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This book provides a comprehensive introduction to the use of microethnographic discourse analysis for researching, theorizing, and reconceptualizing the uses of language and literacy in educational settings. The authors apply an ethnographic perspective to discourse analysis to emphasize how teachers and students use spoken and written language to construct knowledge, opportunities for learning, and social relationships. The authors demonstrate how microethnographic discourse analysis at different levels of scale can provide deeper understandings into the nuanced, complex social interactions and relationships that exist in and across educational contexts, including meaning-making, literacy practices, power relations, and the social construction of personhood.
Each chapter offers philosophically and theoretically grounded principles for using microethnographic discourse analysis and example cases that reflect the principles presented. Ideal for researchers, teacher educators, and teachers, this essential text on discourse analysis, languaging, and literacy provides a grounding to further examine critical questions challenging educators.
This book provides a comprehensive introduction to the use of microethnographic discourse analysis for researching, theorizing, and reconceptualizing the uses of language and literacy in educational settings. The authors apply an ethnographic perspective to discourse analysis to emphasize how teachers and students use spoken and written language to construct knowledge, opportunities for learning, and social relationships. The authors demonstrate how microethnographic discourse analysis at different levels of scale can provide deeper understandings into the nuanced, complex social interactions and relationships that exist in and across educational contexts, including meaning-making, literacy practices, power relations, and the social construction of personhood.
Each chapter offers philosophically and theoretically grounded principles for using microethnographic discourse analysis and example cases that reflect the principles presented. Ideal for researchers, teacher educators, and teachers, this essential text on discourse analysis, languaging, and literacy provides a grounding to further examine critical questions challenging educators.
Foreword by Constant Leung
Acknowledgments
Artist’s Statement
About the Authors
Preface
Chapter 1. Overview of Microethnographic Discourse Analysis of Languaging and Literacy Events in Educational Settings
Chapter 2. Engaging Philosophical Questions for Discourse Analysis of Languaging and Literacy Events in Educational Settings
Chapter 3. Theoretical Frames for Engaging in a Microethnographic Discourse Analysis of Languaging and Literacy Events in Educational Settings
Chapter 4. An Ethnographic Framework and Ethnographic Practices for Engaging in a Microethnographic Discourse Analysis of Languaging and Literacy Events in Educational Settings
Chapter 5. Toward a Discourse Analysis of a Languaging and Literacy Event in an Educational Setting
Chapter 6. Toward a Discourse Analysis of Literacy and Languaging Events in Educational Settings: Across Events and Social Contexts
Chapter 7. Toward a Microethnographic Discourse Analysis of Power Relations in Languaging and Literacy Events in Educational Settings
Chapter 8. Digital Communication and The Microethnographic Discourse Analysis of Languaging and Literacy Events in Educational Settings
Chapter 9. Personhood and Microethnographic Discourse Analysis of Languaging and Literacy Events in Educational Settings
Afterword by Ramón Martínez
Appendix. Transcription Key
Index
David Bloome is Professor Emeritus of Teaching and Learning at The Ohio State University, United States.
Stephanie Power-Carter is Professor of Education and Director of the Center for Discourse Analysis and Video Ethnography at The Ohio State University, United States.
W. Douglas Baker is Professor of English Education and Associate Dean for the College of Arts and Sciences at Eastern Michigan University, United States.
Maria Lucia Castanheira is Professor of Education and a member of a Literacy Research Center (CEALE) at the Federal University of Minas Gerais, Brazil.
Minjeong Kim is Associate Professor of Education at University of Massachusetts, Lowell, United States.
Lindsey W. Rowe is a Doctoral Candidate in the Department of Teaching and Learning at The Ohio State University, United States.
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