Use this URL to cite or link to this record in EThOS: http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.686828
Title: A colourful convivium : an ethnography explores person, role and pedagogical practice in the second language classroom
Author: Trimby-Haworth, Elizabeth R.
ISNI:       0000 0004 5920 514X
Awarding Body: University of Bristol
Current Institution: University of Bristol
Date of Award: 2014
Availability of Full Text:
Access from EThOS:
Abstract:
Educational studies that draw on the work of philosopher, and educationalist, Martin Buber, would seem to enact an understanding of well-being in the classroom that reflects singular interpretation. With such singularity as located in the between of the I-You, the I-It, as functional sphere, is overlooked or given a secondary or disparaged status. I attempt to nuance and complexify such a perspective by re-imagining and extending the terrain for well-being to include the relation between the I-It and I-You. By such means, my conjecture that concern for self and other - now heightened as ethicology - is denied and betrayed fullness of possibilities when construed as lying exclusively within the I-You, becomes open to exploration, with a correlated status of myth to be exposed . Such a speculative thrust achieves material expression in the empirical observance and transformation of a specific teaching practice. Teacher response to second language writing in its tight focus on linguistic error, as practised within a traditional form, overlooks student text as a creation of meaning imbued with communicative intent. Contrariwise to educational studies inspired by the work of Martin Buber, such Ht practice that, in this instance, ignores the I-You, is modified to integrate person centred activity. A quasi-experimental design having pre- and post-intervention phases employs, as living re-enactment of practice, a Freirean inspired cognizable object to gather qualitative and pictorial data. The perceptions of the 22, young adult, student participants are further elicited using associated decoding exercises with those of myself, as the teacher-researcher, transcribed using a talk-aloud procedure and research journals. Exploration and construction renders terms other, not neutralized in a grasped for equality of status, but rather - in a Derridean inspired elan - dissolved in the eruption of new concept, with parity achieved other-wise: the I-You and I-It now grasped as person-role-practice. An eagerness to create a pedagogy of the person finds form, content and repose.
Supervisor: Not available Sponsor: Not available
Qualification Name: Thesis (Ph.D.) Qualification Level: Doctoral
EThOS ID: uk.bl.ethos.686828  DOI: Not available
Share: