Highlighting hybridity: A critical discourse analysis of teacher talk in science classrooms
Science Education, 90 (1):
8--43 (2006)DOI: 10.1002/sce.20087
Abstract
There is evidence that alienation from science is linked to the dominant discourse practices of science classrooms (cf. Lemke, J. L. (1990). Talking Science: Language, Learning, and Values. Norwood, NJ: Ablex). Yet, in secondary science education it is particularly hard to find evidence of curriculum reform that includes explicit changes in pedagogic discourses to accommodate the needs of students from a wide range of backgrounds. However, such evidence does exist and needs to be highlighted wherever it is found to help address social justice concerns in science education. In this article, I show how critical discourse analysis can be used to explore a way of challenging the dominant discourse in teacher—student interactions in science classrooms. My findings suggest a new way of moving toward more socially just science curricula in middle years and secondary classrooms by using hybrid discourses that can serve emancipatory purposes. © 2005 Wiley Periodicals, Inc. Sci Ed90:8–43, 2006
Description
This is in a way similar to the ideas put forward by Scott et al. about discourse in secondary school science class rooms.