Applying Positioning Theory to the Analysis of Classroom Interactions: Mediating Micro-Identities, Macro-Kinds, and Ideologies of Knowing

Autor/in	Anderson, Kate T.
Titel	Applying Positioning Theory to the Analysis of Classroom Interactions: Mediating Micro-Identities, Macro-Kinds, and Ideologies of Knowing
Quelle	In: Linguistics and Education: An International Research Journal, 20 (2009) 4, S.291-310 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0898-5898
DOI	10.1016/j.linged.2009.08.001
Schlagwörter	Ideology; Interpersonal Relationship; Classroom Communication; Theories; Discourse Analysis; Classification; Teacher Student Relationship; Educational Objectives; Student Participation; Teaching Methods + Suchen Sie Ihr Suchwort? Ideologie; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Klassengespräch; Theory; Theorie; Diskursanalyse; Classification system; Klassifikation; Klassifikationssystem; Teacher student relationships; Lehrer-Schüler-Beziehung; Educational objective; Bildungsziel; Erziehungsziel; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	This study contributes to positioning theory by approaching the discursive and material mediation of classroom positioning from an integrated micro-, meso-, and macro-social perspective. I propose an analytic framework that unpacks the lived and ideological resources for positioning and their social and curricular implications for understanding classroom interactions. By highlighting the always mediated, yet locatable ways we organize meaning and understanding, I demonstrate how acts of positioning construct ideological categorizations of persons and activity at the macro-scale and lived interactions at the micro-scale. Analyses of small-group classroom interactions highlight how teacher formulations of goals and objectives, affordances of curricular tools, and patterns of participation together mediate opportunities to learn by positioning students as "kinds." I specifically take up how these "kinds" gain meaning through acts of positioning and mediating resources, influencing how different ways of participating are recognized and valued across interactions. (Contains 7 figures.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10