- Gevirtz Graduate School of Education
University of California, Santa Barbara
Santa Barbara, CA 93105 - 805-403-2916
- University of California, Santa Barbara, Education, Faculty Memberadd
- Research Methodology, CAQDAS, Literacy, Digital Divide, Critical Discourse Studies, Sociolinguistics, and 74 moreLanguage and Culture, Applied Linguistics, Discourse Analysis, 21st Century Literacies, TRANSANA, Learning Sciences, Pedagogy, Learning and Teaching, Learning Design, Education, Ethnography, Critical Pedagogy, Inquiry Based Learning, Video, Video Analysis, Classroom Interaction, Classroom Discourse Analysis, Classroom Research, Qualitative Longitudinal Research, Video-Enabled Research, Interactional Ethnography, Epistemology in Research, Habitus, Ethnographic Methods, Linguistic ethnography, Anthropology, Social and Cultural Anthropology, Linguistic Anthropology, Interactional Sociolinguistics, Cultural Theory, Poststructuralism, Social Justice, John Gumperz, Bilingual Education, Plurilingualism, Teacher education for CLIL, Classroom Discourse, Open Access Publishing, Open Journal, Archaeology, Cultural Studies, Social Sciences, Data Mining, Public Policy, Educational Technology, Languages and Linguistics, Development Studies, E-learning, Human Rights, Medicine, Positioning Theory, Learning Technology, Multimodality, Mixed Methods Research, Engineering Education, Semiotics, Anthropological Linguistics, Language and Social Interaction, Current anthropology, Medieval History, Intercultural Communication, Sociology of Education, Distributed Cognition, Online Learning, Anthropology of Science, Science, Technology and Society, Mixed Methods (Methodology), Service-Learning, Immersive Virtual Learning Environment, Technology Integration in Schools, Distance Education, Ethnography of Communication, New literacy studies, and Sociocultural Literacy Studiesedit
- Biography: My teaching and research focus on teaching-learning relationships, disciplinary knowledge as socially cons... moreBiography:
My teaching and research focus on teaching-learning relationships, disciplinary knowledge as socially constructed, and ethnographic research and discourse studies of the patterns of everyday life in classroom.
Questions that I explore in my research and in my classes include:
• How do children gain access to school knowledge?
• What counts as literacy and learning in school settings?
• How is disciplinary knowledge socially constructed?
• What opportunities for learning are constructed in
classrooms, and who has access to these opportunities?
• How does the theory you select shape your research
questions, the methods you use, and the claims that you
can make about a phenomenon?
• How can educational reforms be evaluated using a
dynamic and over time process?
As a founding member of the Santa Barbara Classroom Discourse Group, a collaborative community of teacher ethnographers, student ethnographers and university-based ethnographers, I explore questions guided by theories on the social construction of knowledge. Our goal is to identify principles of practices that teachers (and others) use to support equity of access for all students.
My research spans 6 decades and is designed to explore education from the lived experiences of participants and how decisions inside and beyond the classroom door support and/or constrain equity of access to learning within and across disciplines and levels of schooling. The Interactional Ethnographic research logic-of-analysis and inquiry that colleagues have I have developed is designed to support researchers in stepping back from the known and then engaging in transdisciplinary ways of entering, engaging with and learning from those whose lifeworlds I have entered or seek to engage with to learn ways of knowing, being and doing language, literacy and discipline-based processes and practices of the social group.
Educational Background
I have been teaching for more than 4 decades across levels of schooling (K-20). I received my M.A. in Educational Psychology from California State University, Northridge (1970), where I learned about child and language development. I received my Ph.D. from the University of California, Berkeley, where I explored the relationships between teaching and learning, literacy and knowledge construction. My recent research focuses on how classroom practices support access to students across academic disciplines in classrooms and in virtual communities.
Emphasis:
Learning, Culture & Technology Studies, Research Methodology, Cultural Perspectives & Comparative Education
Research Interests:
Learning within and across disciplines; Learning and technology; Classroom research; Literacy across disciplines; Learning in community; Research methods--qualitative, ethnographic; Cross case research; Action research; Early childhood education; Knowledge construction in classroomsedit
Positioning Theory was originally developed three decades ago by Davies and Harré (1990) at the intersection of social and discursive psychology and feminist theories in education. It was developed as an analytic lens and explanatory... more
Positioning Theory was originally developed three decades ago by Davies and Harré (1990) at the intersection of social and discursive psychology and feminist theories in education. It was developed as an analytic lens and explanatory theory to show how learning, and development of identity, evolves through discourse. When used as an analytic lens in education, Positioning Theory focuses researchers on examining the in and over time construction of positioning actions of teachers and students in developing episodes for learning and participating in classrooms. As an explanatory theory, Positioning Theory serves as a set of guiding principles for investigating the consequences of the discourse and the interactions of, and with, particular students and groups of students as they assume or reject particular positions or acts of positioning. Thus, Positioning Theory frames ways of examining position-positioning relationships as dynamic and developing within and across time, events/episodes, and configurations of actors, within and across social spaces in classrooms and other social contexts. The goals of this chapter are presented in two parts. The first section presents the history and development of Positioning Theory as an explanatory theory that has evolved as it has been taken up by different disciplines to examine issues of identity within particular contexts (e.g., in social and discursive psychology, management studies, nursing, and education, among others). In the second section, we present two telling case studies (Mitchell, 1984; defined later) that make transparent 1 how Positioning Theory served as an analytic lens to guide two of the co-authors of this chapter, Harris and Baker, in (re)analyzing archived records from their original longitudinal research studies to explore position-positioning relationships. The goal of these (re)analyses was to explore how Positioning Theory made visible previously unexamined processes that framed the identity potentials and performance styles of students in each site: first grade students in literacy events in Harris' study and two first-year seniors in performing public critique in an intergenerational (Grades 9-12) high school Advanced Placement studio art program (Baker, 2001).
