Journal Articles
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
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- Classroom Discourse, 11(2), 129-148, 2020
- Taylor & Francis
- 2020
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- Hong Kong
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- 1997.7 onwards
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- 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.
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- English
- Journal Articles
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- 19463014
- https://bibliography.lib.eduhk.hk/en/bibs/aae82359
- 2021-04-13
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