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Highlighting hybridity : a critical discourse analysis of teacher talk in science classrooms

Hanrahan, Mary U. (2006) Highlighting hybridity : a critical discourse analysis of teacher talk in science classrooms. Science Education, 90(1), pp. 8-43.

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Abstract

There is evidence that alienation from science is linked to the dominant discourse practices of science classrooms (cf. Lemke, 1990). Yet, in secondary science education it is particularly hard to find evidence of curriculum reform that includes explicit changes in pedagogic discourses to accommodate the needs of students from a wide range of backgrounds. However, such evidence does exist and needs to be highlighted wherever it is found to help address social justice concerns in science education. In this article I show how critical discourse analysis can be used to explore a way of challenging the dominant discourse in teacher-student interactions in science classrooms. My findings suggest a new way of moving towards more socially just science curricula in middle years and secondary classrooms by using hybrid discourses that can serve emancipatory pu

Impact and interest:

8 citations in Scopus
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4 citations in Web of Science®

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ID Code: 1073
Item Type: Journal Article
Keywords: discourse analysis, CDA, science education, teaching, equity, access, social justice, curriculum, interpersonal relationships, classroom climate, secondary education
DOI: 10.1002/sce.20087
ISSN: 0036-8326
Subjects: Australian and New Zealand Standard Research Classification > LANGUAGES COMMUNICATION AND CULTURE (200000) > LINGUISTICS (200400) > Applied Linguistics and Educational Linguistics (200401)
Australian and New Zealand Standard Research Classification > EDUCATION (130000) > CURRICULUM AND PEDAGOGY (130200) > Science Technology and Engineering Curriculum and Pedagogy (130212)
Australian and New Zealand Standard Research Classification > LANGUAGES COMMUNICATION AND CULTURE (200000) > CULTURAL STUDIES (200200) > Cultural Studies not elsewhere classified (200299)
Australian and New Zealand Standard Research Classification > PSYCHOLOGY AND COGNITIVE SCIENCES (170000) > PSYCHOLOGY (170100) > Psychology not elsewhere classified (170199)
Australian and New Zealand Standard Research Classification > LANGUAGES COMMUNICATION AND CULTURE (200000) > LINGUISTICS (200400) > Discourse and Pragmatics (200403)
Australian and New Zealand Standard Research Classification > EDUCATION (130000) > SPECIALIST STUDIES IN EDUCATION (130300) > Specialist Studies in Education not elsewhere classified (130399)
Divisions: Current > QUT Faculties and Divisions > Faculty of Education
Copyright Owner: Copyright 2006 John Wiley & Sons
Copyright Statement: The definite version is available on publication at www3.interscience.wiley.com
Deposited On: 23 Mar 2006
Last Modified: 09 Jun 2010 22:24

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