Participatory Pedagogy for Empowerment: A Critical Discourse Analysis of Teacher-Parents' Interactions in a Family Literacy Course in London

Autor/in	Rocha-Schmid, Elaine
Titel	Participatory Pedagogy for Empowerment: A Critical Discourse Analysis of Teacher-Parents' Interactions in a Family Literacy Course in London
Quelle	In: International Journal of Lifelong Education, 29 (2010) 3, S.343-358 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0260-1370
Schlagwörter	Family Literacy; Discourse Analysis; Empowerment; Teacher Student Relationship; Parents; Adult Students; Immigrants; Participation; Adult Education; Power Structure; Parent Attitudes; Foreign Countries; United Kingdom (London) + Suchen Sie Ihr Suchwort? Diskursanalyse; Teacher student relationships; Lehrer-Schüler-Beziehung; Eltern; Adult; Adults; Student; Students; Erwachsenenalter; Studentin; Schüler; Schülerin; Immigrant; Immigrantin; Immigranten; Teilnahme; Education; Adult basic education; Adult training; Erwachsenenbildung; Elternverhalten; Ausland
Abstract	This paper revisits and discusses some of Paulo Freire's theoretical tenets for participatory education suggested as part of a critical approach to the education of adults. Through data collected during a family literacy programme, the author analyses her discursive interactions as an adult education tutor with parents as learners. These discourse practices are analysed using critical discourse analysis and are discussed against Freire's principles for participatory pedagogy. The author's decision to insert the analysis and discussion of her classroom practices within these theoretical frameworks lies on their focus on language and their alleged commitment to the transformation of discursive practices that reinforce unequal power relations in society. The findings of the study indicate the presence of authoritarian discourse that does little to change the power relations within the classroom. The author posits that despite managing to give rise to a discussion of themes related to parents' advocacy and language awareness in their interactions within their children's school, a deeper realisation and discussion of these issues was hindered by her failure to challenge the order of discourses present in her interactions with parents. The author concludes by suggesting that there is a need for teachers to closely re-evaluate the features of their own discourse practices if immigrant parents attending family literacy courses are to be given a voice within the classroom as a first step towards raising their prospects of advocacy and empowerment in wider social contexts. (Contains 12 excerpts.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10