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ERIC Number: EJ1138265
Record Type: Journal
Publication Date: 2016
Pages: 20
Abstractor: As Provided
ISSN: EISSN-2331-186X
A Critical Discourse Analysis of Teacher-Student Relationships in a Third-Grade Literacy Lesson: Dynamics of Microaggression
Beaulieu, Rodney
Cogent Education, v3 n1 Article 1244028 2016
This study focuses on a recording from a week of third-grade classroom sessions. The recording was used to train new teachers in a certification program and provided data for a learning community that was studying classroom discourse. The third-grade teacher was described as being "outstanding" and "culturally responsive" by the university professor who had been using the recording to train teacher candidates. The teacher was indeed innovative in supporting cultural diversity and was responsive to all students throughout the week, except during a particular literacy lesson, the subject of this study. Critical discourse analysis revealed prioritizing White males, disrespecting a Mexican-American boy and neglecting females. The recording was later withdrawn from the certification program because it did not reflect exemplary teaching, yet its initial use points to an urgent educational problem: even experienced teachers exhibit microaggressions toward students of color and female students, and experts in teacher education do not readily recognize them when they occur. Microaggressions can appear subtle and inconsequential, yet they have a negative impact on the teacher-student relationship.
Cogent OA. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Grade 3; Primary Education; Elementary Education; Early Childhood Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: California
Grant or Contract Numbers: N/A