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Discussing Sexuality in the English ...

Scott, Brigitte Condon.

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Discussing Sexuality in the English Classroom: Using Bakhtinian Analyses and Positioning Theory to Explore Teacher Talk.

Record Type:	Language materials, printed : Monograph/item
Title/Author:	Discussing Sexuality in the English Classroom: Using Bakhtinian Analyses and Positioning Theory to Explore Teacher Talk./
Author:	Scott, Brigitte Condon.
Description:	250 p.
Notes:	Source: Dissertation Abstracts International, Volume: 75-06(E), Section: A.
Contained By:	Dissertation Abstracts International75-06A(E).
Subject:	Education, Sociology of. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3585829
ISBN:	9781303788666

Discussing Sexuality in the English Classroom: Using Bakhtinian Analyses and Positioning Theory to Explore Teacher Talk.
Scott, Brigitte Condon.

Discussing Sexuality in the English Classroom: Using Bakhtinian Analyses and Positioning Theory to Explore Teacher Talk. - 250 p.

Source: Dissertation Abstracts International, Volume: 75-06(E), Section: A.

Thesis (Ph.D.)--Virginia Polytechnic Institute and State University, 2013.

This dissertation is an examination of the ways English teachers may be complicit in reproducing an abstinence-based sex education discourse in their own classroom practices and discussions of literature. Working from disciplinary research in sex education, sociology, English education, anthropology, and public health, I explore English teachers' experiences in negotiating the effects of, reactions to, and expectations for discussing sexuality, intimacy, and gender in a school community. Using feminist positioning theory and Bakhtin's concepts of dialogism and ventriloquism, I explore how teachers approach, grapple with, contribute to, and leverage dominant institutional discourses in their practices, thereby mediating knowledge, possibilities for conversations, and institutional norms. An amalgam of teaching philosophies, methodologies, and political ideologies underscores teachers' voicing patterns and discursive positions, helping to further inform an understanding of how contentious social issues are negotiated in the classroom. The agentic discursive positions teachers take up provide insights into teachers as mediating agents within institutional discourses, but not necessarily as change agents of institutional norms.

ISBN: 9781303788666Subjects--Topical Terms:

626654
Education, Sociology of.

Discussing Sexuality in the English Classroom: Using Bakhtinian Analyses and Positioning Theory to Explore Teacher Talk.
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020 $a 9781303788666
035 $a (MiAaPQ)AAI3585829
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100 1 $a Scott, Brigitte Condon. $3 2095728
245 1 0 $a Discussing Sexuality in the English Classroom: Using Bakhtinian Analyses and Positioning Theory to Explore Teacher Talk.
300 $a 250 p.
500 $a Source: Dissertation Abstracts International, Volume: 75-06(E), Section: A.
500 $a Adviser: James W. Garrison.
502 $a Thesis (Ph.D.)--Virginia Polytechnic Institute and State University, 2013.
520 $a This dissertation is an examination of the ways English teachers may be complicit in reproducing an abstinence-based sex education discourse in their own classroom practices and discussions of literature. Working from disciplinary research in sex education, sociology, English education, anthropology, and public health, I explore English teachers' experiences in negotiating the effects of, reactions to, and expectations for discussing sexuality, intimacy, and gender in a school community. Using feminist positioning theory and Bakhtin's concepts of dialogism and ventriloquism, I explore how teachers approach, grapple with, contribute to, and leverage dominant institutional discourses in their practices, thereby mediating knowledge, possibilities for conversations, and institutional norms. An amalgam of teaching philosophies, methodologies, and political ideologies underscores teachers' voicing patterns and discursive positions, helping to further inform an understanding of how contentious social issues are negotiated in the classroom. The agentic discursive positions teachers take up provide insights into teachers as mediating agents within institutional discourses, but not necessarily as change agents of institutional norms.
590 $a School code: 0247.
650 4 $a Education, Sociology of. $3 626654
650 4 $a Sociology, Theory and Methods. $3 626625
690 $a 0340
690 $a 0344
710 2 $a Virginia Polytechnic Institute and State University. $3 1017496
773 0 $t Dissertation Abstracts International $g 75-06A(E).
790 $a 0247
791 $a Ph.D.
792 $a 2013
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3585829