Stanton E F Wortham
Biographic Data
| ID | 96473 |
|---|---|
| NAME | Stanton E F Wortham |
| GIVEN NAMES | Stanton E F |
| FAMILY NAME | Wortham |
| SIGNATURE | WORTHAM S E F |
| AFFILIATIONS | Graduate School of Education; University of Pennsylvania |
| VERIFIED | No |
| TOTAL WORKS | 9 |
| TOTAL CITATIONS | 102 |
| AUTHOR COUNT | 9 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1995 |
| LATEST PUBLICATION YEAR | 2017 |
| H-INDEX | 3 |
The Production of Schoolchildren as Enlightenment Subjects
This article investigates children’s elementary school experiences, exploring how they become autonomous, rational individuals—the type of person envisioned in the European Enlightenment and generally imagined as the outcome of Western schooling. Drawing on ethnographic research that followed one cohort of Latinx children across five years, we examine how schooling practices change across the elementary school years in a context that foregrounds …
Editing the Visual Anthropology Section ofAmerican Anthropologist: A Brief Statement from the Incoming Editors
A Note from the Editors: Note from Editors
Teacher identity in the context of literacy teaching: Three explorations of classroom positioning and interaction in secondary schools
Socialization beyond the Speech Event
Clearing Away the Self
One of constructionism's chief pragmatic goals is to facilitate relationships that have transformative potential. According to Kenneth Gergen, one important theoretical tool towards that end is relational theory, the construing of human behavior in terms of dialogic processes. We trace the meaning of `dialogic' and `transformative' through different constructionist traditions and argue that these terms are used in a relatively narrow sense, as co…
Denotationally cued interactional events: A special case
Modern analyses of language use have come to focus as much on what we do with language as on what we say with it (e.g., Austin 1975 [1956]; Goffman 1974; Gumperz and Hymes 1972; Searle 1969; Wittgenstein 1953). With this shift to studying language's interactional functions has come an apparently simple question: how does a stretch of talk come to count as a particular type of interactional event? Answers to this question relied at first on the de…
Mapping participant deictics: A technique for discovering speakers' footing
Experiencing the great books
Should American education focus on "the Great Books?" Neither side in the "canon dispute" looks closely at the relational side of great books teaching. To provide more information to use in judging great books curricula, this article presents a study of relational processes in great books classes. The results show that great books have both strengths and risks. The research focuses on how teachers involve students with the great books by connecti…
Socialization beyond the Speech Event
Mapping participant deictics: A technique for discovering speakers' footing
Teacher identity in the context of literacy teaching: Three explorations of classroom positioning and interaction in secondary schools
Denotationally cued interactional events: A special case
Modern analyses of language use have come to focus as much on what we do with language as on what we say with it (e.g., Austin 1975 [1956]; Goffman 1974; Gumperz and Hymes 1972; Searle 1969; Wittgenstein 1953). With this shift to studying language's interactional functions has come an apparently simple question: how does a stretch of talk come to count as a particular type of interactional event? Answers to this question relied at first on the de…
The Production of Schoolchildren as Enlightenment Subjects
This article investigates children’s elementary school experiences, exploring how they become autonomous, rational individuals—the type of person envisioned in the European Enlightenment and generally imagined as the outcome of Western schooling. Drawing on ethnographic research that followed one cohort of Latinx children across five years, we examine how schooling practices change across the elementary school years in a context that foregrounds …
Experiencing the great books
Should American education focus on "the Great Books?" Neither side in the "canon dispute" looks closely at the relational side of great books teaching. To provide more information to use in judging great books curricula, this article presents a study of relational processes in great books classes. The results show that great books have both strengths and risks. The research focuses on how teachers involve students with the great books by connecti…
Mapping participant deictics: A technique for discovering speakers' footing
Denotationally cued interactional events: A special case
Modern analyses of language use have come to focus as much on what we do with language as on what we say with it (e.g., Austin 1975 [1956]; Goffman 1974; Gumperz and Hymes 1972; Searle 1969; Wittgenstein 1953). With this shift to studying language's interactional functions has come an apparently simple question: how does a stretch of talk come to count as a particular type of interactional event? Answers to this question relied at first on the de…
Clearing Away the Self
One of constructionism's chief pragmatic goals is to facilitate relationships that have transformative potential. According to Kenneth Gergen, one important theoretical tool towards that end is relational theory, the construing of human behavior in terms of dialogic processes. We trace the meaning of `dialogic' and `transformative' through different constructionist traditions and argue that these terms are used in a relatively narrow sense, as co…
Socialization beyond the Speech Event
Teacher identity in the context of literacy teaching: Three explorations of classroom positioning and interaction in secondary schools
A Note from the Editors: Note from Editors
Editing the Visual Anthropology Section ofAmerican Anthropologist: A Brief Statement from the Incoming Editors
The Production of Schoolchildren as Enlightenment Subjects
This article investigates children’s elementary school experiences, exploring how they become autonomous, rational individuals—the type of person envisioned in the European Enlightenment and generally imagined as the outcome of Western schooling. Drawing on ethnographic research that followed one cohort of Latinx children across five years, we examine how schooling practices change across the elementary school years in a context that foregrounds …
Sociology (7 works) · Psychology (6 works) · Computer Science (5 works) · Pedagogy (4 works) · Context (archaeology (3 works) · Educator Training and Historical Pedagogy (3 works) · Mathematics education (3 works) · Philosophy (3 works) · Anthropology (2 works) · Citation (2 works)