The Power of Talk: How Words Change our Lives

Briscoe, Felecia M.; Arriaza, Gilberto; Henze, Rosemary C.

doi:10.4135/9781483350356

Cited by 19 publications

(7 citation statements)

References 1 publication

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“…Here, although it was a misbehaviour, the students compensated for the misbehaviour explaining why she was talking to her friend. Moreover, positive teachers treat students equally; teachers have the authority to decide on who should participate and when and where they could do so (Briscoe et al, 2009). One teacher was accused by students to favour one student over others.…”

Section: Discussionmentioning

confidence: 99%

Teachers’ Misbehaviours in Class and Students’ Reactions: A Case Study

Alkurdi¹,

Alghazo²

2021

ije

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This study aims to investigate English as a Foreign Language (EFL) teachers’ misbehaviours in class and their students’ reactions to these misbehaviours. Towards this end, 60 classroom observations of six English language teachers (N=10 each) were conducted at a public school in Jordan. Moreover, a survey was used to elicit 201 students’ reactions to their teachers’ misbehaviours by gauging their satisfaction with the teachers’ communication styles. Finally, the teacher participants were interviewed in order to more deeply understand why such misbehaviours occurred. Analysis of the data is grounded in the Expectancy Violation Theory. The results revealed that when the mean value of teachers’ communication style was more than 3 on a 5-point Likert Scale, the students often perceived their teachers as being positive, and the students compensated most of their teachers’ misbehaviours. However, when the mean value was below 3, the teachers were perceived as being negative, and the students reciprocated for most of the misbehaviours. The results also showed that the students are more tolerant towards their teachers’ misbehaviours as long as the teacher is perceived to be positive. The study provides insights into understanding the student-teacher relationship in EFL classes.

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Section: Discussionmentioning

confidence: 99%

Teachers’ Misbehaviours in Class and Students’ Reactions: A Case Study

Alkurdi¹,

Alghazo²

2021

ije

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“…Raquel recognized, "It is easier for some people to see you as the exception because they don't have to change their little minds about a whole group of people." Downloaded by [University of Chicago Library] at 22:13 18 October 2014 Second, such a tactic of exceptionalism affirms the illusion of meritocracy (Briscoe, Arriaza, & Henze, 2009). If a society is a meritocracy, then people in that society succeed or fail according to their merits, not according to their ethnicity or gender.…”

Section: Configuration Of the Tactics Of Powermentioning

confidence: 95%

“They make you invisible”: Negotiating Power at the Academic Intersections of Ethnicity, Gender, and Class

Briscoe

2009

Equity & Excellence in Education

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“…With a focus on power, critical discourse analysis disrupts the tacit forces that operate through seemingly neutral words (Briscoe et al . ).…”

Section: Critical Discourse Analysismentioning

confidence: 97%

Problematising participatory video with youth inCanada: the intersection of therapeutic, deficit and individualising discourses

Rogers

2014

Area

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This paper draws on critical discourse analysis to explore power dynamics in a participatory video project that took place in an alternative education centre in New Brunswick, Canada. The paper addresses growing concerns at the paucity of critical scholarship devoted to participatory video research. Often championed for its democratic, critical and counter-hegemonic potential, participatory video has steadily gained favour in academic, developmental and educational contexts. However, practitioners implementing participatory approaches often fail to engage with issues of power. This oversight has meant that taken-for-granted assumptions about participatory video have often gone unquestioned. Appreciating this concern, this paper explores how power operates through individualising and deficit discourses in participatory video work with youth and how these discourses might reinforce oppressive thinking, consequently adversely impacting those who participate. This critique accents the importance of challenging taken-for-granted assumptions about participatory video by showing how the method can be shaped by, and play into, marginalising discourses. For practitioners, this is a reminder that power operates through all research and educational practices -even those claiming to be participatory, critical and counter-hegemonic. The paper adds to a growing body of scholarship that draws attention to complexities associated with participatory video and relocates it within the framework of critical participatory research.

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The Power of Talk: How Words Change our Lives

Cited by 19 publications

References 1 publication

Teachers’ Misbehaviours in Class and Students’ Reactions: A Case Study

Teachers’ Misbehaviours in Class and Students’ Reactions: A Case Study

“They make you invisible”: Negotiating Power at the Academic Intersections of Ethnicity, Gender, and Class

Problematising participatory video with youth inCanada: the intersection of therapeutic, deficit and individualising discourses

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