Novice teachers' work: constructing ‘different’ children?

Krieg, Susan

doi:10.1080/13598660903474148

Cited by 6 publications

(7 citation statements)

References 7 publications

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“…The No Child Left Behind Act claims color blindness while maintaining hierarchies of race and class (Brown, Souto-Manning, & Laman, 2010). Language policies around the world legitimate unequal access to different groups of students (Krieg, 2010). As with the other categories of findings, we see numerous ways of enacting CDA-through a close granular analysis to a focus on discourse formations.…”

Section: Emergence and Trajectory Of Social Constructsmentioning

confidence: 98%

“…They reported their findings in the third person and do not identify how their positionalities influenced their interpretive lens. This kind of distanced, outside perspective was relatively common in studies of documents such as policy and curriculum documents, or in analyses of publicly available texts where the author was not intricately involved in data generation (e.g., Krieg, 2010;Manteaw, 2008;Nordin, 2011;Nudzor, 2012;Sutherland-Smith, 2010).…”

Section: Reflexivitymentioning

confidence: 99%

“…The majority of highly deconstructive studies examined written documents. There were some exceptions in studies with this orientation that analyzed interactions (e.g., Crumpler et al, 2011;Mitchell, 2004;Yoon, 2012) or interviews (e.g., Brown et al, 2010;Krieg, 2010). Hashimoto (2011) investigated how ideologies about Japanese language and identity are reproduced in language policies.…”

Section: Deconstructive-reconstructive Orientationsmentioning

confidence: 99%

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Critical Discourse Analysis in Education

Rogers

Schaenen

Schott

et al. 2016

Review of Educational Research

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This article reviews critical discourse analysis scholarship in education research from 2004 to 2012. Our methodology was carried out in three stages. First, we searched educational databases. Second, we completed an analytic review template for each article and encoded these data into a digital spreadsheet to assess macro-trends in the field. Third, we developed schemata to interpret the complexity of research design. Our examination of 257 articles reveals trends in research questions, the theories researchers find useful, and the kinds of interactions that capture their attention. We explore areas in the field especially ripe for debate and critique: reflexivity, deconstructive–reconstructive stance toward inquiry, and social action. We compare the findings with an earlier review published in 2005, reflecting on three decades of critical discourse analysis in education research.

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Section: Emergence and Trajectory Of Social Constructsmentioning

confidence: 98%

Section: Reflexivitymentioning

confidence: 99%

Section: Deconstructive-reconstructive Orientationsmentioning

confidence: 99%

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Critical Discourse Analysis in Education

Rogers

Schaenen

Schott

et al. 2016

Review of Educational Research

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“…Analysis of texts involves examining how the linguistic resources that are used enact particular functions. In previous research (Krieg, 2008(Krieg, , 2010a I have drawn from Halliday (1985), Gee (1992Gee ( , 1996Gee ( , 1999 and Fairclough's (1992aFairclough's ( , 1992bFairclough's ( , 2003 frameworks to study how the lexical and grammatical features of texts work together to achieve particular functions: to better understand the role of language in social institutions, and more particularly educational institutions. This paper provides an illustrative example of how some of the tools made available in CDA have potential to enhance the assessment of young children's learning.…”

Section: Critical Discourse Analysis: a Useful Toolbox?mentioning

confidence: 99%

Assessing Young Children's Learning: Using Critical Discourse Analysis to Re-examine a Learning Story

Krieg

2017

Australasian Journal of Early Childhood

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The current policy contexts of many countries demand that early childhood educators are able to articulate their practice in new ways. For example, the need to assess and report positive learning outcomes in multiple ways to policy-makers, families and educational systems is a feature of contemporary early childhood education and care. This theoretical paper introduces a multi-dimensional framework to support the assessment of young children's learning and then provides an example of how modified tools drawn from Critical Discourse Analysis (CDA) can be used to effectively examine these dimensions of learning. CDA is a multidisciplinary methodology that integrates the study of language with a consideration of wider social practices. It offers a perspective from which to examine how ways of thinking, speaking, acting and being are drawn from, and also contribute to the particular discourses that are made available within social institutions (in this case, early childhood centres). CDA focuses on how language establishes and maintains social relationships and identities. This paper provides an example of how some of the tools made available in CDA can enhance assessment practices with young children. It is argued that CDA enables early childhood educators to reexamine young children's learning in new ways. The processes outlined in this paper have the potential to inspire early childhood educators to embrace assessment as an opportunity to articulate, celebrate and communicate young children's ways of knowing in new ways.

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“…AS RECENTLY AS 2006, Lisa Delpit (2006 argued that American education is grounded in 'liberal middle class values and aspirations', thereby maintaining the status quo and marginalising black, poor and minority group children, that is 'other people's children'. A similar situation occurs in Australia and from early childhood settings through to schools, white middle-class educators grapple with the dynamics of inequality in their work with other people's children (Krieg, 2010;Ryan & Grieshaber, 2005). Likewise, teacher educators are implicated in these struggles as they prepare a future generation of early childhood professionals to work for social and educational change.…”

mentioning

confidence: 91%

‘Herstories’: Using an Historical Lens to Examine Continuities and Changes in Early Childhood Teacher Education

Whitehead

Krieg

2013

Australasian Journal of Early Childhood

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THIS aRTICLe SITuaTeS THe Child Care Act (1972) in a broader account of early childhood education and care, teacher education and the dynamics of inequality over the past century. Our specific focus is the preparation of early childhood educators to work with 'other people's children' (Delpit, 2006) both historically and in contemporary times. We describe Marjorie Hubbe's studies at the Adelaide Kindergarten Training College from 1911-13 before exploring the raft of policy decisions in the 1970s which have led to the current integration of early childhood education and care in Australia. The impact of these changes is highlighted in our discussion of 'Joanne's' preparation to teach other people's children in the twenty-first century.

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Novice teachers' work: constructing ‘different’ children?

Cited by 6 publications

References 7 publications

Critical Discourse Analysis in Education

Critical Discourse Analysis in Education

Assessing Young Children's Learning: Using Critical Discourse Analysis to Re-examine a Learning Story

‘Herstories’: Using an Historical Lens to Examine Continuities and Changes in Early Childhood Teacher Education

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