A critical discourse analysis of racial(8)

critical discourse analysis

R.Rogers,M.Mosley/LinguisticsandEducation19(2008)107–131111

inanygivencontext.Withinracialliteracy,astudyofchangesandshiftsindiscursivepracticesmayindexagencyand

socialaction(Davies,1990;Wortham,2005).

Fortoolong,racialliteracyandthediscursivepracticesassociatedwithracialliteracyhavebeenunavailableto

Whitepeopleasarethearticulationofsemioticresourcesusedtodevelopanti-racistpractices.Thus,itbecomes

unimaginableforpeopletowritethemselvesintoanarrativeinwhichWhitepeoplecanbeworkingtowardsanti-

racism.Ifparticipantshaveaccesstoalternativediscursivepracticestheycandesignnewformsofmeaning.Thus,our

goalinthisstudywastotakestockoftheresourcesavailable(anddisplayed)bytheparticipantsinthisbookclub,

describehowtheyinterminglewithothernarrativesandresourcesandmakearecommendationforwhataspectsof

racialliteracymightneedfurtherdevelopment.

3.Researchdesignandmethods

Thedatapresentedherewerepartofalarger,yearlongstudyfocusedonhowpre-serviceteacherslearntoteach

literacywithincriticalliteracyframeworks.Theresearchdesignrotatedbetween“watching,”“asking,”and“analyzing”

inaniterativemannerthatinformedourteaching.Wecollecteddatainformofvideo-andaudio-recordings, eldnotes,

interviewsanddocumentcollectiononthefollowingcomponentsoftheclass:seminardiscussions,tutoringsessions,

smallgroupdiscussions,bookclubdiscussionsandpre-andpost-interviews.

We,theteachereducatorsandresearchersinthisstudy,areEuropean-Americanwomen,teachereducatorsand

literacyresearcherswhostudyliteracylearningacrossthelifespan.Webothactivelyintegrateanti-racistperspectives

inourscholarship.Overthecourseoftheyear,eachofusperformedrolesasteachereducatorsandresearchersinthe

courses,collectingdataandleadingdiscussions,providinglectures,andobservinganddebrie ngwiththestudents.

Duringlecturesanddiscussions,ourpedagogicalstancewastomodelthetypesofteachingthatweadvocatedfor

ourstudents–approachesthatareculturallyrelevant,critical,andanti-racist–andthereforewestayedclosetotheir

experiencesincoursetopicsanddiscussions.

Itiswithinthiscontextthatwesituateouranalysisofthebookclubs.Wedrawfrommultipledatasourcesincluding

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