Possibilities of building peace through classroom discourse: A positive discourse analysis

Calle-Díaz, Luzkarime

doi:10.1016/j.linged.2019.100762

Cited by 6 publications

(4 citation statements)

References 10 publications

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“…Some researchers have documented a number of empirical investigations on classroom discourse [13][14][15][16]. Weninger's study of classroom discourse [16] examines English classes that used a critical literacy unit.…”

Section: Classroom Discoursementioning

confidence: 99%

“…The study illuminates how classroom discourse in Singapore's secondary schools is influenced by ideologies of English teaching and learning. In a fifth-grade classroom in a public school in Colombia's north, [14] has conducted more pertinent work. This study intends to examine how discourse practices among teachers and students enhance peacebuilding.…”

Section: Classroom Discoursementioning

confidence: 99%

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Indonesian Students’ Perceptions of Intercultural Awareness in Classroom Discourse

Kristanti¹,

Yulianto²,

Munir³

et al. 2023

Proceedings of the Fifth Sriwijaya University Learning and Education International Conference (SULE-IC 2022)

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This study depicts the students' perceptions of classroom discourse, mainly through extensive listening. The study recruits tertiary students from East Java, Indonesia as the participants of this study. The study applies a qualitative approach. The study concerns how they perceive intercultural awareness in classroom discourse. The findings show that students must enhance their intercultural awareness in understanding language, cultural, and religious diversity. In classroom discourse, they have learned a lot about both Anglophone and non-Anglophone cultures. They consider diversity to be special. They believe that every culture has its own distinctive traits. In addition, students tend to respect to others with different cultural backgrounds. It can enhance students' tolerance and intercultural knowledge. The findings may assist educators in designing and exploring intercultural tasks to promote students' intercultural awareness in classroom discourse. Future studies should be concerned with fostering intercultural awareness and intercultural communicative competence by applying other intercultural tasks.

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Section: Classroom Discoursementioning

confidence: 99%

Section: Classroom Discoursementioning

confidence: 99%

Indonesian Students’ Perceptions of Intercultural Awareness in Classroom Discourse

Kristanti¹,

Yulianto²,

Munir³

et al. 2023

Proceedings of the Fifth Sriwijaya University Learning and Education International Conference (SULE-IC 2022)

View full text Add to dashboard Cite

show abstract

“…How can we intentionally trouble the frameworks on which it rests? We problematized the theoretical and methodological basis of the endeavor using decolonizing frameworks (e.g., PATEL, 2016;SANTOS, 2015) and reconstructive discourse analysis (BARTLETT, 2012;CALLE-DIAZ, 2019).…”

Section: Reflexively Situating Ourselves As Analystsmentioning

confidence: 99%

“…However, it has been argued that CDA has, for too long, focused on how oppression is discursively constructed. By way of contrast, a number of scholars have called for a focus on productive uses of power (BARTLETT, 2012;CALLE-DIAZ, 2019;MOSLEY;ROGERS, 2011;JANKS, 2005;LUKE, 2004;MACGILCHRIST, 2007;MARTIN, 2004;SCOLLON;SCOLLON, 2009). Martin (1999) encourages discourse analysts to broaden their coverage of discourse practices to those that "inspire, encourage, hearten; discourses we like, that cheer us along…This means dealing with texts we admire, alongside those we dislike and try to expose" (p. 51-52).…”

Section: Reconstructive Analysismentioning

confidence: 99%

A FRAMEWORK-IN-ACTION FOR RECONSTRUCTIVE ANALYSIS IN LANGUAGE AND LITERACY TEACHER EDUCATION / Uma estrutura ativa para a análise reconstrutiva na educação de professores de linguas e literacidade

Calle-Díaz¹,

Rogers

2023

Pensarev

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This paper aims to provide a framework-in-action, informed by Systemic Functional Linguistics, to inspire reconstructive discourse analysis in language and literacy teacher education, with illustrative examples and provocative questions. We exemplify the use of the framework through the analysis of a community mapping project. We analyze the curriculum documents, as well as a sample of a racially aware educator's community mapping project, through the ideational, interpersonal, and textual metafunctions, drawing relevant semiotic interpretations on the field, tenor, and mode. Findings highlight tensions in practice and possibilities for reconstructing curricular knowledge more deeply rooted in praxis that is intentionally transformative, context-specific, historically construed, and geopolitically sensitive. We pose a series of questions that educators can bring to bear on the discourse practices of teacher education. Whether one is studying texts, curricular documents, instructional dialogues, or policies, this framework-in-action provides tools and questions that may be useful for deconstructing whiteness and reconstructing anti-racism. It also situates teacher educators as agents of policy making and implementation who are able to reconstruct discursive practices to respond to pressing social needs in the context of literacy teacher education. The idea of a framework-in-action emphasizes the partiality of epistemological and ontological foundations and the need to connect our analyses in the social world in ways that make a difference.

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Creating equitable spaces for all learners: Transforming classrooms through biography-driven instructional conversations

Holmes

2023

Linguistics and Education

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Possibilities of building peace through classroom discourse: A positive discourse analysis

Cited by 6 publications

References 10 publications

Indonesian Students’ Perceptions of Intercultural Awareness in Classroom Discourse

Indonesian Students’ Perceptions of Intercultural Awareness in Classroom Discourse

A FRAMEWORK-IN-ACTION FOR RECONSTRUCTIVE ANALYSIS IN LANGUAGE AND LITERACY TEACHER EDUCATION / Uma estrutura ativa para a análise reconstrutiva na educação de professores de linguas e literacidade

Creating equitable spaces for all learners: Transforming classrooms through biography-driven instructional conversations

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