Research Interests:
This review presents theoretical underpinnings supporting microethnographic-discourse analytic (ME/DA) approaches to studying educational phenomena. The review is presented in two parts. Part 1 provides an analytic review of two seminal... more
This review presents theoretical underpinnings supporting microethnographic-discourse analytic (ME/DA) approaches to studying educational phenomena. The review is presented in two parts. Part 1 provides an analytic review of two seminal reviews of literature that frame theoretical and methodological developments of microethnography and functions language in classrooms with diverse learners. Part 2 presents two telling case studies that illustrate the logic-of-inquiry of (ME/DA) approaches. These telling case studies make
transparent how theoretical considerations of cultural perspectives on education inform
decisions regarding research methodology. Telling Case Study 1 makes transparent the
logic-of-inquiry undertaken to illustrate how microanalyses of discourse and action among participants in a physics class provided an empirical grounding for identifying how different groups undertook a common task. This case study shows how ethnographically informed discourse analyses formed a foundation to theoretically identify social processes of knowledge construction. Telling Case Study 2 makes transparent multiple levels of analysis undertaken to examine ways that creative processes of interpretation of art were communicated and taken up in an art studio class across multiple cycles of activity. Taken together, these telling case studies provide evidence of how ME/DA provides a theoretically grounded logic-of-inquiry for investigating complex learning processes in different educational contexts.
transparent how theoretical considerations of cultural perspectives on education inform
decisions regarding research methodology. Telling Case Study 1 makes transparent the
logic-of-inquiry undertaken to illustrate how microanalyses of discourse and action among participants in a physics class provided an empirical grounding for identifying how different groups undertook a common task. This case study shows how ethnographically informed discourse analyses formed a foundation to theoretically identify social processes of knowledge construction. Telling Case Study 2 makes transparent multiple levels of analysis undertaken to examine ways that creative processes of interpretation of art were communicated and taken up in an art studio class across multiple cycles of activity. Taken together, these telling case studies provide evidence of how ME/DA provides a theoretically grounded logic-of-inquiry for investigating complex learning processes in different educational contexts.
Research Interests: Physics Education, Multimodal Discourse Analysis, Microethnography, Multiple levels of analysis, Contrastive Analysis Reserach Papers, and 7 moreTelling Case, Multiple levels of representation, interactional ethnography as a logic of analysis, classes as cultures-in-the-making, studio art education research, tracing learning across times, spaces & configuration of actors, and functions of language in classrooms
In the first chapter of this volume, Wyatt-Smith and Elkins argue that 'it is timely to review how different theoretical frameworks and methodologies provide different lenses through which to study students' learning needs'. By viewing... more
In the first chapter of this volume, Wyatt-Smith and Elkins argue that 'it is timely to review how different theoretical frameworks and methodologies provide different lenses through which to study students' learning needs'. By viewing different theoretical frameworks and methodologies as potentially complementary, Wyatt-Smith, Elkins and other authors in this volume move discussions beyond debates of which method is best, to a discussion of what different theoretical traditions contribute towards research on students' learning needs1. In this chapter, we seek to contribute towards this argument by demonstrating how multiple theoretical perspectives and methods can be included in a single research study as well as in programs of research that seek to explore common phenomena from different theoretical and methodological points of view (for example Green
Research Interests: Social Research Methods and Methodology, Multi- & Bilingualism & Biliteracy, Learning and Teaching, Active Learning, Inclusive education (Learning And Teaching), and 9 moreAcademic Literacies, Intercultural dialogue, Ethnographic Research, Classroom Discourse, Reflexive practice, Intercultural Writing and Reading, Reflexive Research Methodologies, Logic of Inquiry, and Students As Researchers
The question of the relationship between ethnography, discourse and education has been an area of an ongoing development for the last four decades. This paper addresses a series of questions proposed by the editors of this special issue... more
The question of the relationship between ethnography, discourse and education has been an area of an ongoing development for the last four decades. This paper addresses a series of questions proposed by the editors of this special issue of Calestrocópio Journal. These questions led us to a reexamination of key arguments by Shirley B. Heath, Brian V. Street and Kathryn M. Anderson-Levitt, who have influenced how ethnography can inform epistemological approaches to studying language in use in everyday settings in and out of school. In addition, we revisited the distinction between ethnography in and of education, proposed by Green and Bloome (1997), in the light of a recent reformulation focused on Anthropology in Education, of Education and for Education. This article focuses on the logic of inquiry central to understanding ethnography as epistemology. Keywords: Ethnography in and out of school; logic of inquiry; discourse; education. Resumo: A discussão sobre a relação entre etnografia, discurso e educação tem sido, nas últimas quatro décadas, uma área em desenvolvimento. Este artigo aborda um conjunto de questões que foram propostas pelos editores deste número especial da Revista Caletroscópio, que nos levou a uma reavaliação dos argumentos principais feitos por Shirley B. Heath, Brian V. Street e Kathryn M. Anderson-Levitt, que têm contribuído para a compreensão de como a etnografia embasa abordagens epistemológicas para o estudo da linguagem em uso em contextos dentro e fora da escola. Além disso, revisitamos essa distinção entre etnografia dentro e fora da escola, como proposta por Green e Bloome (1997), a partir de uma reformulação recente com foco na Antropologia em Educação, da Educação e pela Educação. Este artigo baseia-se na importância da lógica de investigação para o entendimento da etnografia como epistemologia. Palavras-chave: Etnografia dentro e fora da escola; lógica de investigação; discurso; educação. When I (Judith L. Green) received the invitation from Adail Sebastião Rodrigues-Júnior and Clézio Roberto Gonçalves, the Editors-in-chief of this journal, to share my view of ethnography in and of education, I saw this as a unique opportunity to step back and to (re)think where my understanding of ethnographic research in and of education that David Bloome and I proposed in 1997 is over two decades later. In framing this as an interview, the editors provided a series of questions to guide my understanding of their goals for this interview.
