By Helen Sauntson
Gender is a hotly debated subject within the box of schooling. The position that language performs in academic contexts specifically within the lecture room has lengthy been stated. Innovatively combining techniques within the research of school room discourse this book offers wealthy empirical findings in addition to being theoretically fascinating and useful.
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Extra resources for Approaches to Gender and Spoken Classroom Discourse
And the collective combination of these approaches, arguably, works to produce a more comprehensive understanding of how gender works than would the use of a single approach. SFDA is able to identify interactional patterns and routines which can provide quantitative support to the claims made using the other approaches. SFDA can show that the ways in which gender and sexuality emerge and are discursively constructed and constituted through classroom interaction happen routinely. In other words, the gendered (and sexualised) discourses which emerge can be shown to be systematic, rather than isolated instances.
Therefore, I argue that just as CDA and CA can work alongside each other in complementary ways, so can SFDA and CDA. The combination of these approaches is particularly effective in uncovering both the ideological and interactional processes that constitute gendered practices in the classroom, as I will show in Chapter 4. Feminist post-structuralist discourse analysis (FPDA) FPDA is, in many ways, similar to CDA. Judith Baxter, who devised FPDA, describes it as a ‘supplementary’ approach which can be used effectively with other approaches, including CDA.
In addressing both criticisms, the data collection would still rely largely on ethnographic methods of participant observation, participant interviews and so on. But the detailed analyses of the data collected could draw on any number of discourse-analytic frameworks in order to offer a more comprehensive account which considers both the micro- and macro- systems operating in the context under scrutiny. This is what I attempt to do in the research presented throughout this book. In the following section, I explain how I used an ethnographic approach to collect the data for the research.
Approaches to Gender and Spoken Classroom Discourse by Helen Sauntson