcher, doctor). In this chapter, you will be provided with ways to consider the Discourses that you bring to your teaching self. Thus, as you prepare to assume roles in schools, it is important to understand how your Discourses influence interactions with students and colleagues, as well as influence your instructional decisions. Gee (2012) also asserted that as individuals become knowledgeable about theories of Discourses, individuals have an “obligation” to reflect on Discourses (p. As teachers think about and work against such Discourses, they can provide fair learning opportunities for all students in schools (Comber & Kamler, 2004 Hall, Johnson, Juzwik, Wortham, & Mosley, 2010). It also suggests that when teachers examine their own discourses, they may better understand who they are as teachers and how their Discourses (ways of speaking, listening, reading, and/or writing integrated with ways of acting, interacting, valuing, feeling, dressing, thinking, and believing), might lead to inequity in the classroom. Research suggests that teachers’ discourses, or language, can contribute to uneven expectations for students in schools, such as when teachers use language that favors students more like themselves. You may be wondering why such seemingly complex terms such as discourse and Discourse are important for teachers to understand. Social and cultural views of literacy suggest that context, history, culture, discourse, power, and beliefs influence teachers, literacy, and instruction. His theory of Discourse is grounded in social and cultural views of literacy. Gee’s definition of Discourse is a theory that explains how language works in society. He defined Discourse, with a big D, as distinctive ways of using discourse, that is, speaking/listening and/or reading/writing coupled with ways of acting, interacting, valuing, feeling, dressing, thinking, and believing (Gee, 2011). In the most literal sense, James Paul Gee, a Mary Lou Fulton Presidential Professor of Literacy Studies, defined discourse, with a little d, as stretches of oral or written language-in-use. consider ways to study their own discourses and identities.define critical discourse analysis as a theory and research method.discuss some research findings on teachers’ discourses and identities.consider the Discourses they enact, or act as.identify how Discourses relate to identities.After reading this chapter, readers will be able to
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