Research Interests:
N o t h i n g h a s a g r e a t e r i m p a c t o n s o c i e t y t h a n i n v e n t i o n , b u t d e s p i t e t h e p r i m a c y o f i n v e n t i o n , e f f o r t s t o s u p p o r t t h e d e v e l o p m e n t o f y o u n g p e o... more
N o t h i n g h a s a g r e a t e r i m p a c t o n s o c i e t y t h a n i n v e n t i o n , b u t d e s p i t e t h e p r i m a c y o f i n v e n t i o n , e f f o r t s t o s u p p o r t t h e d e v e l o p m e n t o f y o u n g p e o p l e a s i n v e n t o r s a r e n e w a n d t h e r e s u l t s o f t h o s e e f f o r t s l a r g e l y u n d e r s t u d i e d. F o r t h i s r e a s o n , T e c h n o l o g y & I n n o v a t i o n p r e s e n t s I n v e n t i o n E d u c a t i o n , a s p e c i a l i s s u e t h a t h i g h l i g h t s t h e w a y s e d u c a t o r s a r e c r e a t i n g o p p o r t u n i t i e s t o f a c i l i t a t e t h e g r o w t h o f i n v e n t o r s t h r o u g h e d u c a t i o n. a n d J u d i t h G r e e n , U C S B. V o l u m e 2 0 , I s s u e 3 a c a d e m y o f i n v e n t o r s. o r g T e c h n o l o g y & I n n o v a t i o n , e d i t e d a n d p u b l i s h e d b y t h e N a t i o n a l A c a d e m y o f I n v e n t o r s ® , i s a m u l t i d i s c i p l i n a r y j o u r n a l d e d i c a t e d t o p r o v i d i n g a f o r u m f o r i n n o v a t i v e d i s c o u r s e. R e a d m o r e a t a c a d e m y o f i n v e n t o r s. o r g / t i-j o u r n a l A n d r e i I a n c u , D i r e c t o r o f t h e U. S. P a t e n t a n d T r a d e m a r k O f f i c e , i n t e r a c t s w i t h i n v e n t o r s i n t h e m a k i n g .
Research Interests:
Analysis of the discourse demands across the school year within a recurrent event, " Circle Time, " is presented to show how 3-and 4-year-old students learned to be conversationally appropriate partners within a group setting, how the... more
Analysis of the discourse demands across the school year within a recurrent event, " Circle Time, " is presented to show how 3-and 4-year-old students learned to be conversationally appropriate partners within a group setting, how the teacher's interactional patterns shifted as students learned to participate in socially and academically appropriate ways within this event, and how participation in the subevents of Circle Time (Milling, Transition, Singing, Talking, and Dismissal) placed differing social and communicative demands on both teacher and students. The overtime analysis of one Circle Time subevent, Talking, is presented to illustrate how 3-and 4-year-old students, in their first school experience, construct with their teachers a schooled discourse repertoire for participating in large group discussions, and how the discourse demands on the teacher shifted across time in the Talking subevent as well as across all subevents.
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Research Interests:
“I didn’t really know all that much about slaves and how poorly African-Americans were treated, but once I experienced this whole slave ship idea, I realized how horrible it must have been for them and how they were discriminated against... more
“I didn’t really know all that much about slaves and how
poorly African-Americans were treated, but once I experienced
this whole slave ship idea, I realized how horrible it must have been for them and how they were discriminated against and I never really realized how bad it was for them and this changed my opinion … because in a lot of ways I think I had not really been around the African-American discrimination. But when I realized that this stuff was still going on, it really changed my feelings
about it.”
—Danielle, Grade 7
A year before Danielle made the above statement to a community audience at the Gevirtz Graduate School of Education, University of California, Santa Barbara, she, along with two of her sixth grade classmates, had studied in-depth issues of the Middle Passage of the slave trade. They worked with their teacher and the Center for Literacy and Inquiry in Networking Communities (LINC) (formerly known as the Center for Teaching for Social Justice [CTSJ] http://education.ucsb.edu/linc) to design and present a virtual tour to 4th, 5th, and 6th grade students of an exhibit of
artifacts from the only known wreck of a slave ship found in the western hemisphere. In and through their work, the Santa Barbara students and their teacher made this important historical resource on the Middle Passage available to Sacramento students through a live videoconference.
This article provides a narrative account of the multiple layers of work necessary for students to engage with complex issues of race. Underlying the presentation of the multiple layers involved in this multi-faceted project is an ethnographic perspective on the social construction of knowledge called Interactional Ethnography (e.g., Green, Dixon, and Zaharlick, 2003; Castanheira, Crawford, Dixon and Green, 2001). This approach, based on two decades of ethnographic research in classroom and community settings,
guided our multi-level and multi-method analysis. We draw on this
virtual interactive tour of the exhibit, A Slave Ship Speaks: The Wreck of the Henrietta Marie, as an anchor for a telling case (Mitchell, 1984) for presenting what we were able to uncover (Green, Skukauskaite, Dixon, and Cordova, 2007). Through unfolding the layers of work for both audience and docents participating in the virtual tour, we demonstrate how innovative technologies have the potential to bring new dimensions and resources to students inquiring into complex issues. We use the metaphor of an archaeological dig to frame the uncovering of the layers of work undertaken by a diverse group of actors (i.e., students, teachers, museum personnel, university educators, and technology support staff) and the multiple areas of understanding made possible through this work. Central to the presentation of this work are four inter-related principles of practice guiding the development of this educational innovation: preparing the mind and building a repertoire for action, engaging in and/or with the complex content, taking action from what is learned for self or others, and going public to share what is learned. These principles will be examined as the layers are uncovered.
poorly African-Americans were treated, but once I experienced
this whole slave ship idea, I realized how horrible it must have been for them and how they were discriminated against and I never really realized how bad it was for them and this changed my opinion … because in a lot of ways I think I had not really been around the African-American discrimination. But when I realized that this stuff was still going on, it really changed my feelings
about it.”
—Danielle, Grade 7
A year before Danielle made the above statement to a community audience at the Gevirtz Graduate School of Education, University of California, Santa Barbara, she, along with two of her sixth grade classmates, had studied in-depth issues of the Middle Passage of the slave trade. They worked with their teacher and the Center for Literacy and Inquiry in Networking Communities (LINC) (formerly known as the Center for Teaching for Social Justice [CTSJ] http://education.ucsb.edu/linc) to design and present a virtual tour to 4th, 5th, and 6th grade students of an exhibit of
artifacts from the only known wreck of a slave ship found in the western hemisphere. In and through their work, the Santa Barbara students and their teacher made this important historical resource on the Middle Passage available to Sacramento students through a live videoconference.
This article provides a narrative account of the multiple layers of work necessary for students to engage with complex issues of race. Underlying the presentation of the multiple layers involved in this multi-faceted project is an ethnographic perspective on the social construction of knowledge called Interactional Ethnography (e.g., Green, Dixon, and Zaharlick, 2003; Castanheira, Crawford, Dixon and Green, 2001). This approach, based on two decades of ethnographic research in classroom and community settings,
guided our multi-level and multi-method analysis. We draw on this
virtual interactive tour of the exhibit, A Slave Ship Speaks: The Wreck of the Henrietta Marie, as an anchor for a telling case (Mitchell, 1984) for presenting what we were able to uncover (Green, Skukauskaite, Dixon, and Cordova, 2007). Through unfolding the layers of work for both audience and docents participating in the virtual tour, we demonstrate how innovative technologies have the potential to bring new dimensions and resources to students inquiring into complex issues. We use the metaphor of an archaeological dig to frame the uncovering of the layers of work undertaken by a diverse group of actors (i.e., students, teachers, museum personnel, university educators, and technology support staff) and the multiple areas of understanding made possible through this work. Central to the presentation of this work are four inter-related principles of practice guiding the development of this educational innovation: preparing the mind and building a repertoire for action, engaging in and/or with the complex content, taking action from what is learned for self or others, and going public to share what is learned. These principles will be examined as the layers are uncovered.
