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1.
何荷 《外语教学理论与实践》2016,154(1):34
在身份的话语建构观和情景观指导下,本研究分析了国外英语期刊论文中作者实施建议行为时所选择、建构的关系身份情况。研究发现,作者建构的身份包括强势和非强势两大类,有时会突出、有时则对建议对象避而不提。由于受到建议对象社会角色的制约,作者更倾向于建构非强势身份,并隐藏建议对象;建议对象的社会角色权势越高,上述趋势就越明显。本研究结果有助于深化对学术话语的认识,对提升中国学习者的学术写作能力有一定的启发。 相似文献
2.
研究媒体折射出的残疾人身份对于当前我国构建和谐社会和传播正能量都有着重要的意义。文章从系统功能语法角度,考察情态和评价资源等语言项目,试图揭示新闻语篇中残疾人身份的建构。语料来自China Daily中有关残疾人报道,采用定性分析的方法。研究发现媒体折射出的残疾人具有弱势身份、患者身份和自强身份;媒体在构建残疾人身份时,运用的话语策略,不利于残疾人主体身份的构建,媒体有义务采用有利于话语和谐的策略推动和谐社会的建设。 相似文献
3.
John Trent 《Teacher Development》2018,22(4):571-586
This paper reports the results of a qualitative study that examined the perspectives of one group of teacher educators and pre-service teachers about a teaching internship in Hong Kong. Reflecting recent interest in both a practice turn in pre-service teacher education as well as teacher identity construction, the study uses in-depth interviews to reveal how both teacher educators and pre-service teachers construct the meaning of a teaching internship. The results suggest that two discourses dominate such meanings: the discourse of integration and the discourse of separation. The study not only reveals the presence of these discourses but, moreover, considers how their interplay provides affordances for and constraints upon the capacity of pre-service teachers to construct their professional identities during the teaching internship. This exploration suggests that this interplay can lead to identity conflict for pre-service teachers. Implications for overcoming such conflict in ways that support the construction of pre-service teachers’ professional identities are considered and suggestions for future comparative research discussed. 相似文献
4.
《Journal of Language, Identity & Education》2013,12(1):67-87
Concerns about identity in educational research and theory have understandably focused on politically salient identity categories, especially class, race/ethnicity, and sex/gender. This focus contributes to political discourse, but offers a simplistic if not totally misleading picture of which identities are observably relevant in educational settings and practice. Politically salient categories are not always relevant in particular educational contexts, and even when they are, their relevance cannot properly be understood without an appreciation for the multiplicity and diversity of identities which become relevant in particular contexts and courses of action. These arguments are illustrated with reference to the case of Mary Daly, the feminist professor who refused to integrate male students into her women's studies courses. A detailed analysis of a news interview excerpt, drawing upon ethnomethodological conversation analysis, suggests how identity can be respecified more widely and more finely by situating identity within natural language use and social interaction. 相似文献
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6.
Stavroula Philippou 《Educational studies》2005,31(3):293-315
The European Union’s increasing attention to social and cultural matters has been expressed through the notions of European citizenship and identity which are to be developed among children, adolescents and adults. Whether, and if so, how, children perceive a European identity to coexist with national identities is a challenging and relatively under‐studied question. This paper presents part of the findings of a study conducted in December 2000 which explored the ways in which 140 10‐year‐old Greek‐Cypriot pupils constructed their national and European identities. Results indicated that, despite positive attitudes towards Europe, pupils attributed little significance to the European identity, whereas national identities were extremely important. The discourse developed revealed essentialist and a‐historical representations of national identity, and an instrumentalist approach to Europe. Social psychological insights from self‐categorization theory are employed to explore whether the two identities were construed as in the same or different typical levels of abstraction. These findings are discussed within the broader socio‐political context of Cyprus and European integration. 相似文献
7.
Mariëtte de Haan Renske Keizer Ed Elbers 《European Journal of Psychology of Education - EJPE》2010,25(2):176-191
The present study shows that power relations in classrooms between Dutch and immigrant students radically shift when students
move from academic talk to more open, free talk. Whereas in their interactions with immigrant students, Dutch students are
able to represent the more powerful role in the official, academic discourse, they lose this position in the unofficial, nonacademic
discourse. These shifts show that ethnic relationships are played out differently in different discursive domains. They also
show that academic identities do not exist as such but are specific to certain minority–majority relationships. This study
builds upon a tradition of studies that have argued that ethnic minorities construct academic identities depending on the
social setting. However, this study shows the instability of these constructions while demonstrating their dependency on specific
ethnic interactions and discursive modes. The study is based on the analysis of interaction patterns in multiethnic classrooms
in the Netherlands focussing on (a)symmetries in knowledge sharing. An ethnographic approach is combined with quantitative
analyses to test group differences. The results are interpreted and discussed in the light of a poststructuralist view on
how ethnic minority groups construct academic identities and how these are related to minority–majority relationships. 相似文献
8.
