Critical conversations in English education: discursive strategies for examining how teacher and student identities shape classroom discourse

UNCG Author/Contributor (non-UNCG co-authors, if there are any, appear on document)
Mark R. Meacham (Creator)
Amy Vetter, Professor (Creator)
The University of North Carolina at Greensboro (UNCG )
Web Site:

Abstract: This research examined how preservice teachers in a university classroom used discourse analysis of video-recorded lessons to explore how identity markers such as race shaped classroom interactions. Findings from the study indicated that preservice teachers employed 10 different discursive strategies to engage in critical conversations. Identifying these discursive strategies offered insight into preservice teachers’ entry points for engaging in such dialogue. From that information, we offer potential narrative starters and questions that educators could use to deepen critical conversations in their English education courses.

Additional Information

English Education, 50(3), 255-282
Language: English
Date: 2018
teacher education, English education, identity, critical conversation

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