Research Interests:
EthnographyThe Holistic Approach to Understanding Schooling 3 Persuasive TalkThe Social Organization of Childrens Talk 25ethnography, illocutionary force, linguistic Ethnography vs MicroEthnography 52 ethnography, , thick... more
EthnographyThe Holistic Approach to Understanding Schooling
3
Persuasive TalkThe Social Organization of Childrens Talk
25ethnography, illocutionary force, linguistic
Ethnography vs MicroEthnography
52
ethnography, , thick description
18 other sections not shown
Key words and phrases
ethnographic, participant observation, sociolinguistic, conversational analysis, ethnomethodology, action research, proxemic, linguistic, discourse units, illocutionary force, Kent State University, videotape, triangulated, anthropologist, paralinguistic, kindergarten, propositional knowledge, Black dialect, Martha King, theoretical sampling
3
Persuasive TalkThe Social Organization of Childrens Talk
25ethnography, illocutionary force, linguistic
Ethnography vs MicroEthnography
52
ethnography, , thick description
18 other sections not shown
Key words and phrases
ethnographic, participant observation, sociolinguistic, conversational analysis, ethnomethodology, action research, proxemic, linguistic, discourse units, illocutionary force, Kent State University, videotape, triangulated, anthropologist, paralinguistic, kindergarten, propositional knowledge, Black dialect, Martha King, theoretical sampling
Journal Special Issue on Video Analysis
Since publication of the first edition, literacy researchers have drawn increasingly on sociocultural and sociolingustic theories of literacy learning to examine literacy-learning practices within literacy events and contexts. This second... more
Since publication of the first edition, literacy researchers have drawn increasingly on sociocultural and sociolingustic theories of literacy learning to examine literacy-learning practices within literacy events and contexts. This second edition examines the relationships between current disciplinary and theoretical perspectives associated with these social and cultural perspectives shaping literacy research.
Leading literacy researchers describe how they apply particular disciplinary perspectives t their research, making explicit how those perspectives shape their research. Chapters in the first section examine the application of psychological and social science theories of research design related to issues of the validity of descriptive/qualitative versus experimental/quantitative research methods. Those in the second section examine the application of sociocultural/Activity Theory perspectives to examine literacy learning in the context of community and institutional settings. The third section draws on current linguistic and discourse analysis to examine language use and interactions in literacy events and contexts. A final section applies critical literacy and literary perspectives to issues of research on literacy and literature instruction.
These application of different disciplinary perspectives highlight how differences in theoretical perspectives influence not only how one conducts literacy research, but also the kinds of literacy practices one values in schools.
Contents: MULTIPLE DISCIPLINARY PERSPECTIVES AND ISSUES OF RESEARCH DESIGN, Timothy Shanahan and Michael Kamil. Modes of Inquiry in Literacy Studies and Issues of Philsophy of Science, Timothy Shanahan. Some Issues Concerning Differences among Perspectives in Literacy Research; Reconsidering the Issues After a Decade of Change, Michael Kamil. Qualitative versus Quantitative research: A False Dichotomy, George Hillocks. Psychological Perspective on Literacy Studies, John Hayes. SOCIOCULTURAL/ACTIVITY THEORY PERSPECTIVES ON LITERACY RESEARCH Richard Beach. Vygotsky’s Contribution to Literacy Research, Holbrook Mahn and Vera John-Steiner, All That Glitters Ain’t Gold: CHAT as a Design and Analytical Tool in Literacy Research, Carol Lee and Ametha Ball. Participating in Emergent Socio-Literate Worlds: Genre, Disciplinarity, Interdisciplinarity, Charles Bazerman and Paul Prior, Settings, Speech Genres and the Institutional Settings, Richard Beach and Julie Kalnin. Community-based Local Literacies Research, Karin Tusting and David Barton.
LINGUISTIC AND DISCOURSE ANALYSIS PERSPECTIVES ON LANGUAGE AND LITERACY RESEARCH, Judith Green. Introductions to Studying Language and Literacy, in Particular, David Bloome. Critical Discourse Analysis, James Paul Gee. Biliteracy, Nancy Hornberger. Studying the DiscursivE Construction of Texts in Classrooms Through Interactional Ethnography, Carol Dixon and Judith Green. The Discoursal Construction of Writer Identity, Roz Ivanic. CRITICAL LITERACY AND LITERACY RESEARCH, Richard Beach. Critical Literacy, Peter Freebody. Critical Literacy: Theory, Pedagogy and the Historical Imperative, Bronwyn Mellor and Annette Patterson. Author Index. Subject Index.
Leading literacy researchers describe how they apply particular disciplinary perspectives t their research, making explicit how those perspectives shape their research. Chapters in the first section examine the application of psychological and social science theories of research design related to issues of the validity of descriptive/qualitative versus experimental/quantitative research methods. Those in the second section examine the application of sociocultural/Activity Theory perspectives to examine literacy learning in the context of community and institutional settings. The third section draws on current linguistic and discourse analysis to examine language use and interactions in literacy events and contexts. A final section applies critical literacy and literary perspectives to issues of research on literacy and literature instruction.
These application of different disciplinary perspectives highlight how differences in theoretical perspectives influence not only how one conducts literacy research, but also the kinds of literacy practices one values in schools.
