| Description |
1 online resource (256 pages) |
| Contents |
Foreword by Constant LeungAcknowledgmentsArtist's StatementAbout the AuthorsPrefaceChapter 1. Overview of Microethnographic Discourse Analysis of Languaging and Literacy Events in Educational SettingsChapter 2. Engaging Philosophical Questions for Discourse Analysis of Languaging and Literacy Events in Educational SettingsChapter 3. Theoretical Frames for Engaging in a Microethnographic Discourse Analysis of Languaging and Literacy Events in Educational SettingsChapter 4. An Ethnographic Framework and Ethnographic Practices for Engaging in a Microethnographic Discourse Analysis of Languaging and Literacy Events in Educational Settings Chapter 5. Toward a Discourse Analysis of a Languaging and Literacy Event in an Educational SettingChapter 6. Toward a Discourse Analysis of Literacy and Languaging Events in Educational Settings: Across Events and Social ContextsChapter 7. Toward a Microethnographic Discourse Analysis of Power Relations in Languaging and Literacy Events in Educational SettingsChapter 8. Digital Communication and The Microethnographic Discourse Analysis of Languaging and Literacy Events in Educational SettingsChapter 9. Personhood and Microethnographic Discourse Analysis of Languaging and Literacy Events in Educational Settings Afterword by Ramón MartÃnezAppendix. Transcription KeyIndex |
| Summary |
This book provides a comprehensive introduction to the use of microethnographic discourse analysis for researching, theorizing, and reconceptualizing the uses of language and literacy in educational settings. The authors apply an ethnographic perspective to discourse analysis to emphasize how teachers and students use spoken and written language to construct knowledge, opportunities for learning, and social relationships. The authors demonstrate how microethnographic discourse analysis at different levels of scale can provide deeper understandings into the nuanced, complex social interactions and relationships that exist in and across educational contexts, including meaning-making, literacy practices, power relations, and the social construction of personhood. Each chapter offers philosophically and theoretically grounded principles for using microethnographic discourse analysis and example cases that reflect the principles presented. Ideal for researchers, teacher educators, and teachers, this essential text on discourse analysis, language, and literacy provides a grounding to further examine critical questions challenging educators |
| Notes |
David Bloome is Professor Emeritus of Teaching and Learning at The Ohio State University, USA. Stephanie Power-Carter is Professor of Education and Director of the Center for Video Ethnography and Discourse Analysis at The Ohio State University, USA. W. Douglas Baker is Professor of English Education and Associate Dean for the College of Arts and Sciences at Eastern Michigan University, USA Maria Lucia Castanheira is Professor of Education and a member of a Literacy Research Center (CEALE) at the Federal University of Minas Gerais, Brazil. Minjeong Kim is Associate Professor of Education at University of Massachusetts, Lowell, USA. Lindsey W. Rowe is a Doctoral Candidate in the Department of Teaching and Learning at The Ohio State University, USA |
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Vendor-supplied metadata |
| Subject |
Discourse analysis.
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EDUCATION -- General.
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Discourse analysis
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| Form |
Electronic book
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| Author |
Power-Carter, Stephanie
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Baker, W. Douglas
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Castanheira, Maria Lucia
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Kim, Minjeong
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Rowe, Lindsey W
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| ISBN |
9781003029779 |
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1003029779 |
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9781000547740 |
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1000547744 |
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9781000547726 |
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1000547728 |
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