Six research participants are embarking on the journey of becoming a high school student. They're going on a junior high setting into a high school setting and will be welcomed by this new reformed of the common core standards so that they can become college and career ready and better participate in the global economy. What is their perception of the work we did in class this year? What is the perception of how prepared they are for high school or college for career for the global economy? In the end what has stayed with them? How has it impacted their identity as students and citizens. In a climate that too often rewards conformity competition grades?
Brief biological sketch of the research participants in the study.
Discourse. What is the discourse that they use in telling their perspective on what we learned how we learned. What does the discourse they use reveal about their understanding of maternity. Even though they will not use the word modernity had a giving out kind of development and transnational ism? Will Alsup's concept of Borderland discourse be useful here? Are they waiting together various discourses and associated subjectivities to create a global citizen identity?
How could I bring me into the classroom how could I be a good student and not always feel like I was playing apart trying to put on the student persona that was not me? How do I be treated as a thinker as a citizen who can go into this world?
Borderland discourse that transformative teacher identity discourse allowing preservice teachers to develop integrated holistic professional selves. Discourse and it's various forms is what we engage in during class be at written oral performative or cognitive discourse.
Naming risks oversimplification but it allows discussion and heightened awareness of the concept. To save democracy or citizen is to make the concept seems simple and easily defined that it is incredibly complex And always forming. In this discourse it has transformative potential because of the contact between the spirit subjectivities which can lead to the eventual integration of these multiple subject positions such as teacher student citizen. But such integration through discourses is vital for developing citizen must negotiate conflicting subject positions and ideologies while creating a citizen self. The schooling cell phone is not democratic is not powerful and yet we want students to go into the world with agency. Many people connect students with stereotypical markers are well demonstrating the pigeonholing holing of student identity. This is especially common with middle school students. This is a problem when students don't setae stereotypes as problematic they want to read the student with the right answer with a high grade that conforms to the teacher's expectations. They want to see the test scores to compare themselves with their classmates. Some photos of scores to show that they do not care about school while others look at the high scores to show that they are smart. Did you not ask what is problematic about the scores about these grades and about this kind of learning that is measurable. In fact SMLC was some participants learning that is not measurable that is not neat is not right nor wrong causes some problems for the student identity and ultimately as citizen identity. This dude typical role is attractive because it seems to be free of conflict and contradiction. For many students this image even represents a Verizon status rather than a productive expression of unoppressive stereotype because it represents admittance into an accepted societal norm. But regardless of this initial attraction to be scripted identity many find it hard to actually take on this persona and simultaneously be true to themselves they may result intention frustration and sometimes abandonment of learning and if school. To avoid these consequences the student must become a citizen and carve out an identity space for him or Hillstock is so often the space is so called borderland between identity positions or situated discourses and is a space for continual becoming rather than an endpoint culminating in the singular identity construction.
I think students don't know that envisioning themselves as a citizen of the world and thinking about school assuming that purpose is challenging and not singular. To be college and career ready does not mean getting this test score or these grades. Readiness is not measurable being a citizen is not measurable such as voting yes check did that. Taking on learning as a mission is more difficult for some students than others due to their outsider or marginalized status in society. Or for the simple fact that they are not marginalized in society and have been trained to conform Or value scores crates measurable knowledge. How did this event affect your feelings about learning about being a citizen? How did this event correct your preferences for reading and writing and thinking?How did this print text your learning and beliefs about to school in America?Jim Gee discourse. Foucault's discourse.
The larger realm of the discourse of education determines the kind of speech and educator can engage in daily basis and still be part of the community and the same goes for students. Therefore when an individual claims to be part of a community and thus in cages and it's discourse a certain subjectivity or situated identity such as student results. There is a possibility that it discursive act would actually involve multitude multiple subjectivities and the individual owning them credit any given moment decide which one he or she will enact within discourse. So for example in my classroom I will Garkeric the discourse of a stereotypical student and anti-stereotypical student a citizen student. Alsup Argues that students must sign the borderland between two or more discourses in a sincere way and speak on this new space the site of alternative discourse to enact change in a particular community. Some students found this alternative discourse on some occasions but not another's and this did impact the community whereas another clastic not. Borderland as a metaphor implies a crossing over as the goal however perhaps trans action all is a better word to use Rosenblatt or just as a used Transglobal to shows that it is a discursive space. The goal in a democratic in process classroom is to create this discursive space this transactional space. I believe this happened with many of the student one and that they will speak about times when they realized what education could be what understanding could be what a classroom could be who they could be in the democracy. they found their citizen within.
