26.059 - Critical Sociocultural Studies of Classroom Discourse

Session Type: Symposium

Abstract

This interactive symposium focuses on classroom discourse studies that are informed by critical sociocultural theory and research methodologies that allow for direct attention to power, identity, and agency in teaching and learning. The studies share a conception of classroom discourse as integrally involving action as well as talk and illuminate the ways that learning is mediated by signs/tools, social codes, and cultural practices, Three interactive breakout groups will promote discussion of the following: (1) the close analysis of power and affinity in students’ informal group interactions; (2) the relationship between dominant distal and local discourses of reading and the construction of reader identity; and (3) youth resistance to pedagogies and analyzes its effects on teaching and learning.

Sub Unit

• SIG-Language and Social Processes

Chair

• Cynthia J. Lewis, University of Minnesota

Papers

• Playing With Power: Collaboration and Conflict in Small-Group Interactions - Anne Crampton, University of Minnesota; Jana LoBello, University of Minnesota

• Navigating Discourses of Literacy and Identities in Reading Groups - Stephanie Rollag, University of Minnesota - Twin Cities; Kay Rosheim, University of Minnesota - Twin Cities

• Negotiating Pedagogical Tensions Through Resistive Acts - Tracey Pyscher, Metropolitan State University; Rachel Hatten, Edina High School