Reconstructing a teachers' discourse to build inclusive interactions using positive discourse analysis and a formative intervention program

被引：0

作者：

Barreto, Keila ^{[1
]}

Garcia, Paula ^{[1
]}

Acosta, Yinary ^{[1
]}

机构：

[1] Univ Cordoba, Language Dept, Cordoba, Colombia

来源：

INTERNATIONAL JOURNAL OF INCLUSIVE EDUCATION | 2024年

关键词：

Teachers' discourse; positive discourse analysis; inclusion; formative interventions; activity theory; SDG 4: Quality education; SDG 10: Reduced inequalities; SDG; 16:; Peace; Justice and strong institutions; PERCEPTIONS; PSYCHOLOGY; FRAMEWORK; EDUCATION; INSIGHTS; STUDENTS; INQUIRY;

D O I：

10.1080/13603116.2024.2338804

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

This study aimed to transform the discourse of an English teacher to build peace and promote inclusive interactions, democracy, and social justice in the classroom with students with disabilities. It used formative interventions and positive discourse to transform the teacher's activity system regarding a teacher's discourse. Research has explored whether teachers' discourse promotes a peaceful environment, revealing signs of discrimination and symbolic violence. Studies have focused on raising awareness of the power of teachers' discourse to generate an understanding of its impact. Nevertheless, little is known about teachers' discourse transformation to promote inclusive interactions while teaching English to students with disabilities. The study is framed under the theoretical underpinnings of activity theory aimed at transforming teachers' praxis. Results showed transformation in the teacher's discourse in three main elements: subject, object, and mediation tools.

引用

页数：25

共 63 条

[1] Inclusive knowledge production at an elementary school through family-school-university partnerships: A formative intervention study [J].