ABSTRACT

This contribution explores how subject positions and perspectives are negotiated in the discursive practices of teaching social studies. The study involved a teacher and a group of second-language learners in Grade 6, the data being gathered by observations, voice recordings, and collection of teaching materials throughout seven weeks. The analysis, drawing upon discourse theory and sociological theories of education, is conducted from the perspective of Critical Discourse Analysis. The result, highlighting a curriculum area about living conditions, shows how Western-centric beliefs about a divided world were perpetuated both during introductory activities and in the searching for information about different countries. This mainstream meaning perspective was also sustained when the teacher modelled ways of using language for expressing content knowledge. Throughout, the migrant language learners were positioned as privileged Swedish citizens. Implications for shaping discursive practices of teaching in ways which builds on students’ diverse knowledges and experiences are discussed.

摘要

这篇文章探讨了在社会研究教学的话语实践中如何协商主题位置和观点。这项研究涉及一名六年级的老师和一组第二语言学习者，这些数据是通过观察，语音记录和七周的教学资料收集而收集的。从批判性话语分析的角度，进行了基于话语理论和教育社会学理论的分析。结果突出显示了有关生活条件的课程领域，表明在介绍活动和寻找有关不同国家的信息时，以西方为中心的关于分裂世界的信念是如何延续的。当教师对使用语言表达内容知识的方式进行建模时，这种主流意义的观点也得到了维持。在整个过程中，移民语言学习者被定位为特权瑞典公民。讨论了以学生的各种知识和经验为基础的方式，塑造话语教学实践的含义。