Interrupting Gendered Discursive Practices in Classroom Talk about Texts: Easy to Think About, Difficult to Do

  • Alvermann D
  • Commeyras M
  • Young J
 et al. 
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Abstract

Focuses on university- and school-based teacher researchers attempting to alter or interrupt certain gendered discursive practices that threatened to reproduce some of the same inequities in classroom talk about texts that were noted in the past, but were not challenged. Finds four types of interactions: self-deprecating, discriminatory, and exclusionary talk; and talk that reflected the desire for teacher neutrality. (SG)

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Authors

  • Donna E. Alvermann

  • Michelle Commeyras

  • Josephine P. Young

  • Sally Randall

  • David Hinson

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