English language arts and the economy. Discursive constructions of two fields.

Autor/in	Collin, Ross
Titel	English language arts and the economy. Discursive constructions of two fields.
Quelle	In: Journal of curriculum studies, 50 (2018) 2, S. 278-295Infoseite zur Zeitschrift PDF als Volltext Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	0022-0272; 1366-5839
DOI	10.1080/00220272.2017.1341551
Schlagwörter	Bildungsertrag; High School; Curriculum; Englisch; Studium; USA
Abstract	This article presents discourse analyses of two teachers' statements about the economic payoff of studying English in the United States' high schools. Specifically, the article examines how English teachers construe reading as an economic asset that can be developed in schools and used on the job. Pierre Bourdieu's concepts of field and capital are mobilized to explore how teachers (a) construe and relate the fields of English and the economy and (b) define the resources operative in and across both fields. The present study uses methods of discourse analysis to develop detailed pictures of teachers' theories of the economic dimensions of English (as described in original interviews). The teachers' views are read against widely circulating arguments about the economic value of English. The teachers involved in the study construe basic skills reading as being of less economic value than practices of reading driven by curiosity and enjoyment.
Erfasst von	IPN - Leibniz-Institut für die Pädagogik der Naturwissenschaften und Mathematik an der Universität Kiel
Update	2018/3