.
The researchers in this collection
share a common interest in understanding the practices and processes of
teaching and learning. They are especially interested in how learning
opportunities are created and limited. Through interactional ethnography,
each author represents these processes in action, in ways that are
instructive for researchers new to this approach, as well as for teachers and
teacher educators. They study teaching and learning as interactional events,
situated in particular contexts, and related across time. Their studies
illustrate how teaching and learning events are performed through discourse
in social situations that are meaningful and purposeful to the social groups
involved. Complex, interrelated events are rendered through a variety of
modes and methods of analysis and representation—including, in addition to
interactional ethnography, conversation analysis, critical discourse, and
intertextual analysis. |
The studies are organized in four sections:
assessing opportunities for learning; applying intertextuality; building
conceptual knowledge; and positioning student identities. Each study is
unique in its site of learning and singular in its research purpose or
question. |
Rex, L. A. (Ed.) (2006). Discourse
of Opportunity: How Talk in Learning Situations Creates and Constrains.
Interactional Ethnographic Studies in Teaching and Learning. Discourse and
Social Processes Series, Cresskill, NJ: Hampton Press. Chapter 1: Introduction: The Opportunity and the Challenge
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