Journal Articles

Classroom discourse analysis as a tool for exploring ethical tensions in a critical teaching

Title:
Classroom discourse analysis as a tool for exploring ethical tensions in a critical teaching
Other Titles:
Authors:
- Soto, Carlos The University of Hong Kong
Source:
Classroom Discourse, 11(2), 129-148, 2020
Publisher:
Taylor & Francis
Year Published:
2020
Education Categories:
- M Teachers & Education for Teachers
  - MA Professional Education for Teachers
Keywords:
Classroom Discourse Critical Pedagogy Discomfort Ethics Teacher Education
Region:
- Hong Kong
Period:
- 1997.7 onwards
Level:
- Post-Secondary Education
Abstract:
This article presents classroom discourse analysis as a tool for critical teacher education. It argues that such analysis can raise awareness of how teachers live out their ethical commitments in classroom-level interactions, but needs to be carefully situated. Drawing on the author's research conducted while teaching junior secondary students in Hong Kong, the article weaves classroom discourse analysis into a critical incident reflection focusing on ethical tensions that emerge from a class activity exploring dehumanisation. The activity used a pedagogy of discomfort in order to unsettle students' beliefs and practices, but in facilitating the activity, the teacher's ethic of care was also challenged. Copyright ©Taylor & Francis.
Language:
- English
Document Type:
Journal Articles
ISSN:
- 19463014
DOI:
Permalink:
https://bibliography.lib.eduhk.hk/en/bibs/aae82359
Entry Date:
2021-04-13