Talk around texts: Critical connections and complexities
thesis
posted on 2017-02-07, 00:21 authored by Sue WilsonThere is strong
consensus in research across the world that students benefit greatly from
participating in literature discussions. In addition to fostering the
development of literacy skills, this kind of talk can support students’ thinking
and personal development. The importance of literature is reflected in the
Australian Curriculum: English (ACARA, 2015) with ‘Literature’ being one of the
three key strands. In this strand, students are required to analyse, critique
and create a range of texts. Research has suggested different techniques for
using literature for a range of pedagogical purposes (Corden, 1995; Cremin,
Burnard & Craft, 2006; Fisher, Flood, Lapp & Frey, 2006; Reid, 1984).
However, there is little documentation of how such discussions may unfold in
practice, and this has restricted the capacity for more rigorous study of
literature teaching and learning practices.
Grounded in sociocultural theories of reading, this thesis frames literacy as a practice. This emphasises the mediating influence of culture and context in meaning making with and in language (cf. Barton & Hamilton, 2000; Gee, 1990; Luke, 1993; Street, 1984). Using this foundation, an analytical framework was developed, drawing on literature around considerations of Discourses (Gee, 1990), pedagogy, individuals and their relationships. In order to understand the complexities and contradictions inherent in literacy classroom participation and knowledge development, the researcher added a critical-sociocultural lens. This highlights how identity work relates to moment to moment shifts in ways of being and ways of knowing (C. Lewis, 2001). Preferred identities, what counts as knowledge and who makes these decisions are significant factors drawn upon within critical-sociocultural theory (Lewis, Enciso & Moje, 2007b).
This thesis is a work of practitioner inquiry, wherein the researcher participated as both teacher and critical observer. The research design involved four qualitative case studies of Year Five and Six students in two schools in Melbourne, Australia, who discussed two different picturebooks.
The first layer of analysis presents carefully grounded and situated accounts of authentic classroom teaching and learning with literary texts, where the item of analysis is particular ‘discussion events’ in the teaching and learning of these texts. The analysis engages closely with group members’ negotiations of the rules of the discussion events. Relationships between individuals, willingness to take risks, the incorporation of exploratory talk and reflexive connection making were identified as significant factors in how the discussions unfolded. Working with these accounts, in the second layer of analysis the teacher/researcher uses themes of agency, identity and power to highlight the complex dimensions of her own and her students’ experiences (Lewis, Enciso & Moje, 2007b). The contrasting understandings around participation and knowledge development from two paradigms has particular relevance for research into primary teachers’ pedagogy and primary teacher education more generally.
The different cases provide valuable empirical insight into some inherent complexities in teaching literature in primary schools; especially teaching that seeks to address issues of diversity, social justice, and differentiated learning. This study reveals the multifarious ways in which the teacher/researcher’s interpretation (and management) of certain teaching and learning events may be influenced by a range of sociocultural factors (Baker, 1997; Ewald & Wallace, 1994; Gee & Green, 1998). In so doing, it opens up a dialogue for further research into the teaching of literature in primary schools.
Grounded in sociocultural theories of reading, this thesis frames literacy as a practice. This emphasises the mediating influence of culture and context in meaning making with and in language (cf. Barton & Hamilton, 2000; Gee, 1990; Luke, 1993; Street, 1984). Using this foundation, an analytical framework was developed, drawing on literature around considerations of Discourses (Gee, 1990), pedagogy, individuals and their relationships. In order to understand the complexities and contradictions inherent in literacy classroom participation and knowledge development, the researcher added a critical-sociocultural lens. This highlights how identity work relates to moment to moment shifts in ways of being and ways of knowing (C. Lewis, 2001). Preferred identities, what counts as knowledge and who makes these decisions are significant factors drawn upon within critical-sociocultural theory (Lewis, Enciso & Moje, 2007b).
This thesis is a work of practitioner inquiry, wherein the researcher participated as both teacher and critical observer. The research design involved four qualitative case studies of Year Five and Six students in two schools in Melbourne, Australia, who discussed two different picturebooks.
The first layer of analysis presents carefully grounded and situated accounts of authentic classroom teaching and learning with literary texts, where the item of analysis is particular ‘discussion events’ in the teaching and learning of these texts. The analysis engages closely with group members’ negotiations of the rules of the discussion events. Relationships between individuals, willingness to take risks, the incorporation of exploratory talk and reflexive connection making were identified as significant factors in how the discussions unfolded. Working with these accounts, in the second layer of analysis the teacher/researcher uses themes of agency, identity and power to highlight the complex dimensions of her own and her students’ experiences (Lewis, Enciso & Moje, 2007b). The contrasting understandings around participation and knowledge development from two paradigms has particular relevance for research into primary teachers’ pedagogy and primary teacher education more generally.
The different cases provide valuable empirical insight into some inherent complexities in teaching literature in primary schools; especially teaching that seeks to address issues of diversity, social justice, and differentiated learning. This study reveals the multifarious ways in which the teacher/researcher’s interpretation (and management) of certain teaching and learning events may be influenced by a range of sociocultural factors (Baker, 1997; Ewald & Wallace, 1994; Gee & Green, 1998). In so doing, it opens up a dialogue for further research into the teaching of literature in primary schools.
