A Critical Discourse Analysis of Teacher-Student Relationships in a Third-Grade Literacy Lesson: Dynamics of Microaggression

Autor/in	Beaulieu, Rodney
Titel	A Critical Discourse Analysis of Teacher-Student Relationships in a Third-Grade Literacy Lesson: Dynamics of Microaggression
Quelle	In: Cogent Education, 3 (2016) 1, Artikel 1244028 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2331-186X
DOI	10.1080/2331186X.2016.1244028
Schlagwörter	Grade 3; Literacy Education; Elementary School Teachers; Teaching Methods; Student Diversity; Cultural Awareness; Racial Bias; Social Bias; Aggression; Teacher Student Relationship; Discourse Analysis; Ethnic Groups; Gender Bias; Audiovisual Instruction; Video Technology; California + Suchen Sie Ihr Suchwort? School year 03; 3. Schuljahr; Schuljahr 03; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Teaching method; Lehrmethode; Unterrichtsmethode; Cultural identity; Kulturelle Identität; Racial discrimination; Rassismus; Teacher student relationships; Lehrer-Schüler-Beziehung; Diskursanalyse; Ethnie; Geschlechterstereotyp; Kalifornien
Abstract	This study focuses on a recording from a week of third-grade classroom sessions. The recording was used to train new teachers in a certification program and provided data for a learning community that was studying classroom discourse. The third-grade teacher was described as being "outstanding" and "culturally responsive" by the university professor who had been using the recording to train teacher candidates. The teacher was indeed innovative in supporting cultural diversity and was responsive to all students throughout the week, except during a particular literacy lesson, the subject of this study. Critical discourse analysis revealed prioritizing White males, disrespecting a Mexican-American boy and neglecting females. The recording was later withdrawn from the certification program because it did not reflect exemplary teaching, yet its initial use points to an urgent educational problem: even experienced teachers exhibit microaggressions toward students of color and female students, and experts in teacher education do not readily recognize them when they occur. Microaggressions can appear subtle and inconsequential, yet they have a negative impact on the teacher-student relationship. (As Provided).
Anmerkungen	Cogent OA. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01