ERIC Number: EJ877445
Record Type: Journal
Publication Date: 2005
Abstractor: As Provided
Reference Count: 0
Framing in Online School Discussions: A New Mode of Educational Inequity?
Australian Review of Applied Linguistics, Series S n19 p64-86 2005
This paper draws on Bernstein's (1996) notion of "framing" to examine the variables which control the communication made possible in on-line discussion in one school context, and the particular "forms of pedagogic consciousness" (Bernstein, 1996) that are produced as students and teachers negotiate meanings around a literary text. Using genre analysis (Martin, 1992) I examine how students variously contribute in the collaborative construction of an online Discussion genre. Using APPRAISAL analysis (Martin, 2000; White, 2002), I then identify how online interactants variously negotiate their judgements, feelings and appreciations of various aspects of the literary text being discussed, and of each other's contributions, such that certain forms of reasoning around text are privileged over others. In so doing, I identify how different students have access to different forms of expertise in online discussion, with some students being more able to produce the "legitimate forms of communication" (Bernstein, 1996) in the online environment. I conclude by suggesting that, without a close examination of how online discussions are "framed" as emerging electronic genres, educators run the risk of validating a new mode of structural inequity and disadvantage.
Applied Linguistics Association of Australia. Available from: Monash University ePress. Building 4, Monash University, Wellington Road, Clayton 3800, Victoria, Australia. Fax: +61-3-9905 8450; e-mail: firstname.lastname@example.org; Web site: http://publications.epress.monash.edu/loi/aral
Publication Type: Journal Articles; Reports - Evaluative
Education Level: N/A
Authoring Institution: N/A