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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
  • Classroom Discourse, 11(2), 129-148, 2020
  • Taylor & Francis
  • 2020
    • 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

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