Use this URL to cite or link to this record in EThOS: http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.563958
Title: The discursive construction of a family literacy, language and numeracy programme : an exploration of practitioners' narratives-in-interaction
Author: Chilton, Elizabeth Helen
Awarding Body: University of Birmingham
Current Institution: University of Birmingham
Date of Award: 2012
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Abstract:
This study examines the discursive practices of two Family Literacy, Language and Numeracy practitioners teaching a family literacy programme together. Drawing on positioning analysis and linguistic ethnography, I am exploring how the practitioners use narratives-in-interaction to position themselves, each other, the parents with whom they work, and the programme on which they teach. This research reveals how both dominant and locally constructed discourses are invoked, reworked and embedded within the practitioners’ narrative allusions, with such discourses often becoming naturalised through their repeated citation. Analyses of the interactional and lexical content of narratives-in-interaction facilitate this study’s twin-focus on the social identification of the narrated, and the narrators’ emergent identity construction. Investigating the discourses that circulate about parents uncovers how the telling of narratives not only impacts on the ways in which the parents are socially identified in discursive terms, but suggests that this may affect how the parents are dealt with in more practical ways by the practitioners. Through the sharing and co-construction of small stories, the practitioners make claims in relation to their own identities, particularly in terms of their working relationship with one another and the roles they undertake in concert and in counterpoint to each other.
Supervisor: Not available Sponsor: Not available
Qualification Name: Thesis (Ph.D.) Qualification Level: Doctoral
EThOS ID: uk.bl.ethos.563958  DOI: Not available
Keywords: LB Theory and practice of education
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