'That's Deep Bro': Negotiated Readings and Democratic Education in an Australian High School Classroom

Autor/in	Anson, Daniel W. J.
Titel	'That's Deep Bro': Negotiated Readings and Democratic Education in an Australian High School Classroom
Quelle	In: Discourse: Studies in the Cultural Politics of Education, 42 (2021) 6, S.930-942 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Anson, Daniel W. J.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0159-6306
DOI	10.1080/01596306.2020.1774744
Schlagwörter	High School Students; Language Role; Foreign Countries; Teacher Student Relationship; English Instruction; Literacy; Cultural Differences; Social Differences; Sociocultural Patterns; Disadvantaged; Democracy; World Views; Student Attitudes; Educational Theories; Educational Practices; English Literature; Australia + Suchen Sie Ihr Suchwort? High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Ausland; Teacher student relationships; Lehrer-Schüler-Beziehung; English langauage lessons; Englischunterricht; Alphabetisierung; Schreib- und Lesefähigkeit; Kultureller Unterschied; Sozialer Unterschied; Soziokulturelle Theorie; Demokratie; World view; Weltanschauung; Schülerverhalten; Educational theory; Theory of education; Bildungstheorie; Bildungspraxis; Englische literatur; Australien
Abstract	This paper presents data from an Australian high school classroom, investigating how students and their teacher negotiate readings of literature in order to arrive at meanings that are valued by subject English, as well as understood by the students. Subject English acts a vital agent for the transmission of both literacy and literary knowledge in English-speaking countries, and students which do not share the cultural and social orientations valued by the subject and its texts have the potential to be disadvantaged. However, I argue that this clash of socio-cultural perspectives may be positively viewed as an advantage for democratic education, as it allows students' critical understanding of their world to be challenged, for teachers to include student perspectives, and for students to be empowered to participate in institutional discourses. Implications for teacher practice and educational theory are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01