Deann Long Sloan
Biographic Data
| ID | 4865503 |
|---|---|
| NAME | Deann Long Sloan |
| GIVEN NAMES | Deann Long |
| FAMILY NAME | Sloan |
| SIGNATURE | SLOAN D L |
| AFFILIATIONS | University of Pittsburgh |
| VERIFIED | No |
| TOTAL WORKS | 3 |
| TOTAL CITATIONS | 5 |
| AUTHOR COUNT | 3 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2011 |
| LATEST PUBLICATION YEAR | 2015 |
| H-INDEX | 1 |
Examining Emotional Rules in the English Classroom: A Critical Discourse Analysis of One Student’s Literary Responses in Two Academic Contexts
Current research suggests that emotional investment is essential for helping students critically engage in learning in the English language arts classroom. Yet, scholarship on the role of emotion in literary response has been limited, focusing chiefly on considerations of the merits of personal response—a focus that reflects dominant theories of emotion as located in the individual. Tethered to the personal, emotion has been conceptualized as a p…
Towards an Ethical Approach to Perspective-taking and the Teaching of Multicultural Texts: Getting Beyond Persuasion, Politeness and Political Correctness
This paper aims to problematize perspective-taking – an instructional practice widely thought to be useful in helping students develop the ability to better understand their own worlds and the worlds of others in multicultural texts. We provide examples that illustrate difficulties discovered in implementing a perspective-taking approach to teaching multicultural texts across three diverse classrooms. Specifically, these examples suggest that per…
Problematizing Literature Circles as Forums for Discussion of Multicultural and Political Texts
In a six‐week literature circle unit in a tentth‐grade classroom, one group of students discussed Dorothy Allison's novel Bastard out of Carolina . By criteria frequently used to judge the quality of discussion, this literature circle was successful. However, several key moments are highlighted that point to the limits of literature circles as they are typically implemented for engaging students in the full critical depth of multicultural and pol…
Problematizing Literature Circles as Forums for Discussion of Multicultural and Political Texts
In a six‐week literature circle unit in a tentth‐grade classroom, one group of students discussed Dorothy Allison's novel Bastard out of Carolina . By criteria frequently used to judge the quality of discussion, this literature circle was successful. However, several key moments are highlighted that point to the limits of literature circles as they are typically implemented for engaging students in the full critical depth of multicultural and pol…
Problematizing Literature Circles as Forums for Discussion of Multicultural and Political Texts
In a six‐week literature circle unit in a tentth‐grade classroom, one group of students discussed Dorothy Allison's novel Bastard out of Carolina . By criteria frequently used to judge the quality of discussion, this literature circle was successful. However, several key moments are highlighted that point to the limits of literature circles as they are typically implemented for engaging students in the full critical depth of multicultural and pol…
Towards an Ethical Approach to Perspective-taking and the Teaching of Multicultural Texts: Getting Beyond Persuasion, Politeness and Political Correctness
This paper aims to problematize perspective-taking – an instructional practice widely thought to be useful in helping students develop the ability to better understand their own worlds and the worlds of others in multicultural texts. We provide examples that illustrate difficulties discovered in implementing a perspective-taking approach to teaching multicultural texts across three diverse classrooms. Specifically, these examples suggest that per…
Examining Emotional Rules in the English Classroom: A Critical Discourse Analysis of One Student’s Literary Responses in Two Academic Contexts
Current research suggests that emotional investment is essential for helping students critically engage in learning in the English language arts classroom. Yet, scholarship on the role of emotion in literary response has been limited, focusing chiefly on considerations of the merits of personal response—a focus that reflects dominant theories of emotion as located in the individual. Tethered to the personal, emotion has been conceptualized as a p…
Linguistics (2 works) · Pedagogy (2 works) · Psychology (2 works) · Sociology (2 works) · Computer Science (1 works) · Discourse analysis (1 works) · Discourse Analysis in Language Studies (1 works) · Education and Critical Thinking Development (1 works) · Educational Strategies and Epistemologies (1 works) · Educator Training and Historical Pedagogy (1 works)