Consequential Discourse: An Ethnographic Study of Discussion in a Children's Philosophy Club

Autor/in	Skinner, Kim R.
Titel	Consequential Discourse: An Ethnographic Study of Discussion in a Children's Philosophy Club
Quelle	(2012), (251 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, Texas A&M University - Corpus Christi
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-2676-6437-2
Schlagwörter	Hochschulschrift; Dissertation; Ethnography; Clubs; Philosophy; Discussion (Teaching Technique); Interaction; Grade 4; Elementary School Students; Elementary School Teachers; Participant Observation; Audio Equipment; Video Technology; Interviews; Journal Writing; Thinking Skills; Teaching Methods; Data Analysis; Group Discussion; Teacher Role; Student Role; Texas + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Ethnografie; Club; Klub; Philosophie; Interaktion; School year 04; 4. Schuljahr; Schuljahr 04; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Teilnehmende Beobachtung; Audio-CD; Interviewing; Interviewtechnik; Zeitschriftenaufsatz; Denkfähigkeit; Teaching method; Lehrmethode; Unterrichtsmethode; Auswertung; Gruppendiskussion; Lehrerrolle
Abstract	This year-long ethnographic study examined teacher and student discourse when interpreting text in a children's philosophy club. Specifically, the study investigated how the opportunities for learning a new discussion form, philosophical conversation, were acted, talked, and written into being as students and their teacher interacted with each other and with texts over time. The philosophy club members, twenty fourth-grade students and their teacher, met for one hour after school, once a week, September-May, at a small town Title I school in South Texas. Data for this study were analyzed in relation to the classroom studied, its members, and their participation. Collected through participant observation, the corpus of data analyzed included fieldnotes, audio- and video-tapes, interviews, participants' journals, and classroom artifacts. Using an interactional ethnographic approach, this study demonstrated the ways opportunities to construct and adopt particular practices of discussion in an after-school philosophy club became consequential for children's thinking and learning about texts, others, and the world. A telling case and contrastive analyses of the participants' discursive interactions demonstrated students participating in a philosophy club could and did discuss and interpret the meaning of text in sustained interaction with each other over time. There was, however, differentiation in the adoption of learning opportunities by individuals-within-the-collective and the collective. Findings revealed that, over time, the practices of discussion in the philosophy club were formulated and reformulated by the teacher and students, resulting in a hybrid discourse format containing features of both the new form of discussion and the traditional discourse structure commonly found in classrooms. Interviews with key participants conducted across time and events and participants' reflection journals were used to gain deeper insight into the perspectives of the participants and to triangulate the findings of the analyses of the discourse. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10