I will ask the students to create textual and visual metaphors that reset represent their student and citizen identity and or philosophy. The visual metaphors the photographs Will be a powerful genre But I anticipate the poetry to be even more powerful. From my own experiences as teacher I believe that metaphors or powerful form for social identity citizenship identity and a catalyst for personal growth and is it English teacher I understand the power of mentor and other figurative language.
The narrative or expository pieces will also reveal a certain position on schooling and citizenship and democracy, but their wisdom about their role in society will like come from the poetry. I think the institutional discourse will also come in as I tried to explicit it'll resist text books an neat tests like multiple choice. I gave a test once written by a publisher and asked what textual clue was there that I did not right it, and if was the multiple choice part.
I will talk about the school settings, but the questions Williston be about what we read, how, how they learned, how they were assessed, how it affected their understanding if schooling, society, their role as a citizen, what they think a citizen is, the value if reading and writing Nf language
My interest is in their thinking about English and how it confronts the darker side if modernity- global issues and schooling.
I am uncertain if using the word identity here because it is more about language but who you think you are impacts how you act. This is about thinking and how language- reading. Writing, speaking, and listening - constructs ways if being/ actions and inaction in the world.
I hope students will share personal identities and reflect upon the progression if their learning and how those are transactional. They are linked. I expect to hear about the initial crisis in learning this new way-- no textbooks, doing inquiry, no worksheet, students as teachers, Socratic seminar (though not new for student centered teachers). Resistance, disengagement, power, inconsistencies from my practice as I struggled to resist the measurement discourses or had to give standardized tests. Middle school as a borderland between elementary and high school and child and adult. The intersections and contradictions.
Will I see in my interviews , transcripts from the group discussion, artifacts of work, etc., evidence of an anti- measurement discourse? A discourse that confronts modernity?
Portraits of student participants:I will choose pseudonyms for the student participants. I intend to structure the chapter according to trends in the discourses and will begin with short vignettes. I will choose participants based on the variety of culture, gender, and perceived interest/ impact of the curriculum. For example some took to the anti schooling discourse while others did not.
Rogers and babinski, 2002: many of the teachers who remain in the classrooms end up teaching in ways that are inconsistent and even contradictory to their initial pedagogical beliefs, goals, and expectations. (3). they revert to teacher centered methods if me tyre and closed questioning. Avoid a binary but point to emergence of democracy-- the binary of stereotypical students roles as confirming or rebelling. Good student or bad student. Students transcending this struggle for it to be about bit being a student of the school if if the grade it a student of the world. Not knowing for a test but seeking understanding of their place in a world that defines success as much mire nuanced--aware of the darker side yet not defining it as dark or light or good I'd bad. Thus study urges a recognition if the various and sometimes contrasting subjectivity it's and associated ideologies that are present as students enact their citizen selves.
I am not interested in Measuring the knowledge about the topics or literature we read. While important, it is not necessarily and evaluation of the thinking or understanding about modernity as rhetorical and its aesthetic.
What does it mean to be a student in today's America? What do students need to know and be able to do? What knowledge and behavior most consistently result in being an effective student? Doing homework. Passing a test. Raising your hand. Scoring well on standardized tests. A certain way of thinking and doing. Perhaps developing a citizen identity aware of the rhetoric if modernity.an effective student citizen incorporates the personal subjectivity ex into the professional / cultural expectations of what it means to be a citizen and it happens through a student's participation in various discourses of schooling, institution, friends, democracy, narrative, home...discourses that facilitate engagement with students, teachers, friends, family and intern dialogues with other personal ideologies-- which seems most visible in their artifacts. These are transactional spaces which construct citizen identities and intellectual competence.
The goal us not to resolve ideological tensions but to make these visible and to position this as the space if modernity- quantitative and qualitative discourses, order and disorder, gaps and ...The implication of reform and standardization us that citizens can be created through application scientifically proven and measured, but we and students, as we will see, are skeptical either overtly or through resistance about the kind of knowledge that research yields. It lacks the complexity. But a student who scores well on a test may not be college or career ready. Such a student may never speak up or challenge injustice may not engage in a problem or attempt to solve it; the student may not respect opposing views or different cultures it understand the qualitative features if problem, solution, consequence. A student who is innovative and resistant to the test or ... Why does this matter? What sort if student do we want? What sort if citizen are we supporting? Do we care about citizenry? Isn't that part of college and career ready? The sort if student we make or reinforce or value us in line with the sort if citizen we want or need.