Contents: MULTIPLE DISCIPLINARY PERSPECTIVES AND ISSUES OF RESEARCH DESIGN, Timothy Shanahan and Michael Kamil. Modes of Inquiry in Literacy Studies and Issues of Philsophy of Science, Timothy Shanahan. Some Issues Concerning Differences among Perspectives in Literacy Research; Reconsidering the Issues After a Decade of Change, Michael Kamil. Qualitative versus Quantitative research: A False Dichotomy, George Hillocks. Psychological Perspective on Literacy Studies, John Hayes. SOCIOCULTURAL/ACTIVITY THEORY PERSPECTIVES ON LITERACY RESEARCH Richard Beach. Vygotsky’s Contribution to Literacy Research, Holbrook Mahn and Vera John-Steiner, All That Glitters Ain’t Gold: CHAT as a Design and Analytical Tool in Literacy Research, Carol Lee and Ametha Ball. Participating in Emergent Socio-Literate Worlds: Genre, Disciplinarity, Interdisciplinarity, Charles Bazerman and Paul Prior, Settings, Speech Genres and the Institutional Settings, Richard Beach and Julie Kalnin. Community-based Local Literacies Research, Karin Tusting and David Barton.
LINGUISTIC AND DISCOURSE ANALYSIS PERSPECTIVES ON LANGUAGE AND LITERACY RESEARCH, Judith Green. Introductions to Studying Language and Literacy, in Particular, David Bloome. Critical Discourse Analysis, James Paul Gee. Biliteracy, Nancy Hornberger. Studying the DiscursivE Construction of Texts in Classrooms Through Interactional Ethnography, Carol Dixon and Judith Green. The Discoursal Construction of Writer Identity, Roz Ivanic. CRITICAL LITERACY AND LITERACY RESEARCH, Richard Beach. Critical Literacy, Peter Freebody. Critical Literacy: Theory, Pedagogy and the Historical Imperative, Bronwyn Mellor and Annette Patterson. Author Index. Subject Index.
Contributors from a variety of disciplines "present their approach to language research, demonstrate what data from this perspective look like, and explicate the assumptions upon which it is based" (Harste foreword, page x). Part 1:... more
Contributors from a variety of disciplines "present their approach to language research, demonstrate what data from this perspective look like, and explicate the assumptions upon which it is based" (Harste foreword, page x).
Part 1: "Difficulties in adopting a multidisciplinary approach"
Part 2: "Disciplinary perspectives and methodological approaches"
Part 3: "Specific disciplinary perspectives on literacy research"
Part 4: "Reaction papers"
Part 1: "Difficulties in adopting a multidisciplinary approach"
Part 2: "Disciplinary perspectives and methodological approaches"
Part 3: "Specific disciplinary perspectives on literacy research"
Part 4: "Reaction papers"
The rapid transformations of social, economic, and cultural worlds of learners in school and nonschool settings that we are facing today are reminiscent of the transformations that accompanied the industrial revolution at the turn of... more
The rapid transformations of social, economic, and cultural worlds of learners in school and nonschool settings that we are facing today are reminiscent of the transformations that accompanied the industrial revolution at the turn of the 20th century. Like those at the turn of the 20th century, education researchers and their constituencies (e.g., students, teachers, community members, and policy makers) are faced with a series of questions: How are we to respond to the educational challenges of this new millennium? How do we engage with new forms of learning, the influence of new media on children’s lives, changing community dynamics, and many long-standing and tenacious educational and social problems? And how can research and theory constructively and critically engage with the demands and imperatives of government educational and social policies?
In this book, the editors bring together an intergenerational group of researchers who represent both new and long-standing perspectives and debates on the shapes, definitions, and processes of learning in the context of global cultural and economic change.
In this book, the editors bring together an intergenerational group of researchers who represent both new and long-standing perspectives and debates on the shapes, definitions, and processes of learning in the context of global cultural and economic change.
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Introduction: What Counts as Evidence and Equity? - Allan Luke, Judith Green, and Gregory J. Kelly The Uses of Evidence for Educational Policymaking: Global Contexts and International Trends - Alexander W. Wiseman Naming and Classifying:... more
Introduction: What Counts as Evidence and Equity? - Allan Luke, Judith Green, and Gregory J. Kelly The Uses of Evidence for Educational Policymaking: Global Contexts and International Trends - Alexander W. Wiseman Naming and Classifying: Theory, Evidence, and Equity in Education - Samuel R. Lucas and Lauren Beresford Education Rights and Classroom-Based Litigation: Shifting the Boundaries of Evidence - Kevin Welner Beyond Academic Outcomes - James G. Ladwig Defining Equity: Multiple Perspectives to Analyzing the Performance of Diverse Learners - Will J. Jordan New Technology and Digital Worlds: Analyzing Evidence of Equity in Access, Use, and Outcomes - Mark Warschauer and Tina Matuchniak Evidence of the Impact of School Reform on Systems Governance and Educational Bureaucracies in the United States - Gail L. Sunderman What Counts as Evidence of Educational Achievement? The Role of Constructs in the Pursuit of Equity in Assessment - Dylan Wiliam The Teacher Workforce and Problems of Educational Equity - Judith Warren Little and Lora Bartlett The Changing Social Spaces of Learning: Mapping New Mobilities - Kevin M. Leander, Nathan C. Phillips, Katherine Headrick Taylor
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... 6 Ethnography as a Logic of Inquiry Judith L. Green and Carol N. Dixon University of California, Santa Barbara Amy Zaharlick The Ohio State University The previous version of this chapter concluded with a call for those engaged in... more
... 6 Ethnography as a Logic of Inquiry Judith L. Green and Carol N. Dixon University of California, Santa Barbara Amy Zaharlick The Ohio State University The previous version of this chapter concluded with a call for those engaged in ethnographic research in education to ...
Research Interests: Sociology and Ethnography
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Over the last four decades, researchers at the intersection of applied linguistics and education have developed a rich and varied set of research perspectives to examine what is interactionally accomplished in and through discourse in... more
Over the last four decades, researchers at the intersection of applied linguistics and education have developed a rich and varied set of research perspectives to examine what is interactionally accomplished in and through discourse in classrooms. These epistemological perspectives (ways of knowing) draw on conceptual and theoretical advances in anthropology, applied linguistics, education, linguistics, psychology, and sociology. The diversity of current epistemological approaches, and the range of issues that it is possible to examine through each, challenge those seeking to understand how to construct a multi‐faceted and multi‐ layered understanding of the complex nature of what is interactionally accomplished in and through classroom discourse. In this chapter, we propose an ethnographic perspective, an orienting logic of inquiry, (Green 1983; Green and Bloome 1997), that is designed to support readers‐as‐analysts in:
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SIDALC - Alianza de Servicios de Información Agropecuaria.
