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

Hanrahan, Mary U. (2006) Highlighting hybridity: A critical discourse analysis of teacher talk in science classrooms. Science Education, 90 1: 8-43. doi:10.1002/sce.20087


Author Hanrahan, Mary U.
Title Highlighting hybridity: A critical discourse analysis of teacher talk in science classrooms
Journal name Science Education   Check publisher's open access policy
ISSN 0036-8326
1098-237X
Publication date 2006
Sub-type Article (original research)
DOI 10.1002/sce.20087
Volume 90
Issue 1
Start page 8
End page 43
Total pages 36
Place of publication Hoboken
Publisher John Wiley & Sons Inc
Collection year 2006
Language eng
Subject CX
1302 Curriculum and Pedagogy
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. © 2005 Wiley Periodicals. Inc.
Keyword Science classroom
critical discourse
science education
Q-Index Code CX

Document type: Journal Article
Sub-type: Article (original research)
Collection: School of Education Publications
 
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Created: Wed, 15 Aug 2007, 08:22:57 EST