Negotiating multiple identities between school and the outside world : A critical discourse analysis


Autoria(s): Ryan, M.; Johnson, G.
Data(s)

01/10/2009

Resumo

This article examines interview talk of three students in an Australian high school to show how they negotiate their young adult identities between school and the outside world. It draws on Bakhtin’s concepts of dialogism and heteroglossia to argue that identities are linguistically and corporeally constituted. A critical discourse analysis of segments of transcribed interviews and student-related public documents finds a mismatch between a social justice curriculum at school and its transfer into students’ accounts of outside school lived realities. The article concludes that a productive social justice pedagogy must use its key principles of (con)textual interrogation to engage students in reflexive practice about their positioning within and against discourses of social justice in their student and civic lives. An impending national curriculum must decide whether or not it negotiates the discursive divide any better.

Formato

application/pdf

Identificador

http://eprints.qut.edu.au/26769/

Publicador

Taylor & Francis

Relação

http://eprints.qut.edu.au/26769/1/26769a.pdf

DOI:10.1080/17508480903009574

Ryan, M. & Johnson, G. (2009) Negotiating multiple identities between school and the outside world : A critical discourse analysis. Critical Studies in Education, 50(3), pp. 247-260.

Direitos

Copyright 2009 Taylor & Francis

Fonte

Office of Education Research; Faculty of Education; Institute for Creative Industries and Innovation; School of Cultural & Language Studies in Education

Palavras-Chave #130204 English and Literacy Curriculum and Pedagogy (excl. LOTE ESL and TESOL) #Critical discourse analysis #school identity #social justice curriculum #Bakhtin
Tipo

Journal Article