Taking, Begging, or Waiting for the Floor: Students' Social Backgrounds, Entitlement and Agency in Classroom Discourse

Autor/inn/en	Orner, Aviv; Netz, Hadar
Titel	Taking, Begging, or Waiting for the Floor: Students' Social Backgrounds, Entitlement and Agency in Classroom Discourse
Quelle	In: Discourse: Studies in the Cultural Politics of Education, 44 (2023) 2, S.221-237 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0159-6306
DOI	10.1080/01596306.2021.1989573
Schlagwörter	Personal Autonomy; Classroom Communication; Discourse Analysis; Grade 5; Elementary School Students; Student Diversity; Social Differences; Peer Relationship; Advantaged; Learning Processes; Justice; Equal Education; Student Participation; Foreign Countries; Self Concept; Ethnography; Cultural Capital; Hebrew; Language Arts; Teacher Attitudes; Student Attitudes; Arabs; Jews; Student Characteristics; Second Language Learning; Native Language; Arabic; Social Class; Teacher Student Relationship; Israel + Suchen Sie Ihr Suchwort? Individuelle Autonomie; Klassengespräch; Diskursanalyse; School year 05; 5. Schuljahr; Schuljahr 05; Sozialer Unterschied; Peer-Beziehungen; Learning process; Lernprozess; Gerechtigkeit; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Ausland; Selbstkonzept; Ethnografie; Sprachkultur; Lehrerverhalten; Schülerverhalten; Arab; Araber; Jew; Jude; Jüdin; Juden; Zweitsprachenerwerb; Arabisch; Social classes; Soziale Klasse; Teacher student relationships; Lehrer-Schüler-Beziehung
Abstract	This paper presents an ethnographic study analyzing the influence of students' social backgrounds on students' entitlement and agency in relation to floor rights. Classroom interactions were video-recorded, and interviews were conducted in a socially diverse fifth-grade in Israel. Descriptive statistics and micro-analyses of participation patterns reveal a discursive mechanism whereby students from more privileged backgrounds, endowed with higher senses of entitlement and agency, use floor obtaining strategies, such as calling out and begging, which increase their learning opportunities, often at the expense of their less privileged peers. The research contributes to expanding our understanding of the mechanisms of educational injustice, advancing us towards their rectification. As such, the study may be of interest to both educational researchers as well as practitioners. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01