“It’s not them, it’s me”: competing discourses in one aspiring teacher’s talk

Gómez, Mary Louise; Carlson, James R.; Foubert, Jennifer; Powell, Shameka N.

doi:10.1080/10476210.2014.889673

Cited by 4 publications

(2 citation statements)

References 15 publications

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“…Additional studies considered how teachers developed internally persuasive discourse, particularly by engaging in conversation and reflection. For example, Gomez et al (2014) presented a case study of a White, rural, middle-class preservice teacher recognizing authoritative discourse that shaped her negative assumptions about her urban students of color. Reflecting on her field experiences with diverse students alongside course readings about deficit thinking, she reconsidered her perspectives.…”

Section: Theoretical Frameworkmentioning

confidence: 99%

Small Moves: New Teachers’ Perceptions of Authoritative Discourse

Lambert

Myers

Howard

et al. 2023

Journal of Literacy Research

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Novice teachers experience language about literacy instruction from a variety of sources. This longitudinal case study uses Bakhtin’s notions of authoritative and internally persuasive discourse to consider how four novice teachers negotiated messages regarding literacy instruction from the conclusion of preservice education through their first 2 years of teaching. Although the challenges of the initial years of teaching have been studied, limited attention has been given to the ways in which novice teachers negotiate and take up language about literacy instruction within their school contexts. Interviews and email journals were used as data sources. Findings reveal that novice teachers perceived authoritative discourse from curricula, programs and assessments, and instructional expectations of administrators or senior colleagues. Participants accessed internally persuasive literacy discourses through questioning, supplementing, and changing literacy programs they perceived as required by authorities. Implications for teacher educators, researchers, and school personnel are discussed.

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Section: Theoretical Frameworkmentioning

confidence: 99%

Small Moves: New Teachers’ Perceptions of Authoritative Discourse

Lambert

Myers

Howard

et al. 2023

Journal of Literacy Research

View full text Add to dashboard Cite

show abstract

“…For instance, as a teacher of a large undergraduate course (over 60 students each semester, nearly all of them White) in which she engages with themes of racism, sexism, ability, and homophobia in U.S. schools and schooling, Mary Louise (Gomez, 2016;Gomez, Carlson, Foubert, & Powell, 2014) sends students-not yet accepted, but interested in joining professional programs such as teaching, nursing, physical therapy, or speech pathology-out to conduct 25 of service learning. This occurs over a semester in various communities of the university, often at schools where she has developed close relationships with a few staff members.…”

Section: Race and Ethnicity And Narratives Of Teachingmentioning

confidence: 99%

Engaging Emotions in Teacher Education Research

Gómez

Lachuk

2019

Teachers College Record: The Voice of Scholarship in Education

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Questions this chapter addresses include: What changes have teacher education programs attempted in the past in order to ameliorate the emotional struggles that prospective and new teachers undergo? What successes have been realized in these programs, and what criticisms have been made? How may teacher educators avoid what some scholars have called “false empathy” and encourage real compassion and knowledge of their students’ families, homes, and cultures so they may be more knowledgeable and skillful in communicating with students? How might future programs be improved in course work, field experiences, and other ongoing experiences of viewing, reading, and interacting with others? How can emotion be used as a mechanism for critical reflection about teachers’ identities and their understandings of youth identities?

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‘Democracy’ in education: an omnipresent yet distanced ‘other’

Simpson

Dervin

2017

Palgrave Commun

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Like many concepts and notions used in various subfields of education, the idea of democracy is both floating and polysemic. It can also be a conveniently loose term that can be used by some to position themselves above others and to 'teach them' lessons about how to 'do' democracy, often creating unjustified hierarchies and moralistic judgements. Based on Mikhail Bakhtin's concepts of 'authoritative discourse and internally persuasive discourse', this article examines how the contested idea of democracy is constructed and negotiated at a key International Conference on democratic education. Excerpts from talks given at the conference serve as case studies in this paper, without the intention to generalise about discourses of democracy in education. The results hint at uncritical attempts, often based on pathos, to totalise and generalise 'democracy/the democratic' especially within discourses on 'democratic schools'. Such discourses can contribute to cultural othering and stereotyping, as well as, simplistic assumptions about how 'democracy' functions and comes-into-being. They can also help the utterer hide their sentiments. Thus, the aim of this paper is to deconstruct an essentialised and somewhat empty vision of democracy discourse in education. The fact that the idea of 'freedom' is often used as a synonym for 'democracy' during the conference is also discussed.

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“It’s not them, it’s me”: competing discourses in one aspiring teacher’s talk

Cited by 4 publications

References 15 publications

Small Moves: New Teachers’ Perceptions of Authoritative Discourse

Small Moves: New Teachers’ Perceptions of Authoritative Discourse

Engaging Emotions in Teacher Education Research

‘Democracy’ in education: an omnipresent yet distanced ‘other’

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