Bilingual Teachers' Performances of Power and Conflict

Autor/inn/en	Rymes, Betsy; Cahnmann-Taylor, Melisa; Souto-Manning, Mariana
Titel	Bilingual Teachers' Performances of Power and Conflict
Quelle	In: Teaching Education, 19 (2008) 2, S.93-107 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1047-6210
Schlagwörter	Drama; Conflict Resolution; Discourse Analysis; Bilingual Teachers; Bilingualism; Power Structure; Paraprofessional School Personnel; Parent School Relationship; Role Playing; Teacher Role; Parent Teacher Cooperation; Teacher Recruitment; Social Bias; English (Second Language) + Suchen Sie Ihr Suchwort? Schauspiel; Conflict solving; Konfliktlösung; Konfliktregelung; Diskursanalyse; Bilingualismus; Parent-school relationship; Parent school relationships; Parent-school relationships; Parent-school relation; Parent school relation; Eltern-Schule-Beziehung; Rollenspiel; Lehrerrolle; Parent teacher relation; Parent-teacher cooperation; Parent-teacher relation; Parent-teacher relationship; Parent teacher relationship; Eltern-Lehrer-Beziehung; Lehrerrekrutierung; English as second language; English; Second Language; Englisch als Zweitsprache
Abstract	This paper describes and analyzes the use of Augusto Boal's Theater of the Oppressed (TO) as a form of academic and social support used in a recruitment and retention program for bilingual teachers in the Southeastern United States. We use critical discourse analysis to understand how TO works to disrupt monologic relationships and reestablish dialogue between teachers and others in their professional lives. Focused on power dynamics and communication between a bilingual paraprofessional and an adversarial parent, our analysis examines actors' changing stances as they role-play different possible approaches to the conflict. Findings suggest awareness of both the language tools that structure individual relationships and the larger forces shaping what different individuals can and cannot say, providing teacher-participants with options for approaching interactional conflict in new ways--to take up confident, expansive roles and to project new futures for themselves and others. (Contains 1 endnote.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10