The student's mind is not blank slate and they come with prior knowledge experience on which to build; the negative is that their is an entire set of internal narratives that define that to him or her a student is, a citizen is, what school is for. All these these are not positive in whatever sense we think that it: school us fun, there is one way to be a good student, if you don't get good grades then you are bad, if you please your teacher she is nice,...They do based on imitation not active construction or rather it is constructed in the transactional spaces of all their discourses- tv family siblings experience.Describe the qualities of a studentTalk about the structure of school, the expectation that exists within the system , the demands placed on the system by parents and community -- anticipating how students feel restrained by the characteristics if the system where they go to school like the texts, the issues, the assignments, the grades, dress, act, move Talk about the home narrative about schoolTalk about peer narrative in this class or not Playing the role of a student -- attached to an ideology of intellectual, emotional, and physical aspects taking on the subjectivities of "student"; to shift these to citizen means making a turn in beliefs about school and the role of a student. Redefining student as a citizen of the world means integrating a skeptical ideology, which many students already have, looking at the rhetorical moves of the public.
Today schools have to teach about bullying and suicide prevention.
DEFINING borderland discourse or anti/measurement or modernity :
It is not singular and cannot be identified by certain linguistic features. It is a discourse of critical reflection that seemed influential in the development of ideologies that trouble the measurement discourses. Reoccurring themes and concepts and evidence of contrasting positions creating dissonance. I will do a qualitative coding of interview transcripts, group discussion, and textual artifacts. I will look for evidence of contact between disparate student and citizen subjectivities leading toward the ideological integration of self. I argue that such integration through discourse can lead to a shift in subjectivity. Because I know the participants, I can identify the ideological tensions but may not with strangers. For example, I know Anna was struggling with the intersection of the discourse with friends, the discourse of high school, her narrative of being challenged as a student, and our class narrative of citizen. I came to know Anna as a student and citizen ; I knew that Anna learned much about school from her friends and I know her experience in my class caused her to rethink these lessons she learned from the past school and friends.
Another important point about Bordeaux discourse will see that there was. No repudiation of one discourse or the subsuming of one into the other. Will there be a new discourse? Will it be unique to the participant given their home, friend, cultural, past experience etc narratives about school. What will this new discourse look like in high school when there is a college readiness discourse? If there is no competing discourse to trouble the discourses if measurement Luke honors track and act.Borderland comes from James gee-- it is a discourse "a mixture of various neighborhood peer discourses, some with emergent properties of its own."1999, 22
Are they learning how to rethink student, and dies the rethinking look more like Dewey's citizen? I think this is a discourse that includes done crisis of subjectivity and ideology in the classroom and connects them to a developing sense of themselves. As public selves, citizens. This is in response to felt tensions among student subjectivity was or between personal and public ideologies and the expression of a borderland discourses might be synonymous with increased feelings of personal and public agency. This discourse is on the border of the discourse of highschool, the discourse of their own school experiences or narratives of memories, the discourse if peers, the discourse of family.
How can the understanding of discourse be applied to real life and used to change it for the better? I am a critical researcher in the sense that I am looking doing discourse analysis to increase the understanding of interpersonal and person- textual interactions or transactions in order to make a difference but I am thinking about how discourse constructs personal subjectivity and thus public subjectivity in the very institution that constructs its citizens.
d is discourse of language such as writing and speakingD is " different ways in which we humans integrate language with nonlanguage "stuff" such as Different ways of thinking acting interacting valuing feeling believing and using symbols tools and how checks in the right places and at the right times so as to connect and recognize different activities and activities" 13
discourse is linguistic and not so as to include thought, actions, feelings; discourse is connected to a group such as being a student means an individual has mastered a certain set or kind if discourse that includes speaking, writing, dressing, acting, and living within certain boundaries or in accordance with certain unwritten rules that govern the discourse if the community. How successful us the person living the student discourse? For example, Salma's dialect, dress, writing disability, appearance, and history if drug use put her outside the accepted norm of suburban student. Her narrative about school is that she does not fit in and any attempt to talk about it sounds like a personal attack and seemed to see her "faults" as being inconsistent with what a good student does yet salmas writing us literally and figuratively anti measurement resisting conventional grammar and ideas. How did the space of our classroom help her to make public this identity that was private. Is she developing an ability to be bi-it multi- discursal (1996,136). Modifying her discourse in ways that allow her to grow and participate in various discourse communities-- not just private, family and not just public institutional but a new discourse. It is different enough from what has gone before but still recognizable and can simultaneously change and transform discourses (1998, 18).