Başak Bilecen 《Compare》2013,43(5):667-688
Drawing on the literature on international student experiences and identities, this study discusses theories of identity from a social constructionist perspective. ‘Identification’ is the preferred term to describe a dynamic process through which students negotiate the meaning of their identities in different societies and communities. Based on interviews with 35 international doctoral students from two graduate schools in Germany, the article illustrates the significance of international mobility for education when external ‘differences’ are appreciated and contribute to cosmopolitan imaginations and when internal differences are created in relation to ‘Others’ in the host society. The article contributes to the literature on international student mobility by providing a fine-grained analysis of student identification, showing how the discourse of difference is used as a double strategy. 相似文献
9.
刘欣 《江西师范大学学报(哲学社会科学版)》2004,37(1):79-81
语篇是语言的存在形式。人们使用语言来建立发话与受话之间的关系，交际的双方互换着言语角色达到交际目的；本从体现人际意义的语气和情态出发，分析语篇中的社会互动和身份构建。认为语篇是一种社会行为，它是社会语境中的一种社会实践，因而具有互动性。在这一互动过程中，不同的社会化群体选择不同的社会语言构建不同的社会活动和身份，表达不同的政治观点和态度。 相似文献
10.
The more people are urged to 'think globally' and to see themselves as 'citizens of the world', the more taken-for granted notions of national belonging (national identity) are called into question. Nowhere has this been more evident than in Australia where, in recent times, a number of events have caused Australians to think most carefully about what it means to be Australian. While there have been plenty of opportunities for adults to debate these issues, little attention has been paid to the way children are now conceptualising their senses of 'belonging'. Do children see themselves as global citizens, an identity they are increasingly encouraged to embrace through mass media, mass communications and the Internet, or do they see themselves as belonging to an entity called 'Australia', or are they juggling with both identities? This study examines how 28 young Australian children are thinking about what it means to be 'Australian' and 'a citizen' in global times. 相似文献
11.
Successive governments have pledged to enhance the quality of apprenticeship in Britain so as to achieve ‘parity of esteem’ with academic study. Yet, at the same time, the discourse of the academic-vocational divide has dominated the academic, policy-maker and practitioner debates. This paper draws on two recent studies designed to explore the learner identities of apprentices on different apprenticeship programmes: motor vehicle maintenance (level 2) and engineering (level 3). Through this work, we are able to explore the role of the academic–vocational divide in identity construction and to challenge assumptions about vocational learners. It will be argued, that, far from being ‘naturally practical’, the young people draw on normative discursive categories in their construction of continuous identities. The findings raise important questions about the UK apprenticeship system as currently conceived, while at the same time drawing attention to the possibility for change. 相似文献
12.
Wayne Journell 《Equity & Excellence in Education》2017,50(4):339-354
This article explores how teachers might address controversial identity issues in their classrooms, using the 2016 North Carolina House Bill 2 that raised the issue of transgender bathroom rights to the forefront of societal discourse as an example. I analyze the issue using the three most commonly cited criteria for determining the openness of controversial issues: epistemic, political, and politically authentic. I then discuss the challenges teachers face when confronted with issues that are epistemically settled but publicly open and implicate students' identities. I conclude by arguing that in those cases in which there exists a clear empirical justification for teaching a controversial identity issue as settled, doing so may be prudent even if it limits democratic discourse or presents an inherent risk for teachers. 相似文献
13.
How do culturally, politically, and economically different actors define education in the UNESCO 1974 Recommendation concerning Education for International Understanding, Co-operation and Peace and Education relating to Human
Rights and Fundamental Freedoms? This exploration of the document aims to increase understanding of the work of organizations such as UNESCO, as well as stimulating
new attention to the area of education for international understanding, peace, and human rights. The text of the Recommendation is analysed discursively, and five repertoires are identified: instruction, principled, factual, stand-taking, and adjusting,
as well as a wider discourse of rationality. Repertoires construct positions for the speaker, here the General Conference
of UNESCO, and for those to whom the Recommendation is addressed (member states). The adjusting discourse, in which member
states are given opportunities to define alternative modes of implementation, is especially important. Identifying the modes
of discourse used in the document helps to explain implicit aspects of the normative texts drafted by UNESCO and by international
organizations generally. This analysis also provides a basis for reflection on the interaction between international organizations,
education policy makers, and educators in this area. 相似文献
14.
Jie Dong 《Journal of Language, Identity & Education》2018,17(5):336-349
This article investigates the identity construction process of China’s rural-urban migrant children through analyses of their discourses and of their use of language. Rural children have relocated to the urban centers with their parents on a massive scale over the past decades as China has undergone rapid economic changes. Many migrant children are able to attend urban public schools, and their identity construction emerges as an important issue that attracts increasing public and scholarly attention. This study draws on ethnographic data and presents four examples to illustrate the complex process of migrant identity construction. The results show that the migrant children deploy a range of linguistic features and claim multiple identities; in order for their identities to be established in social reality, they have to go through negotiation processes in which their identities are evaluated, ratified, challenged, or denied. Language is at the center of such processes. 相似文献
15.
