The sounds of silence in educational tracking
A longitudinal, ethnographic case study
Datos Bibliográficos
| ID | 12877364 |
|---|---|
| Autores | Rebecca Rogers (0000-0002-9163-8581, University of Missouri–St. Louis, autor de correspondencia) |
| Año | 2011 |
| Volumen | 8 |
| Número | 4 |
| Páginas | 239-252 |
| Fecha de publicación | 2011-07-28 |
| Peer Reviewed | Sí |
| Open Access | No |
| Tipo | ARTICLE |
| Revista | Critical Discourse Studies (JOURNAL) |
| Identificadores de la revista | ISSN: 1740-5904 • E-ISSN: 1740-5912 |
| Editorial | Routledge (PUBLISHER • GB) |
| DOI | 10.1080/17405904.2011.601632 |
| OpenAlex | W2007764387 |
| Idioma | EN |
| Citas recibidas | 12 |
| Referencias citadas | 25 |
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
Aesthetics · Construct (python library · Context (archaeology · Critical discourse analysis · Critical ethnography · Discourse analysis · Educational Equity · Equity (law · Ethnography · Foregrounding · Ideology · Linguistics · Mainstream · Narrative · Pedagogy · Political science · Politics · Silence · Sociology · Tracking (education · Anthropology · Critical Race Theory in Education · Gender Studies · Multilingual Education and Policy · Teacher Education and Leadership Studies
‘Schools don’t teach this way and they should’
Silence(ing) across learning spaces
Takanga ‘enau fohe
How “special needs” vouchers deceive the public and silence the right to inclusive education
Constructing Childhood and Teacher Authority in a Waldorf Daycare
Interventionist discourse analysis and organizational change
Race in education policy
In whose interest? An analysis of exemplary interaction between a family supervisor and a Dutch-Curaçaoan single-mother
Children, literacy, and ethnicity
Invisible Policy Brokers
The Inclusion Mirage
It's a Battle You Can't Win
Keeping track
Race, class, and education
The Psychology of Literacy
Handicapping the Handicapped
The acquisition of a child by a learning disability
Natural histories of discourse
Discourse and social change
Ways with Words
Ron Scollon and Suzie Wong Scollon
Constructing Inequality in Multilingual Classrooms
Considering Counter-Narratives
Textual silence and the discourse of homelessness
Disproportionate Representation of African American Students in Special Education
Through the Eyes of the Institution
Nexus Analysis
The Disproportionate Placement of African American Males in Special Education Programs
Social Reproduction in Classrooms and Schools
| Obras citantes distintas | 12 |
|---|---|
| Citas por año | 0,92 |
| Intervalo de citas | 2013 - 2026 (14) |
| Velocidad de citación | current |
| Altamente citado | No |
| Tipos de cita | Neutras: 12 |