کد مقاله کد نشریه سال انتشار مقاله انگلیسی نسخه تمام متن
366095 621347 2015 12 صفحه PDF دانلود رایگان
عنوان انگلیسی مقاله ISI
Small stories as performative resources: An emerging framework for studying literacy teacher identity
ترجمه فارسی عنوان
داستان های کوچک به عنوان منابع اجرایی: چهارچوب در حال ظهور برای مطالعه سواد هویت معلم
کلمات کلیدی
عملکرد؛ هویت؛ داستان های کوچک؛ معلمان؛ کلاس های درس. سواد
موضوعات مرتبط
علوم انسانی و اجتماعی علوم انسانی و هنر زبان و زبان شناسی
چکیده انگلیسی


• We conceptualize teacher identity as theatrical performance of self.
• We ask what identity work do small stories do for teachers in literacy classrooms.
• We examine a small story event in an urban U.S. middle school English classroom.
• A teacher mobilized story characters to perform being “owner” of classroom “territory”.
• The teacher construed a “reality” by recruiting cultural “master narratives”.

Taking a functionalist small stories approach, we conceptualize and study teacher identity as theatrical performance of self. From that perspective, we ask: What identity work do small stories do for teachers in literacy classrooms? How do interlocutors use available resources – including curricular resources, small-scale discursive resources, and circulating master narratives/storylines about “how the world is” – to accomplish that identity work through small stories? Analyzing a focal small story event in an urban US middle school English classroom, we show how a teacher (a) mobilized human and non-human story characters to perform being “owner” of the classroom “territory,” (b) appropriated a micro-discursive routine in the classroom, the IRE sequence, to accomplish that performance of self, and (c) construed a reality, a naturalized set of assumptions about the social order of the classroom, by recruiting assumptions available in more broadly circulating cultural “master narratives” about teachers, students and classroom discipline. Combining layers of small story analysis allows us to trace teacher identity through locally enacted, interactionally negotiated performances.

ناشر
Database: Elsevier - ScienceDirect (ساینس دایرکت)
Journal: Linguistics and Education - Volume 31, September 2015, Pages 74–85
نویسندگان
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