Notably missing from these books is any in-depth discussion of grading and evaluation. Himley and colleagues succeed in evoking a conception of power that is highly complex, with multiple initiators, players, perceptions, and outcomes. Contrary to the common assumption that the teacher is the source of classroom power, it sees that power as arising from the interaction between students and teachers. × Citation Tool: Classroom Power Relations The correct form for the bibliographic reference element of a citation for the selected resource is shown in a variety of the most widely-accepted citation styles below. Her descriptions of classroom life convey well the sense of power as subtextual. Based on an ethnographic study of three elementary classrooms, this book offers a careful look at the workings of classroom power. She reveals questions and behaviors that remain outside of her understanding in her narrative, but in the end, she always seems to have an airtight explanation of a child's personality or way of being in her classroom.
What kinds of discourse choices do they make, and why? These three books deal differently with how identity affects and is affected by power. Finally, how does the subject matter and the teachers' relationship to it affect classroom power dynamics? Gallas's authority as a writer comes primarily from extensive research in her own classroom and her ability to listen and watch her students closely. The first time you reference a publication, you would give a footnote reference, for example:. Defining Classroom Knowledge: The Part That Students Play. New York: Teachers College Press, 1998.
She also illustrates effectively how many children are not color-blind or race-innocent. A citation consists of an abbreviated alphanumeric expression e. All three of these books move away from the static and unilateral theoretical concept of power as something teachers have over their students, acknowledging the ways that power is mutually constructed and negotiated between teacher and student, as well as between students. An Annotated Bibliography: Exploring Ideas About Power Relations in Classrooms. A conclusion focusing on an ideal contradicts the very nature of a book of stories told by different teachers. An in-depth and extensive exploration of a classroom in which the teacher was actively making changes in her practice to share power with her students, as was the case for one of the teachers Manke observed, might have been more convincing.
Gallas does not make any mention of grades affecting peer power dynamics and identity constructions. Himley touches upon almost every aspect of identity that is currently and hotly politicized, except religion and disability. In Classroom Power Relations, 28—30. By Susan Follett Lusi Edited by Eric A. The first is the more common and obvious: classroom behavior and disciplinary issues are a separate concern for teachers, and while important, they still occupy second-class seats to more important academic curricular issues.
The E-mail message field is required. Secondly, her treatment of race remains on the level of Black and White. Summary Note: summary text provided by external source. Sally, Would You Like to Sit Down? Manke and Gallas provide complementary descriptions and analyses of power in elementary classrooms. The book is unencumbered by wordy, inaccessible articulations of theories of power. I find this information relevant and important to a study of power and identity.
She appends an annotated bibliography. Himley and her teaching and study group colleagues provide a glimpse into how teachers of writing make sense of their power and authority with relation to their students' power to silence, control, and intimidate; the power and privilege of academic knowledge; and their commitment to social justice. Which style should you use? What I appreciated most about this book was Gallas's premise that children make sense of social dynamics the way they do other aspects of the world around them--through experimentation and investigation. Lazarus, Indira Nair, and Deborah A. However one might disagree with any of the individual teachers' responses to teaching incidents, one of the strengths of this book is that it reveals teachers' vulnerabilities and students' bases of power. Gallas describes how certain students use certain kinds of talk e. What is her responsibility in light of their silence and social experimentation? Citations for online and electronic resources You may be required to use an additional indication for online resources.
Manke, who articulates her theoretical framework, ends up describing a power dynamic that is primarily teacher centered and initiated, even as she seeks to convey the positive relations in the more student-centered, less authoritarian, and more democratic classrooms. This book is based on a careful theorizing of classroom power relations that sees them as constructed from the actions of all participants. It is composed of alternating edited transcripts of meetings of the Political Moments Study Group and essays by members of the study group. Her discussion of this episode brings to light ways in which students themselves can read how race colors a social moment. Himley and the Study Group actively question and discuss the ways their and their students' claims to knowledge clash as they seek to push students' assumptions about race, gender, social class, sexual orientation, and higher education. Manke focuses on teachers' uses of power; her greatest contribution is her inquiry into how elementary teachers who profess to take a whole-language approach and strive to use collaborative learning groups redefine their power vis-Ö-vis their students.
She observes how Rachel's social power increases when she finally breaks her silence in a hilarious event that forever positions Rachel as courageous and unusual. However, this statement is a leap of faith from her data and analysis. Although the vast majority of books that have Lexile measures did not change, a small subset of books required updated Lexile measures. She describes how her students try on different ways of being with others, and how they sometimes are unhappy with the outcome of a dynamic they initiate. These three books suggest that there are methods of inquiry that are more fruitful for investigating power dynamics. There is little I see that kept her from focusing on and interviewing a subgroup, or even one or two of the students from each class, particularly among the fifth graders. See also the official About citations and references A citation is a reference to a source.