Discourse, Learning, and Schooling

Discourse, Learning, and Schooling examines language use and learning in educational settings.

Deborah Hicks (Edited by)

9780521087926, Cambridge University Press

Paperback / softback, published 11 December 2008

304 pages, 16 b/w illus. 5 tables
21 x 15 x 1.7 cm, 0.45 kg

"The deft integration of theoretical essays and research studies makes this book a valuable resource for educators and researchers. This volume is a must for scholars and practitioners alike." Elliot A. Singer, Anthropology & Education Quarterly

Discourse, Learning, and Schooling explores theoretical and methodological relationships between childrens' discourse - or socially used language - and their learning in educational settings. Within the fields of education and psychology, the role that discourse plays in social processes of learning and teaching has emerged as a critical, empirical and theoretical question. Authors in this volume address a range of issues, including literacy, authorship, the construction of self and classroom interaction. The chapters range from research studies of classroom discourse to essays reflecting on discourse and literacies. Collectively these chapters reflect both sociocognitive perspectives on relations between discourse, learning, and schooling, and sociocultural perspectives on discourse and literacies among diverse cultural groups.

1. Introduction Deborah Hicks
Part I. Classroom Discourses: 2. Going for the zone: the social and cognitive ecology of interaction in classroom conversations Frederick Erickson
3. Shifting participant frameworks: orchestrating thinking practices in group discussion Mary Catherine O'Connor and Sarah Michaels
4. Contextual inquiries: a discourse-oriented study of classroom learning Deborah Hicks
Part II. Literacy, Psychology, and Pedagogy: 5. A literary model for psychology Alex Kozulin
6. Selective traditions: readings of Vygotsky in writing pedagogy Courtney B. Cazden
Part III. Discourse and Literacies: 7. Sticking to the point: talk about magnets as a context for engaging in scientific discourse Catherine Snow and Brenda Kurland
8. Biliteracy development in classrooms: social dynamics and cultural possibilities Luis C. Moll and Joel E. Dworin
9. The role of the Black Church in growing up literate: implications for literary research Catherine Dorsey-Gaines and Cynthia M. Garnett.

Subject Areas: Child & developmental psychology [JMC]