From the Boundaries: Rhetoric and Knowledge in Secondary English Classrooms

Autor/in	Golsby-Smith, Sarah
Titel	From the Boundaries: Rhetoric and Knowledge in Secondary English Classrooms
Quelle	In: Changing English: Studies in Culture and Education, 18 (2011) 3, S.309-318 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1358-684X
DOI	10.1080/1358684X.2011.602839
Schlagwörter	Secondary Education; Rhetoric; English Instruction; Teaching Methods; Early Adolescents; Knowledge Level; Hermeneutics; Questioning Techniques; Curriculum; Foreign Countries; Persuasive Discourse; English Teachers; Citizenship Education; Australia + Suchen Sie Ihr Suchwort? Sekundarbereich; Rhetorik; English langauage lessons; Englischunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Wissensbasis; Hermeneutik; Befragungstechnik; Fragetechnik; Curricula; Lehrplan; Rahmenplan; Ausland; Persuasion; Persuasive Kommunikation; English language lessons; Teacher; Teachers; Lehrer; Lehrerin; Lehrende; Citizenship; Education; Politische Bildung; Politische Erziehung; Staatsbürgerliche Erziehung; Australien
Abstract	This article describes the stance that a rhetorical English teacher adopts, in order to respond more flexibly to the student who operates from the boundaries of our classrooms, our pedagogy and our theoretical investments. It is suggested that when we welcome these boundary dwellers, far from disrupting our practice, we prompt civic discourse and so we constitute the unique practice of English teachers. The article pursues a question from one such boundary dweller--a 14-year-old boy--who asks, "why should I study English?"--and suggests that if teachers can use the rhetorical posture of "mêtis" and the power of a student question, we can generate new knowledge and so more effectively answer this question. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01