Rebecca Rogers

First Published in 2004. Routledge is an imprint of Taylor & Francis, an informa company.

An Introduction to Critical Discourse Analysis in Education

Winner of the Comedy Women in Print Unpublished Prize! How do you solve your own murder when you’re already dead?

The Purgatory Poisoning

Educating Bourgeois Girls in Nineteenth-Century France

From the Salon to the Schoolroom

Myriam Boussahba-Bravard

This book argues for the importance of bringing women and gender more directly into the dynamic field of exposition studies. Reclaiming women for the history of world fairs (1876-1937), it also seeks to introduce new voices into these studies, dialoguing across disciplinary and national historiographies. From the outset, women participated not only as spectators, but also as artists, writers, educators, artisans and workers, without figuring among the organizers of international exhibitions until the 20th century. Their presence became more pointedly acknowledged as feminist movements developed within the Western World and specific spaces dedicated to women’s achievements emerged. International exhibitions emerged as showcases of "modernity" and "progress," but also as windows onto the foreign, the different, the unexpected and the spectacular. As public rituals of celebration, they transposed national ceremonies and protests onto an international stage. For spectators, exhibitions brought the world home; for organizers, the entire world was a fair. Women were actors and writers of the fair narrative, although acknowledgment of their contribution was uneven and often ephemeral. Uncovering such silence highlights how gendered the triumphant history of modernity was, and reveals the ways women as a category engaged with modern life within that quintessential modern space—the world fair.

Women in International and Universal Exhibitions, 1876–1937

Melissa Mosley Wetzel

Uniquely bringing together discourse analysis, critical literacy, and teacher research, this book invites teacher educators, literacy researchers, and discourse analysts to consider how discourse analysis can be used to foster critical literacy education. It is both a guide for conducting critical discourse analysis and a look at how the authors, alongside their teacher education students, used the tools of discourse analysis to inquire into, critique, and design critical literacy practices. Through an intimate look at the workings of a university teacher education course and the discourse analysis tools that teacher-researchers use to understand their classrooms, the book provides examples of both pre-service teachers and teacher educators becoming critically literate. The context-rich examples highlight the ways in which discourse analysis aids teachers’ decision making in the moment and reflections on their practice over time. Readers learn to conduct discourse analysis as they read about critical literacy practices at the university level. Designed to be interactive, each chapter features step-by-step procedures for conducting each kind of discourse analysis (narrative, critically oriented, multimodal), sample analyses, and additional readings and resources. By attending to the micro-interactions as well as processes that unfold across time, the book illustrates the power and potential of discourse analysis as a pedagogical and research tool.

Pedagogical and Research Tools for Teacher-Researchers

Designing Critical Literacy Education through Critical Discourse Analysis

Accessible yet theoretically rich, this landmark text introduces key concepts and issues in critical discourse analysis and situates these within the field of educational research. The book invites readers to consider the theories and methods of three major traditions in critical discourse studies – discourse analysis, critical discourse analysis, and multimodal discourse analysis -- through the empirical work of leading scholars in the field. Beyond providing a useful overview, it contextualizes CDA in a wide range of learning environments and identifies how CDA can shed new insights on learning and social change. Detailed analytic procedures are included – to demystify the process of conducting CDA, to invite conversations about issues of trustworthiness of interpretations and their value to educational contexts, and to encourage researchers to build on the scholarship in critical discourse studies. This edition features a new structure; a touchstone chapter in each section by a recognized expert (Gee, Fairclough, Kress); and a stronger international focus on both theories and methods. NEW! Companion Website with Chapter Extensions; Interviews; Bibliographies; and Resources for Teaching Critical Discourse Analysis.

