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ERIC Number: EJ821442
Record Type: Journal
Publication Date: 2005-Sep
Pages: 13
Abstractor: As Provided
Reference Count: 31
ISSN: ISSN-1047-6210
Talking and Teaching through a Positional Lens: Recognizing What and Who We Privilege in Our Practice
Glazier, Jocelyn Anne
Teaching Education, v16 n3 p231-243 Sep 2005
This article describes a year-long professional development project that brought together a group of high school English teachers around multicultural literature they would be teaching to their students. The teachers all taught together in a culturally and economically diverse high school context in the USA. One objective of the project was to enable the teacher participants to explore their discourse patterns around the literature to discern their own subject positions with regard to one another and to the texts studied. In addition, the teachers together analyzed their own classroom discourse to determine how those subject positions carried over into their teaching, how they essentially taught who they were. Discussions of multicultural literature and teachers' talk around that literature, accompanied by close interrogation of classroom practice, enabled the teachers to discern what (and who) they privileged in their teaching practice. These realizations led one of the two teachers highlighted to readily change her pedagogy and curriculum to better support the learning and empowerment of all students. (Contains 2 notes.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Descriptive
Education Level: High Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United States