TY - JOUR
T1 - Role, Power, Ritual, and Resistance
T2 - A Critical Discourse Analysis of College Classroom Talk
AU - Brooks, Catherine F
N1 - Publisher Copyright:
© 2016 Western States Communication Association.
PY - 2016/5/26
Y1 - 2016/5/26
N2 - This project examines student–teacher talk, offering findings that show the participating teacher questioning and directing students in routinized ways, with students responding passively and participating in familiar discursive patterns. The study also shows subtle but important shifts in authority that function to unsettle normative teacher–student interaction. Ultimately, this research implies that classroom talk can be steeped in hegemonic practices while demonstrating that critical discourse analysis is an effective means for interrogating social relations and power structures in educational contexts.
AB - This project examines student–teacher talk, offering findings that show the participating teacher questioning and directing students in routinized ways, with students responding passively and participating in familiar discursive patterns. The study also shows subtle but important shifts in authority that function to unsettle normative teacher–student interaction. Ultimately, this research implies that classroom talk can be steeped in hegemonic practices while demonstrating that critical discourse analysis is an effective means for interrogating social relations and power structures in educational contexts.
KW - Classroom Discourse
KW - Critical Pedagogy
KW - Empowerment
KW - Instructional Communication
KW - Qualitative Research
UR - http://www.scopus.com/inward/record.url?scp=84949203765&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=84949203765&partnerID=8YFLogxK
U2 - 10.1080/10570314.2015.1098723
DO - 10.1080/10570314.2015.1098723
M3 - Article
AN - SCOPUS:84949203765
SN - 1057-0314
VL - 80
SP - 348
EP - 369
JO - Western Journal of Communication
JF - Western Journal of Communication
IS - 3
ER -