Catherine Compton-Lilly

Tisha Lewis Ellison

This book is a roadmap to the key decisions, processes, and procedures to use when synthesizing qualitative literacy research. Covering the major types of syntheses – including the dissertation literature review, traditional literature review, integrative literature review, meta-synthesis, and meta-ethnography – Compton-Lilly, Rogers, and Lewis Ellison offer techniques and frameworks to use when making sense of a large body of scholarship. Addressing the standard and untraditional forms a research synthesis can take, the authors provide clear and practical examples of synthesis designs and techniques, and consider how epistemological, ontological, and ethical questions arise when designing and adapting a research synthesis. The extensive appendices feature sample literature reviews, guidance on communication with editors of journals, useful charts, and more. The authors’ critical reflection and analysis demonstrates how a research synthesis is not simply a means to an end, but rather reflects each scholar’s interests, target audience, and message. This book is crucial reading for undergraduate and graduate students, as well as early career and more experienced researchers in literacy education.

Approaches to Synthesizing Literacy Research

Making Sense of Literacy Scholarship

Andrew Peterson

Cheryl E. Matias

DaVonna L. Graham

Adam J. Alvarez

Derric I. Heck

Jawanza K. Rand

H. Richard Milner IV

Ashlee Anderson

Brittany Aronson

Jared J. Aldern

Gwendolyn Thompson McMillon

Rachel Salas

Angela M. Jaime

Caskey Russell

Eric D. Teman

Andrew B. Torres

Lamar L. Johnson

Adeline Borti

Cynthia Brock

Pauline Harris

Ufemia Camaitoga

Lydiah Nganga

John Kambutu

Qi Sun

Reed Scull

Robert Hattam

This volume promotes the widespread application of Critical Race Theory (CRT) to better prepare K-12 teachers to bring an informed asset-based approach to teaching today's highly diverse populations. The text explores the tradition of CRT in teacher education and expands CRT into new contexts, including LatCrit, AsianCrit, TribalCrit, QueerCrit, and BlackCrit.

Informing Classroom Culture and Practice

Critical Race Theory in Teacher Education

In this groundbreaking, cross-disciplinary book, Rebecca Rogers explores the complexity of family literacy practices through an in-depth case study of one family, the attendant issues of power and identity, and contemporary social debates about the connections between literacy and society. The study focuses on June Treader and her daughter Vicky, urban African Americans labeled as "low income" and "low literate." Using participant-observation, ethnographic interviewing, photography, document collection, and discourse analysis, Rogers describes and explains the complexities of identity, power, and discursive practices that June and Vicky engage with in their daily life as they proficiently, critically, and strategically negotiate language and literacy in their home and community. She explores why, despite their proficiencies, neither June or Vicky sees themselves as literate, and how this and other contradictions prevent them from transforming their literate capital into social profit. This study contributes in multiple ways to extending both theoretically and empirically existing research on literacy, identity, and power: * Critical discourse analysis. The analytic technique of critical discourse analysis is brought into the area of family literacy. The detailed explanation, interpretation, and demonstration of critical discourse analysis will be extremely helpful for novices learning to use this technique. This is a timely book, for there are few ethnographic studies exploring the usefulness and limits of critical discourse analysis. * Combines critical discourse analysis and ethnography. This new synthesis, which is thoroughly illustrated, offers an explanatory framework for the stronghold of institutional discursive power. Using critical discourse analysis as a methodological tool in order to build critical language awareness in classrooms and schools, educators working toward a critical social democracy may be better armed to recognize sources of inequity. * Researcher reflexivity. Unlike most critical discourse analyses, throughout the book the researcher and analyst is clearly visible and complicated into the role of power and language. This practice allows clearer analysis of the ethical, moral, and theoretical implications in conducting ethnographic research concerned with issues of power. * A critical perspective on family literacy. Many discussions of family literacy do not acknowledge the raced, classed, and gendered nature of interacting with texts that constitutes a family's literacy practices. This book makes clear how the power relationships that are acquired as children and adults interact with literacy in the many domains of a family's literacy lives. A Critical Discourse Analysis of Family Literacy Practices: Power In and Out of Print will interest researchers and practitioners in the fields of qualitative methodology, discourse analysis, critical discourse studies, literacy education, and adult literacy, and is highly relevant as a text for courses in these areas.

Power in and Out of Print

A Critical Discourse Analysis of Family Literacy Practices

Rebecca Rogers

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