ABSTRACT

This paper presents an ethnographic study analyzing the influence of students’ social backgrounds on students’ entitlement and agency in relation to floor rights. Classroom interactions were video-recorded, and interviews were conducted in a socially diverse fifth-grade in Israel. Descriptive statistics and micro-analyses of participation patterns reveal a discursive mechanism whereby students from more privileged backgrounds, endowed with higher senses of entitlement and agency, use floor obtaining strategies, such as calling out and begging, which increase their learning opportunities, often at the expense of their less privileged peers. The research contributes to expanding our understanding of the mechanisms of educational injustice, advancing us towards their rectification. As such, the study may be of interest to both educational researchers as well as practitioners.

摘要

本文介绍了一项民族志研究，分析了学生的社会背景对学生的权利和与发言权相关的代理权的影响。课堂互动被录像，采访是在以色列一个社会多元化的五年级进行的。描述性统计数据和参与模式的微观分析揭示了一种话语机制，即来自更特权背景的学生具有更高的权利和代理意识，使用获得地板的策略，例如大声疾呼和乞讨，这增加了他们的学习机会，通常是在他们的特权较低的同龄人的费用。该研究有助于扩大我们对教育不公正机制的理解，推动我们对其进行纠正。像这样，