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

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

• Soto, Carlos The University of Hong Kong

Classroom Discourse, 11(2), 129-148, 2020

Taylor & Francis

2020

• M Teachers & Education for Teachers
  • MA Professional Education for Teachers

Classroom Discourse Critical Pedagogy Discomfort Ethics Teacher Education

• Hong Kong

• 1997.7 onwards

• Post-Secondary Education

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.

• English

Journal Articles

• 19463014

https://bibliography.lib.eduhk.hk/en/bibs/aae82359

2021-04-13