Designing interpretive communities toward justice: indexicality in classroom discourse

IF 0.8 4区教育学 Q3 EDUCATION & EDUCATIONAL RESEARCH

English Teaching-Practice and Critique Pub Date : 2022-01-18 DOI:10.1108/etpc-06-2021-0073

Scott Storm, Karis Jones, Sarah W. Beck

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引用次数: 3

Abstract

Purpose This study aims to investigate how, through text-based classroom talk, youth collaboratively draw on and remix discourses and practices from multiple socially indexed traditions. Design/methodology/approach Drawing on data from a year-long social design experiment, this study uses qualitative coding and traces discoursal markers of indexicality. Findings The youth sustained, remixed and evaluated interpretive communities in their navigation across disciplinary and fandom discourses to construct a hybrid classroom interpretive community. Originality/value This research contributes to scholarship that supports using popular texts in classrooms as the focus of a scholarly inquiry by demonstrating how youth in one high school English classroom discursively index interpretive communities aligned with popular fandoms and literary scholarship. This study adds to understandings about the social nature of literary reading, interpretive whole-class text-based talk and literary literacies with multimodal texts in diverse, high school classrooms.

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为正义设计诠释社群:课堂话语的指数性

目的:本研究旨在探讨青年如何通过基于文本的课堂谈话，从多个社会索引传统中协作地借鉴和重新组合话语和实践。设计/方法/方法:根据一项长达一年的社会设计实验的数据，本研究使用定性编码并追踪索引性的话语标记。研究发现:青少年在跨学科和自由话语的导航中维持、重组和评估解释社区，以构建一个混合的课堂解释社区。原创性/价值本研究通过展示高中英语课堂上的年轻人如何通过话语索引解释社区与流行的狂热和文学奖学金相一致，为支持将课堂上的流行文本作为学术探究的焦点做出了贡献。本研究增加了对不同高中课堂中文学阅读的社会性质、解释性全班基于文本的谈话和多模态文本的文学素养的理解。

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来源期刊

English Teaching-Practice and Critique Multiple-

CiteScore

1.40

自引率

11.10%

发文量

期刊介绍： English Teaching: Practice and Critique seeks to promote research and theory related to English literacy that is grounded in a range of contexts: classrooms, schools and wider educational constituencies. The journal has as its main focus English teaching in L1 settings. Submissions focused on EFL will be considered only if they have clear pertinence to English literacy in L1 settings. It provides a place where authors from a range of backgrounds can identify matters of common concern and thereby foster broad professional communities and networks. Where possible, English Teaching: Practice and Critique encourages comparative approaches to topics and issues. The journal published three types of manuscripts: research articles, essays (theoretical papers, reviews, and responses), and teacher narratives. Often special issues of the journal focus on distinct topics; however, unthemed manuscript submissions are always welcome and published in most issues.