A DISCOURSE ANALYSIS OF CLASS INTERACTIONS
In this article I analyse the discursive context of two classes of students bringing into discussion the concepts of educational knowledge and the organization of teaching-learning activities. Although there is much research that provides nuanced insights into how teachers and students are involved...
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| Format: | Article |
| Language: | English |
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National Centre for Policy and Evaluation in Education
2020-12-01
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| Series: | Revista de Pedagogie |
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| Online Access: | http://revped.ise.ro/wp-content/uploads/2021/01/49-69_RevPed_LXVIII_2_2020-3.pdf |
| _version_ | 1818667609645645824 |
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| author | Elena UNGUREANU |
| author_facet | Elena UNGUREANU |
| author_sort | Elena UNGUREANU |
| collection | DOAJ |
| description | In this article I analyse the discursive context of two classes of students bringing into discussion the concepts of educational knowledge and the organization of teaching-learning activities. Although there is much research that provides nuanced insights into how teachers and students are involved in the social construction of classroom discourses about knowledge, in Romanian literature the issue of classroom interactions has been approached from the perspective of teachers ‘ and students’ perceptions, while school knowledge has been studied only incidentally Therefore, I present a qualitative study, based on a critical discourse analysis that highlights how different versions of knowledge are socially constructed in the discursive space of the classroom, in order to point out ways in which the classroom and school can become spaces in which interactions no longer revolve around knowledge defined only by reference to disciplinary content. Bimonthly observations and audio-video recordings were made in the 2017-2018 school year during language and communication activities, in two classes, from two different schools. The results show that classroom interactions and participation structures differ depending on the purpose of the activities, and student participation is not only based on generally accepted communication rules, but varies depending on the implicit or explicit purpose of the activities. |
| first_indexed | 2024-12-17T06:23:09Z |
| format | Article |
| id | doaj.art-9ef88aef980e43dda5b0d0d1bd0aa345 |
| institution | Directory Open Access Journal |
| issn | 0034-8678 2559-639X |
| language | English |
| last_indexed | 2024-12-17T06:23:09Z |
| publishDate | 2020-12-01 |
| publisher | National Centre for Policy and Evaluation in Education |
| record_format | Article |
| series | Revista de Pedagogie |
| spelling | doaj.art-9ef88aef980e43dda5b0d0d1bd0aa3452022-12-21T22:00:22ZengNational Centre for Policy and Evaluation in EducationRevista de Pedagogie0034-86782559-639X2020-12-01682496910.26755/RevPed/2020.2/49A DISCOURSE ANALYSIS OF CLASS INTERACTIONSElena UNGUREANUIn this article I analyse the discursive context of two classes of students bringing into discussion the concepts of educational knowledge and the organization of teaching-learning activities. Although there is much research that provides nuanced insights into how teachers and students are involved in the social construction of classroom discourses about knowledge, in Romanian literature the issue of classroom interactions has been approached from the perspective of teachers ‘ and students’ perceptions, while school knowledge has been studied only incidentally Therefore, I present a qualitative study, based on a critical discourse analysis that highlights how different versions of knowledge are socially constructed in the discursive space of the classroom, in order to point out ways in which the classroom and school can become spaces in which interactions no longer revolve around knowledge defined only by reference to disciplinary content. Bimonthly observations and audio-video recordings were made in the 2017-2018 school year during language and communication activities, in two classes, from two different schools. The results show that classroom interactions and participation structures differ depending on the purpose of the activities, and student participation is not only based on generally accepted communication rules, but varies depending on the implicit or explicit purpose of the activities.http://revped.ise.ro/wp-content/uploads/2021/01/49-69_RevPed_LXVIII_2_2020-3.pdfclassroom discourse analysiscurriculuminteractionsschool knowledgestudents participation |
| spellingShingle | Elena UNGUREANU A DISCOURSE ANALYSIS OF CLASS INTERACTIONS Revista de Pedagogie classroom discourse analysis curriculum interactions school knowledge students participation |
| title | A DISCOURSE ANALYSIS OF CLASS INTERACTIONS |
| title_full | A DISCOURSE ANALYSIS OF CLASS INTERACTIONS |
| title_fullStr | A DISCOURSE ANALYSIS OF CLASS INTERACTIONS |
| title_full_unstemmed | A DISCOURSE ANALYSIS OF CLASS INTERACTIONS |
| title_short | A DISCOURSE ANALYSIS OF CLASS INTERACTIONS |
| title_sort | discourse analysis of class interactions |
| topic | classroom discourse analysis curriculum interactions school knowledge students participation |
| url | http://revped.ise.ro/wp-content/uploads/2021/01/49-69_RevPed_LXVIII_2_2020-3.pdf |
| work_keys_str_mv | AT elenaungureanu adiscourseanalysisofclassinteractions AT elenaungureanu discourseanalysisofclassinteractions |