We spent class talking about James Gee's take on Discourse, identities and literacies. Before we started class discussion, I asked you to take notes on the "moves" I made, the implied values, the ways I related to/acquired authority, how I represented myself => all the features of a "teacher discourse" for college writing teachers. And you took good notes!
We then talked through (and challenged) Gee's definitions and principles and we challenged the first theorem. I hope to take up some more of that in next class (and maybe do some arguing over the second theorem - p 487).
Key terms : Discourse (484); primary + secondary Discourse (485); dominant/mainstream Discourse (485-86); literacies as social practices (484); decontextualized skills (486-7); metaknowledge (489); mushfake (490); filtering + transfer (486 + 492).
We then developed a preliminary list of the kinds of moves that placed my identity within college writing teacher Discourse:
Features of talk + behavior:
ask questions
direct students to text
received answers in ways that directed students more toward teacher expectations - not negatively
animated affirmation
try to get other students to answer questions
re-phrase questions when students don't produce preferred answers
take glasses on and off
Power moves:
surveillance
position in class room
evaluation of student answers
write on board
call on people
For next class: We will do some more talking about Gee and identities on Thursday. Come to class prepared to think about features of the way people talk/represent themselves function to present Discourse as "identity toolkits." Think about Discourses you own or that you are on the edge of. Bring your notes from class so we can keep working on our list of "moves" that make college writing teacher discourse.
No comments:
Post a Comment