Can Classroom Teachers Become Political Actors?
سال انتشار: 1391
نوع سند: مقاله کنفرانسی
زبان: انگلیسی
مشاهده: 371
متن کامل این مقاله منتشر نشده است و فقط به صورت چکیده یا چکیده مبسوط در پایگاه موجود می باشد.
توضیح: معمولا کلیه مقالاتی که کمتر از ۵ صفحه باشند در پایگاه سیویلیکا اصل مقاله (فول تکست) محسوب نمی شوند و فقط کاربران عضو بدون کسر اعتبار می توانند فایل آنها را دریافت نمایند.
- صدور گواهی نمایه سازی
- من نویسنده این مقاله هستم
استخراج به نرم افزارهای پژوهشی:
شناسه ملی سند علمی:
RTETL01_004
تاریخ نمایه سازی: 25 آذر 1395
چکیده مقاله:
The present workshop aims at investigating the extent to which teacher discourse projects teacher identity and ideology defined by Popper (1987) as an unavoidable moment of all thinking andacting. Van Dijk (2004) argues that ideologies are typically, though not exclusively, expressed andreproduced in discourse and communication. Therefore, teachers who are deemed to be social actors unavoidably represent their ideologies through enacting discursive strategies and rhetorical devices inthe classroom as a social context of situation and culture in order to exercise power and manipulatetheir audience's personal and social cognition (hence political actors). Some teachers may not be acutely aware of the impact of their classroom discursive acts on student cognition. On the one hand, some discursive strategies should be eliminated, reduced or made less observable in that they aresuggestive of their false ideologies regarding monarchical power. On the other hand, some others could prove to be constructive therefore legitimate, for they help exercise disciplinary power. Teachers are, therefore, suggested to learn how to 'discursively' manage their classes in order to empower both themselves and their students.
نویسندگان
Mohammad Mahdi Sharifi
Department of Foreign Languages, Islamic Azad University, Khorasgan Branch, Isfahan, Iran