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Engaging with difference in science classrooms: Using CDA to identify interpersonal aspects of inclusive pedagogy

Hanrahan, Mary U. (2005) Engaging with difference in science classrooms: Using CDA to identify interpersonal aspects of inclusive pedagogy. Melbourne Studies in Education, 46(2), pp. 107-127.

Abstract

Critical discourse analysis (CDA) can be a powerful tool for focusing on aspects of social practice which might otherwise go unremarked but which may have a significant impact on who has access to a specific area of learning. The quality of interpersonal relationships has long been acknowledged as a crucial aspect of success in teaching, including teaching in ‘content’ area subjects such as science. However, the development of excellence in this aspect of science pedagogy is given scant attention, with disciplinary content being the main focus of most curriculum reforms designed to make science more accessible for all. This may be due in part to a paucity of research into ways of creating a positive interpersonal environment in science which in turn may be due to an ignorance of the best tools available for this purpose. My research attempts to redress this balance somewhat by providing critical analyses, using CDA, of the pedagogical discourse practices of teachers who are successful in engaging a wide range of students in school science. In this article I will focus on how difference and intertextuality have been handled in a short sample of text taken from a ‘learning support’ Year 9-10 science class.

Impact and interest:

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ID Code: 2722
Item Type: Journal Article
Additional Information: Table 2 should read without the horizontal lines printed in the journal. The first box refers to interdiscursive analysis tools, the one beside it to descriptive sociolinguistic analytic tools. © : This is the author-manuscript version of this paper. : Please refer to the journal (link above) for access to the definitive, published version. : First published in 2005
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Keywords: critical discourse analysis, access, science education, methodology, inclusive education, pedagogy
ISSN: 0076-6275
Subjects: 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 > PSYCHOLOGY AND COGNITIVE SCIENCES (170000) > COGNITIVE SCIENCE (170200) > Cognitive Science not elsewhere classified (170299)
Australian and New Zealand Standard Research Classification > EDUCATION (130000) > SPECIALIST STUDIES IN EDUCATION (130300) > Special Education and Disability (130312)
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 2005 Arena Publications
Copyright Statement: Reproduced in accordance with the copyright policy of the publisher.
Deposited On: 29 Nov 2005
Last Modified: 09 Jun 2010 22:28

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