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This review presents theoretical underpinnings supporting microethnographic-discourse analytic (ME/DA) approaches to studying educational phenomena. The review is presented in two parts. Part 1 provides an analytic review of two seminal... more
This review presents theoretical underpinnings supporting microethnographic-discourse analytic (ME/DA) approaches to studying educational phenomena. The review is presented in two parts. Part 1 provides an analytic review of two seminal reviews of literature that frame theoretical and methodological developments of microethnography and functions language in classrooms with diverse learners. Part 2 presents two telling case studies that illustrate the logic-of-inquiry of (ME/DA) approaches. These telling case studies make transparent how theoretical considerations of cultural perspectives on education inform decisions regarding research methodology. Telling Case Study 1 makes transparent the logic-of-inquiry undertaken to illustrate how microanalyses of discourse and action among participants in a physics class provided an empirical grounding for identifying how different groups undertook a common task. This case study shows how ethnographically informed discourse analyses formed a f...
Research Interests: Discourse Analysis, Education, Physics Education, Multimodal Discourse Analysis, Microethnography, and 8 moreMultiple levels of analysis, Contrastive Analysis Reserach Papers, Telling Case, Multiple levels of representation, interactional ethnography as a logic of analysis, classes as cultures-in-the-making, studio art education research, and functions of language in classrooms
AERA through its advocacy and support of the Handbook of Complementary Methods in Education Research (CMER) continues its commitment to (1) research training for students, (2) expanding professional knowledge of research practitioners,... more
AERA through its advocacy and support of the Handbook of Complementary Methods in Education Research (CMER) continues its commitment to (1) research training for students, (2) expanding professional knowledge of research practitioners, and (3) promoting understandings about the epistemologies, techniques, and results of diverse research methods and programs of research. Accordingly, this Handbook is designed to expose graduate students and researchers to a broad range of research methods and the kinds of questions these methods address. This volume continues this professional development tradition, by making available the vibrant growth and evolution of new
epistemologies, perspectives, and methods for research in the field of education.
epistemologies, perspectives, and methods for research in the field of education.
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The question of the relationship between ethnography, discourse and education has been an area of an ongoing development for the last four decades. This paper addresses a series of questions proposed by the editors of this special issue... more
The question of the relationship between ethnography, discourse and education has been an area of an ongoing development for the last four decades. This paper addresses a series of questions proposed by the editors of this special issue of Calestrocópio Journal. These questions led us to a reexamination of key arguments by Shirley B. Heath, Brian V. Street and Kathryn M. Anderson-Levitt, who have influenced how ethnography can inform epistemological approaches to studying language in use in everyday settings in and out of school. In addition, we revisited the distinction between ethnography in and of education, proposed by Green and Bloome (1997), in the light of a recent reformulation focused on Anthropology in Education, of Education and for Education. This article focuses on the logic of inquiry central to understanding ethnography as epistemology
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Straipsnyje gilinamasi į tai, kokias dedamąsias apima etnografinio archyvo įrašai, ir parodoma, su kokiais iššūkiais susidūrė mūsų interakcinės etnografijos (IE) grupė, tyrusi vidinės interakcinės etnografijos grupės surinktus archyvuotus... more
Straipsnyje gilinamasi į tai, kokias dedamąsias apima etnografinio archyvo įrašai, ir parodoma, su kokiais iššūkiais susidūrė mūsų interakcinės etnografijos (IE) grupė, tyrusi vidinės interakcinės etnografijos grupės surinktus archyvuotus įrašus, kai buvome pakviesti prisidėti prie vykdomo Mokymo plėtros projekto (MPP, angl. Instructional Development Project) dokumentavimo ir analizės. Išorinėje IE grupėje dalyvavo pagrindinis tyrėjas ir trys doktorantai, o vidinę IE grupę sudarė administracijos direktorius, profesorius iš organizacinės komunikacijos srities, projekto konsultantas ir du etnografai. Nors abi grupės rėmėsi interakcinės etnografijos (angl. Interactional Ethnography (IE) tyrimo logika, vis dėlto atliekant analizę teko susidurti su užtikrintumo ribų (Green, Baker, 2007) problema – kilo klausimas, kodėl buvo archyvuojami būtent tokie įrašai ir kas juose įrašyta. Siekiant atsakyti į šį klausimą, daryta papildomų įrašų, kuriais norėta plačiau išskleisti pradiniame įrašų arc...
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In this introductory chapter, we lay a foundation for readers to gain insights into conceptual perspectives guiding Interactional Ethnography (IE) and related studies in ethnographic spaces of possibilities. We introduce underlying... more
In this introductory chapter, we lay a foundation for readers to gain insights into conceptual perspectives guiding Interactional Ethnography (IE) and related studies in ethnographic spaces of possibilities. We introduce underlying iterative, recursive, and abductive logic of ethnographic inquiry and provide a brief overview of IE and its guiding principles. Then, drawing on Mitchell's arguments about different kinds of cases in ethnographic research, we position the chapters as telling cases which make visible the theoretical and analytic ethnographic logic of inquiry and its potentials. In the last section of the introduction, we present the organization of the volume and a brief overview of the chapters.
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Building on Gunter MEY's (2000, para. 2) argument that "reviews should help to promote additional perspectives … and to open up new scientific discourses," in this essay review of Carol GRBICH's (2007) "Qualitative... more
Building on Gunter MEY's (2000, para. 2) argument that "reviews should help to promote additional perspectives … and to open up new scientific discourses," in this essay review of Carol GRBICH's (2007) "Qualitative Data Analysis," we present an approach to reading texts ethnographically that enabled us to uncover how the choices GRBICH makes in positioning readers and in choosing particular ways of representing select qualitative approaches inscribes particular worlds and possibilities for qualitative research. In her text GRBICH argues that authors position readers through the ways in which they report and write about their work. In this review essay we use this argument as a basis to uncover how GRBICH positions readers, researchers, those researched, different qualitative traditions and perspectives as well as herself as an author of the text, to lay a foundation for engaging readers of FQS in a hermeneutic dialogue (KELLY, 2006) about the authoring an...
