Highlighting hybridity: a critical discourse analysis of teacher talk in science classrooms

Hanrahan, M 2006, 'Highlighting hybridity: a critical discourse analysis of teacher talk in science classrooms', Science Education, vol. 90, no. 1, pp. 8-43.


Document type: Journal Article
Collection: Journal Articles

Title Highlighting hybridity: a critical discourse analysis of teacher talk in science classrooms
Author(s) Hanrahan, M
Year 2006
Journal name Science Education
Volume number 90
Issue number 1
Start page 8
End page 43
Total pages 36
Publisher John Wiley and Sons
Abstract There is evidence that alienation from science is linked to the dominant discourse practices of science classrooms (cf. Lemke, J. L. (1990). Talking Science: Language, Learning, and Values. Norwood, NJ: Ablex). Yet, in secondary science education it is particularly hard to find evidence of curriculum reform that includes explicit changes in pedagogic discourses to accommodate the needs of students from a wide range of backgrounds. However, such evidence does exist and needs to be highlighted wherever it is found to help address social justice concerns in science education. In this article, I show how critical discourse analysis can be used to explore a way of challenging the dominant discourse in teacher - student interactions in science classrooms. My findings suggest a new way of moving toward more socially just science curricula in middle years and secondary classrooms by using hybrid discourses that can serve emancipatory purposes.
Subject Science, Technology and Engineering Curriculum and Pedagogy
DOI - identifier 10.1002/sce.20087
Copyright notice © 2005 Wiley Periodicals
ISSN 0036-8326
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