This study sought to understand how dialogic teaching, as enacted in everyday classroom interaction, affords students opportunities for identity negotiation as learners of science. By drawing on sociocultural and sociolinguistic accounts, the study examined how students’ discursive identities were managed and recognized in the moment and over time during dialogic teaching and what consequences these negotiations had for their engagement in science learning. The study used video data of classroom interactions collected from an elementary science learning project and placed a specific analytic focus on four students in particular. The results reveal evidence of a rich variety of discursive identities exposed during dialogic teaching, thus demonstrating how the students’ identity negotiations were configured according to the social architecture of classroom discourse. Addressing the temporal dimension of dialogic teaching points out critical shifts in the students’ discursive identities, of which identification is argued to be pivotal when creating equitable science learning opportunities. 相似文献
16.
Grady J. Venville John Wallace Léonie J. Rennie John A. Malone 《Studies in Science Education》2013,49(1):43-83
This paper explores the ways in which the concept of identity has been conceptualised and studied within science education. The Personality and Social Structure Perspective is used to examine the attention paid by researchers to three levels of identity analysis: personality, interaction and social structure. Tracing the development of science identity studies and the resulting body of literature reveals that most authors have focused their attention on aspects of identity related to individual agency to the exclusion of issues of social structure. This paper argues that this attention is related to the position of communities of practice as the dominant theoretical framework for identity studies and argues that researchers need to consider broader frameworks that encourage the integration of ideas at all three levels of analysis. Broadened methodological approaches, including mixed methods, are also advocated as a way to increase consideration of the level of social structure. 相似文献
17.
Ane Turner Johnson 《高等教育研究与发展》2019,38(3):522-536
ABSTRACTAfrican higher education has been the site of repeated contestations over identity. Higher education institutions, as spaces made up of individuals claiming a diversity of identities, are susceptible to conflict when identities are influenced by politicians and paramilitary groups seeking to advance their political agendas on campus through the use of ethnic, religious, and nationalist rhetoric. This qualitative case study of a university in Côte d’Ivoire explored how students engaged in violent political student union activities on campus constructed and enacted their identities through the lens of self-authorship. Findings suggest that student identities are context-dependent and change according to the observer; that self-authorship is difficult due to highly politicized external formulas and social structures; and that, without student support services, vulnerable students may succumb to violent identity enactment and discourse mechanisms. 相似文献
18.
Vision II school science is often stated to be a democratic and inclusive form of science education. But what characterizes
the subject who fits into the Vision II school science? Who is the desirable student and who is constructed as ill-fitting?
This article explores discourses that structure the Vision II science classroom, and how different students construct their
identities inside these discourses. In the article we consider school science as an order of discourses which restricts and
enables what is possible to think and say and what subject-positions those are available and non-available. The results show
that students’ talk about a SSI about body and health is constituted by several discourses. We have analyzed how school science
discourse, body discourse and general school discourse are structuring the discussions. But these discourses are used in different
ways depending on how the students construct their identities in relation to available subject positions, which are dependent
on how students at the same time are “doing” gender and social class. As an example, middle class girls show resistance against
SSI-work since the practice is threatening their identity as “successful students”. This article uses a sociopolitical perspective
in its discussions on inclusion and exclusion in the practice of Vision II. It raises critical issues about the inherited
complexity of SSI with meetings and/or collisions between discourses. Even if the empirical results from this qualitative
study are situated in specific cultural contexts, they contribute with new questions to ask concerning SSI and Vision II school
science. 相似文献
19.
《师资教育杂志》2012,38(2):209-210
This article brings together two studies which contribute to the examination of the nature of professionalism in education by focusing on the perspectives of two under-researched groups namely ‘teaching assistants’ and teacher educators working ‘either side’ of the school teacher. The projects were conducted in, and framed by, the UK policy context of public sector modernization and cuts, and raise issues of relevance to international debates on notions of professionalism in education in a context of neo-liberal policy and austerity. The studies drew upon different approaches including autoethnography, life history and discourse analysis. The authors examine the formation and representation of professional identity in education through the discourses of ‘professionalism’ of teaching assistants and teacher educators. Professionalism is articulated through three themes in the accounts; ‘non-standard’ professional transformations, role ambiguity, and the role of classroom experience and higher education in the development of professional identities. Through these themes the perspectives of teaching assistants and teacher educators locate the notion of ‘teacher professionalism’ within a broader concept of professionalism in education providing alternatives to the discourse of imposed policy, and the authors reflect upon the ways in which these voices contribute to the wider international debate on professionalism in education. 相似文献
20.
This study investigates Pakistan's secondary school children's constructions of their national identity in a Pakistani school in Dubai by drawing on data collected from students and teachers from the case school and analysing national curriculum textbooks used in the school. Informed by Foucault's concepts, the article problematises how the curriculum textbooks are employed as a technology of power for inculcating national consciousness in the students. The findings suggest that Pakistan's national curriculum textbooks deploy a specific version of Islam as a major technology, which then influences other national identity signifiers in the textbooks for shaping students' national identity. The school affords a crucial space for the complex interplay of these technologies, which construct students' ethnocentric national identities, encouraging social polarisation. This has implications for Pakistan's national social cohesion as well as the potential for subverting international peaceful coexistence and working relationships, particularly in the selected overseas study context. 相似文献