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This article provides a historical perspective on developments underlying the relationship of teacher-based action research and curriculum inquiry. The exploration of the relationship begins with a historical journey tracing the roots and... more
This article provides a historical perspective on developments underlying the relationship of teacher-based action research and curriculum inquiry. The exploration of the relationship begins with a historical journey tracing the roots and routes of different approaches to teacher-based or practitioner research across the past 100-plus years and moves on to factors related to their development. The historical analysis will show that the evolutionary path (Noffke, 1997) of teacher-based action research, curriculum inquiry, and practitioner inquiry is not an unbroken chain of developments, but rather a set of routes taken by researchers, educators, and practitioners at particular periods of time in response to particular intellectual, social, political, and educational conditions. Reviews over the past six decades have shown that the approaches identified are known by various names, including action inquiry, action research, collaborative actionresearch,emancipatoryactionresearch,ethnographic action research, narrative inquiry, participatory research, practitioner inquiry,practitioner research,teacher research, and teacher action research, among others (e.g., CochranSmith and Donnell, 2006; McKernan, 1987; Noffke, 1997; Wann, 1953; Zeichner and Noffke, 2001). The question framing this article, therefore, is what counts as teacherbased action research and curriculum inquiry across different periods of education research. An ethnographic perspective guided this historical analysis (Green et al., 2003) in order to identify the roots and routes of different approaches to practitioner inquiry, action research, and curriculum inquiry. This perspective framed the following questions, which are designed to make visible what gave rise to the approach, and what each was seeking to accomplish: Who are the practitioners? With whom are they engaged? When and where does the inquiry take place? What types of inquiry are undertaken? What purposes does the research serve for practitioners (and others)? What knowledge is generated? How is the knowledge used in practice? How is it shared with others? What processes are central to research that can be defined within the overarching categories of action and practitioner research? These questions unearthed a common goal across the varied approaches: ‘‘the study of a social situation with a view to improving the quality of action within it’’ (Elliott, 1991: 69). These questions also made visible that those developing the forms of action research often had one or more purposes: to develop knowledge for practice by practitioners (e.g., Winter, 1987) and/or to develop knowledge for informed social action by members of a community (Carr and Kemmis, 1986; Collier, 1945). Furthermore, in exploring the historical development of teacher-based action research and its intersection with curriculum inquiry, the goal was to identify the social, political, and educational conditions that led researchers and practitioners, at different periods of time, to take up this common goal uncommonly.
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4539 Over the past six decades qualitative researchers in education, grounded in developments in linguistics, have contributed to systematic empirical qualitative approaches to studying what is accomplished in and through language in use... more
4539 Over the past six decades qualitative researchers in education, grounded in developments in linguistics, have contributed to systematic empirical qualitative approaches to studying what is accomplished in and through language in use in educational settings. These developments are intertwined with developments in Anthropology, Education, Linguistics, and Sociology, among other fields, in which a linguistic perspective is used to address areas of interest to the discipline. In this chapter, we examine developments across programs of research that today constitute a field Corson (1997) and Hornberger (2007) call language and education—e.g., anthropological linguistics, conversation analysis, critical discourse analysis, discourse analysis,
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Discute aspectos do letramento escolar numa turma de primeiro ciclo, em que o livro didático é elemento central. Foram gravadas 37 horas de pesquisa em vídeo. A análise enfoca os processos interacionais constituídos por alunos e... more
Discute aspectos do letramento escolar numa turma de primeiro ciclo, em que o livro didático é elemento central. Foram gravadas 37 horas de pesquisa em vídeo. A análise enfoca os processos interacionais constituídos por alunos e professora, em torno de um livro didático de Língua Portuguesa. Observou-se que a professora subverte a proposta do livro, apropriando-se desse material conforme sua própria prática. Na análise foram utilizados conceitos da teoria de Bakhtin e da etnografia interacional, evidenciando como se constituem os processos de letramento. Particularmente, a análise dos aspectos discursivos das interações mostra que o discurso na sala de aula tem funções diferentes para os diversos participantes; alunos e professora assumem papéis sociais que marcam uma assimetria na relação de ensino.
Research Interests: Sociology and Humanities
... Judith Green, Maria Lucia Castanheira, and Beth Yeager ... J. Green (B) University of California, Santa Barbara, CA, USA e-mail: [email protected] 1In the United States, these students are referred to as having learning... more
... Judith Green, Maria Lucia Castanheira, and Beth Yeager ... J. Green (B) University of California, Santa Barbara, CA, USA e-mail: [email protected] 1In the United States, these students are referred to as having learning disabilities. ...
Research Interests: Social Research Methods and Methodology, Multi- & Bilingualism & Biliteracy, Learning and Teaching, Active Learning, Inclusive education (Learning And Teaching), and 14 moreLearning Difficulties, Academic Literacies, Classroom Interaction, Intercultural dialogue, Ethnographic Research, Classroom Discourse, Reflexive practice, Student Learning, Theoretical Framework, Intercultural Writing and Reading, Point of View, Reflexive Research Methodologies, Logic of Inquiry, and Students As Researchers
At this historical moment, knowledge itself is in transition. The digitalization of the human archive has created new objects of science and experience; it has created new sciences and reorganized the relationships between long-standing... more
At this historical moment, knowledge itself is in transition. The digitalization of the human archive has created new objects of science and experience; it has created new sciences and reorganized the relationships between long-standing disciplines and fields of inquiry; and it has created new cultural representations and industries. Complex histories and ethnographies of knowledge production show that universities, school systems, governments, and corporations are in transition, developing new systems for the ...
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For the remainder of Volume 23, the Critical Issues section of JLR will be devoted to a discussion of literacy and educational policy. A survey of our editorial advisory board indicated that this topic was one of the critical issues... more
For the remainder of Volume 23, the Critical Issues section of JLR will be devoted to a discussion of literacy and educational policy. A survey of our editorial advisory board indicated that this topic was one of the critical issues facing the field. Likewise, a survey of the entire membership of the NRC, JLR's sponsoring organization, indicated that members hold strong feelings about whether the organization should “become more proactive on policy issues” (NRC Newsletter, Sept., 1995, p. 10). To further a dialogue about literacy and educational policy, we began by inviting three literacy researchers with diverse perspectives to address the topic of literacy and educational policy (Judith Green, who writes here with her colleague Carol Dixon, P. David Pearson, and Sharon Quint). We asked them to comment on the ideas they believe to be most crucial for policymakers to know about literacy. We also invited Donna Alvermann to read and to react to the three responses. Those familiar ...
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This chapter presents ethnography as a philosophy of inquiry and explores how video enables particular ways of systematically recording and analyzing patterns and practices of everyday life in classrooms and other educational settings.... more
This chapter presents ethnography as a philosophy of inquiry and explores how video enables particular ways of systematically recording and analyzing patterns and practices of everyday life in classrooms and other educational settings. Throughout this chapter, we explore how video enables a broad range of theoretically driven actions that support ethnographers in collecting, archiving, retrieving, and analyzing ethnographic records to construct accounts of everyday life in classrooms. As part of the discussion we show how ...
