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ERIC Number: ED462856
Record Type: Non-Journal
Publication Date: 2001
Pages: 20
Abstractor: N/A
Reference Count: N/A
Ventriloquating Shakespeare: Ethical Positioning in Classroom Literature Discussions.
Wortham, Stanton
Working Papers in Educational Linguistics, v17 n1-2 p46-64 Spr-Fall 2001
This article describes how political and ethical positioning in classroom discussions can be intertwined with productive conversations about the subject matter. Discussions of compelling literature can involve a tight linkage between the subject matter discussed and the ethical positions taken by students and teachers as they engage in productive classroom discussion. At the same time as they discuss literature in deliberate, rational, pedagogically productive ways, teachers and students also often adopt their own positions on political and ethical issues raised by the literature. This positioning is a form of action. It is not necessarily planned and sometimes not even conscious. This article illustrates such positioning by analyzing one ninth grade English classroom discussion in an urban U.S. high school. (Contains 24 references.) (SM)
Publication Type: Journal Articles; Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: National Academy of Education, Pittsburgh, PA.; Spencer Foundation, Chicago, IL.; Pennsylvania Univ., Philadelphia.
Authoring Institution: N/A