This space where the discourse of the citizen is recognizable yet transformative to the student and public is the borderland discourse. Thus transformative space us the site of a balance that I hike students will inhabit between the established status quo discourse of measurement, personal, and public discourses. I am not teaching students to go our and reproduce the status quo nor does the public need more of the same. Their change must occur in the current discursive system where they will be for a dozen plus years so that they are not ousted literally or figuratively from the community. The community affects their discourse but their discourse affects their community.
MethodologyGoals
1. Examine the philosophies of being a student, schooling, and how it relates to being a citizen held by participants; include family beliefs and friends' beliefs
2. Describe classroom practices of the participants it's change over time and how these changes are connected with beliefs about students, schooling, and being citizens
3 explore issues of self confidence about being a student and participants' level of comfort in the classroom, readiness for high school, readiness for being a citizen
4. Describe changes in how the participants define their roles as students and citizens5. offer suggestions for teaching and explore further research directions for understanding student development
The study is an emergent, grounded theory approach to analysis that allows meaning to evolve from the data collection rather than imposing thematic categories onto the research texts. This study is in part narrative in that it uses or analyzes narrative material. I anticipate stories about experiences, memories, or tensions. My goal is to recruit six to eight participants from the three eighth grade classes I taught during the 2012-13 school year. My intention is for it to be mixed in gender and ethnicity (and perhaps class) to get a sense of potentially different home and peer discourses. All names -- as well as family members of the participates, schools -- are or will be pseudonyms. Although this will be a university-based, qualitative study, I will also collect relevant artifacts such as written artifacts that the students put together, philosophy/belief statements and literacy biographies they will write for this study. In order to establish "triangulation," multiple sources will be analyzed - the interviews, a group discussion, and the artifacts. The quality and purpose of the interviews is described by Irving Seidman (1998): "The purpose of in-depth interviewing is not to get answers to questions, nor to test hypotheses, and not to evaluate as the term is normally used. At the root of in-depth interviewing is an interest in understanding the experience of other people and the meaning they made of that experience" (3). The concept of analysis will be qualitative discourse analysis focusing on the ideas, issues, experiences, and feelings described by the participants. I will use the categorical content approach to data analysis, which is often called content analysis. In content analysis, categories are coded and examples from the text are placed into these identified categories or groups for analysis according to Lieblich et al (1998). The process will be to read individual and group interview transcripts marking interesting concepts and ideas. then, reading the artifact or transcript a second time marking relevant concepts and ideas and beginning to group or categorize the findings. Next, I will compare the codes for the creation of general characteristics of student identity, beliefs about education/schooling, and beliefs about citizen. These themes will likely be a list of the discourses to discuss in this dissertation. Finally, I will see about including an outside analyst to review a sample of the date and organize it within the thematic categories I provide. Because this is a qualitative study, the reliability and validity is based on trustworthiness. Yvonna S.Lincoln and Egon G. Cuba (1985) define it with the following criteria: credibility - engagement in activities that increase the probability that credible findings would result such as triangulation; transferability -- the use of thick description tha tallows the reader to decide if results are applicable to his or her context; dependability -- the use of triangulation and constant comparison; confirmabilty -- availability of an "audit trial" or the research process, such as notes, journals, coded transcripts or field notes, and other records.
To locate myself in this study, as a middle school teacher and researcher, is to acknowledge all the background, knowledge, and life experience that I possess. Without my own experiences as a middle and high school student trying to make sense of what I was doing and why, then as a middle and high school teacher recognizing the disconnect between being a student and being a citizen of an ever-emerging democracy, and finally as a teacher educator again recognizing the disconnect between the ways we prepare teachers for the classroom and what actually goes on. Without these experiences, I would not have developed an interest in this project or devised the research questions I did.
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