Resumo Neste texto, argumenta-se que letramento não é um processo único e universal, que tenha o mesmo significado para todas as pessoas. Ao contrário, entende-se que letramento é um processo dinâmico em que o significado de ação letrada... more
Resumo Neste texto, argumenta-se que letramento não é um processo único e universal, que tenha o mesmo significado para todas as pessoas. Ao contrário, entende-se que letramento é um processo dinâmico em que o significado de ação letrada é continuamente (re) construído, localmente, por participantes de diferentes grupos sociais. Para corroborar tal argumento, examinamos como uma perspectiva compartilhada de letramento é estabelecida por participantes no dia-a-dia de uma sala de aula. Orientados pela ...
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Abstract: Building on Günter MEY's (2000, para. 2) argument that "reviews should help to promote additional perspectives … and to open up new scientific discourses, " in this essay review of Carol GRBICH's (2007)... more
Abstract: Building on Günter MEY's (2000, para. 2) argument that "reviews should help to promote additional perspectives … and to open up new scientific discourses, " in this essay review of Carol GRBICH's (2007) "Qualitative Data Analysis, " we present an approach to reading texts
Examining the nature of digital texts in the developing contexts of problem-based learning (PBL) constitutes an expansion in research on dialogic approaches to learning in technology-rich, inquiry-based designs. This study adopts... more
Examining the nature of digital texts in the developing contexts of problem-based learning (PBL) constitutes an expansion in research on dialogic approaches to learning in technology-rich, inquiry-based designs. This study adopts Interactional Ethnography as an orienting theory to frame the purposeful tracing of the unfolding knowledge co-construction processes across a medical PBL cycle. We investigate how these processes are interactionally accomplished in and across intertextually tied events where devised, generated, accessed, curated and appropriated digital texts are connected in webs of meaning. The concepts of multimodality and intertextuality from literacy studies provide explanatory theories to investigate how digital texts in the developing dialogic space are consequential the learning process across the phases of a PBL cycle. We propose the concept of dialogic intervisualizing to theorize these new text-discourse relations in inquiry-based learning.
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This paper seeks to (re)think what constitutes records within an ethnographic archive by making visible the challenges that our external IE team faced as we entered the records archived by the internal IE team that we were invited to... more
This paper seeks to (re)think what constitutes records within an ethnographic archive by making visible the challenges that our external IE team faced as we entered the records archived by the internal IE team that we were invited to support in the documentation and analysis of a developing Instructional Development project. Although both teams shared a common conceptual logic-of-inquiry – Interactional Ethnography – It became evident that there were limits to certainty (Green & Baker 2007) that led us to (re)examine why some particular records were archived and what they were records of.
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Este estudo tem como objetivo identificar e caracterizar contextos de aprendizagem favoráveis à implementação de interações contingentes em um fórum de discussão de um Curso de Formação Inicial de Tutores a Distância. A abordagem... more
Este estudo tem como objetivo identificar e caracterizar contextos de aprendizagem favoráveis à implementação de interações contingentes em um fórum de discussão de um Curso de Formação Inicial de Tutores a Distância. A abordagem Etnográfica Interacional que norteou esta pesquisa estabelece quatro princípios operativos que guiam as decisões e ações do etnógrafo no campo de pesquisa. Tais princípios promoveram uma compreensão mais ampla sobre os contextos de aprendizagem no fórum. Os resultados do estudo apontam, principalmente: a fragilidade da representação da interação na ferramenta fórum investigada e o surgimento de uma nova unidade de análise para o estudo de interações contingentes: o fórum como um todo.
Problem-based learning (PBL) designs are addressing the demands and potentials of an information-saturated era where accessing inquiry resources and new information is reconfiguring tutor-facilitated dialogues. Unclear is how... more
Problem-based learning (PBL) designs are addressing the demands and potentials of an information-saturated era where accessing inquiry resources and new information is reconfiguring tutor-facilitated dialogues. Unclear is how incorporation of CSCL tools and the rich digital multimodal resources they collaboratively access and generate are re-shaping the traditional problem-based cycle of inquiry and intersubjective sense-making. This study in higher education adopts Interactional Ethnography (IE) as a logic-of-inquiry to examine how a group of medical undergraduate students and their facilitator (n = 12) collaborated to access, review, appropriate and devise multimodal digital and visual texts within and across one problem cycle (three face-to-face tutorials and self-directed learning). Drawing on concepts of ‘multimodality’ and ‘intervisuality’ from literacy theory, we extend theoretical understandings of how multimodal texts become actors within a developing PBL event, not just objects of study or cultural tools. Through this multi-focal approach, we make visible how what occurs at one point in time with these texts in the developing dialogic space is consequential for what students can and do undertake in subsequent engagements with such texts in and across one bounded cycle of learning activities. Arising from this analysis, we propose the concept of dialogic intervisualizing to characterize the dynamic interplay between and among information problem-solving processes, textual negotiations and purposeful, facilitated dialogue for deep knowledge co-construction within and across collaborative, computer supported learning activity in an inquiry cycle.
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Page 1. 40 Classroom Discourse and Interaction: Reading Across the Traditions LESLEY A. REX AND JUDITH L. GREEN In this chapter, we present a broad range of traditions that have shaped new directions in the study of classroom interaction... more
Page 1. 40 Classroom Discourse and Interaction: Reading Across the Traditions LESLEY A. REX AND JUDITH L. GREEN In this chapter, we present a broad range of traditions that have shaped new directions in the study of classroom interaction as a discursive process. ...
This is a conceptual guide for the Interactional Ethnography as a logic-of-inquiry and formed a basis for the TL-TS interview with Angel Lin and members of her TL-TS Research group. https://www.youtube.com/watch?v=978b4zBB7mU
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This is a guidebook for Interactional Ethnography developed for the National Conference Teachers of English Assembly for Research Meeting.
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This is a research guidebook presented at the IRMSS Summer School in Ireland on Research Methods. It contains thought problems that readers can engage in to explore the logic-in-use for Interactional Ethnography.
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This powerpoint provides a way of tracing the logic-of-analysis that constitutes an Interactional Ethnographic logic-of-analysis of a movie-- Groundhog Day as a telling case