%0 Journal Article %1 SCE:SCE20087 %A Hanrahan, Mary U. %D 2006 %I Wiley Subscription Services, Inc., A Wiley Company %J Science Education %K 2015_E852 SFL TMA01PartB classroom dialogue discourse science talk %N 1 %P 8--43 %R 10.1002/sce.20087 %T Highlighting hybridity: A critical discourse analysis of teacher talk in science classrooms %U http://dx.doi.org/10.1002/sce.20087 %V 90 %X 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

@article{SCE:SCE20087, 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}, added-at = {2015-11-25T18:59:32.000+0100}, author = {Hanrahan, Mary U.}, biburl = {https://www.bibsonomy.org/bibtex/2e941c74baa91ae432b7cb5431d903683/umatadema}, description = {This is in a way similar to the ideas put forward by Scott et al. about discourse in secondary school science class rooms. }, doi = {10.1002/sce.20087}, interhash = {c2bb7ea7a42d5024e6292d020204f245}, intrahash = {e941c74baa91ae432b7cb5431d903683}, issn = {1098-237X}, journal = {Science Education}, keywords = {2015_E852 SFL TMA01PartB classroom dialogue discourse science talk}, number = 1, pages = {8--43}, publisher = {Wiley Subscription Services, Inc., A Wiley Company}, timestamp = {2015-11-30T11:48:02.000+0100}, title = {Highlighting hybridity: A critical discourse analysis of teacher talk in science classrooms}, url = {http://dx.doi.org/10.1002/sce.20087}, volume = 90, year = 2006 }