By Helen Sauntson
Gender is a hotly debated subject within the box of schooling. The function that language performs in academic contexts in particular within the school room has lengthy been said. Innovatively combining methods within the research of lecture room discourse this book offers wealthy empirical findings in addition to being theoretically attention-grabbing and necessary.
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Extra info for Approaches to Gender and Spoken Classroom Discourse
In selecting the approaches to be used in the analysis of data throughout this book, I have attempted to base my choice on a careful and critical consideration of what each approach may offer, how appropriate each one is to the context and type of data in question, and how much scope there is for exploring and possibly resolving some 36 Approaches to Gender and Spoken Classroom Discourse of the underlying epistemological differences between them. This is in addition to the levels of experience and expertise I consider myself to have in applying each method of analysis.
Other Data and Methods 33 possible approaches not drawn on in this book include, amongst others: discursive psychology, conversation analysis, corpus linguistics. , 2008). In this book, I am particularly interested in providing examples of discourse analysis which can yield quantitative information and contrasting that with approaches which are generally seen as being more qualitative. The selection of approaches is also partly based on my own experience and expertise in using different methods of analysis.
Stubbe et al. select their methods based on the experience and expertise of each of the authors/researchers. Whilst this is a valid reason for selecting those methods, it could be asked whether such an ‘opportunistic’ approach has its limitations, and whether more objective criteria for the selection of speciﬁc methods and approaches could be used instead? , on the other hand, seem to focus on methods which are selected because they provide a clear contrast with one another in terms of their epistemological and methodological assumptions.
Approaches to Gender and Spoken Classroom Discourse by Helen Sauntson