The sounds of silence in educational tracking: a longitudinal, ethnographic case study.
Foregrounding the nexuses of critical discourse analysis (CDA) and ethnography, specifically in longitudinal research, I draw on case study data that span the course of 10 years to explore the issues salient to understanding the problem of educational tracking. I focus on the struggle of Vicky Tread...
| Publicado en: | Critical Discourse Studies Vol. 8; no. 4; pp. 239 - 253 |
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| Autor principal: | |
| Formato: | Case Study |
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Taylor & Francis Ltd
Nov2011
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=hlh&AN=65869568&site=ehost-live header: @attributes: shortDbName: hlh uiTerm: 65869568 longDbName: Humanities International Complete uiTag: AN controlInfo: bkinfo: jinfo: jid: 17405904 RF5 jtl: Critical Discourse Studies issn: 17405904 maglogo: Y pubinfo: dt: Nov2011 vid: 8 iid: 4 pid: 377 pub: Taylor & Francis Ltd artinfo: ui: 65869568 10.1080/17405904.2011.601632 ppf: 239 ppct: 14 formats: fmt: – @attributes: type: T – @attributes: type: P size: 102KB tig: atl: The sounds of silence in educational tracking: a longitudinal, ethnographic case study. aug: au: Rogers, Rebecca affil: University of Missouri-St. Louis, College of Education, St. Louis, MO, USA su: Track system (Education) Longitudinal method Critical discourse analysis Ethnology Special education Educational equalization Silence -- Social aspects sug: subj: Track system (Education) Longitudinal method Critical discourse analysis Ethnology Special education Educational equalization Silence -- Social aspects keyword: critical discourse analysis educational tracking ethnography longitudinal research silence ab: Foregrounding the nexuses of critical discourse analysis (CDA) and ethnography, specifically in longitudinal research, I draw on case study data that span the course of 10 years to explore the issues salient to understanding the problem of educational tracking. I focus on the struggle of Vicky Treader, an African-American young woman living in Albany, NY, to obtain a high school diploma while labeled as a special education student. Analytically, I construct the context of Vicky's experiences within the educational system through the discursive details of official and unofficial records and transcripts and against the backdrop of neoliberal education policies that reinforce educational and social inequalities. I traverse 10 years of institutionalized discourses and decision-making through three episodes (1998, 1999, 2005) that represent her experiences within the special education in elementary, middle and high school. Educational tracking, I will argue, relies not only on official records and narratives but also on what Huckin [(2002). Textual silence and the discourse of homelessness. Discourse & Society, 13(3), 347–372] refers to as ‘textual silences’. I demonstrate how using critical discourse analysis within longitudinal ethnography enabled me to connect micro and macro discourses and to understand the long-term consequences of educational decisions and what these might mean for educational equity. pubtype: Academic Journal doctype: Case Study src: R language: English refInfo: copyright: @attributes: flag: Y custom: Copyright of Critical Discourse Studies is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. item: Critical Discourse Studies holder: Taylor & Francis Ltd dt: @attributes: year: 2011 holdings: @attributes: islocal: N |
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