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Sociocultural diversity, identities, and critical education: Comparing conversational narratives at school.

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Title: Sociocultural diversity, identities, and critical education: Comparing conversational narratives at school.
Authors: Archakis, Argiris1, Tsakona, Villy2
Source: Critical Literacy: Theories & Practices. 2013, Vol. 7 Issue 1, p48-62. 15p.
Subject Terms: *Diversity in education, *Critical theory, *Language & education, Sociolinguistics, Sociocultural factors, Oral history, Narratives
Abstract: In this paper, we argue that the communicative approach to language teaching should be enriched with concepts and objectives coming from critical theories on language and discourse and, more specifically, from ethnographically informed approaches exploiting students' cultural background and experiences from their everyday social reality. Based on current sociolinguistic findings, special attention is paid to narrative as a discourse genre commonly used in everyday encounters. We develop an educational framework involving the comparative analysis of oral narrative material and focusing on the identities constructed by the narrator(s). The proposed model aims at raising students' critical language awareness by training them to identify and compare the subversive core of narratives and the evaluative stances emerging therein. [ABSTRACT FROM AUTHOR]
Copyright of Critical Literacy: Theories & Practices is the property of Critical Literacy: Theories & Practices and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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PubType: Academic Journal
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  Data: Sociocultural diversity, identities, and critical education: Comparing conversational narratives at school.
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  Data: <searchLink fieldCode="JN" term="%22Critical+Literacy%3A+Theories+%26+Practices%22">Critical Literacy: Theories & Practices</searchLink>. 2013, Vol. 7 Issue 1, p48-62. 15p.
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  Data: *<searchLink fieldCode="DE" term="%22Diversity+in+education%22">Diversity in education</searchLink><br />*<searchLink fieldCode="DE" term="%22Critical+theory%22">Critical theory</searchLink><br />*<searchLink fieldCode="DE" term="%22Language+%26+education%22">Language & education</searchLink><br /><searchLink fieldCode="DE" term="%22Sociolinguistics%22">Sociolinguistics</searchLink><br /><searchLink fieldCode="DE" term="%22Sociocultural+factors%22">Sociocultural factors</searchLink><br /><searchLink fieldCode="DE" term="%22Oral+history%22">Oral history</searchLink><br /><searchLink fieldCode="DE" term="%22Narratives%22">Narratives</searchLink>
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  Data: In this paper, we argue that the communicative approach to language teaching should be enriched with concepts and objectives coming from critical theories on language and discourse and, more specifically, from ethnographically informed approaches exploiting students' cultural background and experiences from their everyday social reality. Based on current sociolinguistic findings, special attention is paid to narrative as a discourse genre commonly used in everyday encounters. We develop an educational framework involving the comparative analysis of oral narrative material and focusing on the identities constructed by the narrator(s). The proposed model aims at raising students' critical language awareness by training them to identify and compare the subversive core of narratives and the evaluative stances emerging therein. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Critical Literacy: Theories & Practices is the property of Critical Literacy: Theories & Practices and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=97722846
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        Text: English
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      – SubjectFull: Critical theory
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      – SubjectFull: Language & education
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      – SubjectFull: Oral history
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