学科多元化转型中的教师发展话语
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摘要
本研究是一个基于杭州某高校的外语学院跨学科’改造中教师发展的民族志案例研究。研究运用话语分析、会话分析和叙述探究三种交际民族志的研究方法从机构文化、教师群体和教师个人三层面对该案例展开了历时三年多的跟踪探索和研究。研究讨论了该机构如何通过一系列的跨学科话语实践来培育具有意义对话性的多元学习空间,揭示了学科话语转型对教师学习和教师身份的重要作用。论文通过话语分析展现了该外语学院的教师如何利用机构提供的多元学习空间协商跨学科的话语和身份。叙事探究展现了六名教师在各自不同的学科话语中探寻身份的故事,描述了他们如何通过日常的教学、研究及访学等活动探寻自己的跨学科身份。对教师群体交流的片断的会话分析展现了教师如何通过同事之间建立的交流机制对课堂教学、研究和课程进行讨论、协商和反思,从而获得对教学、研究新的理解。这一系列话语转型表明该机构经历了一场文化的转型,以此不仅实现教师的教学与研究身份的统一,也实现了机构文化转型和教师个人成长的统一。研究还展现出教师在多元有活力的学科发展话语与标准化、同一化的管理、考评话语相交织、相冲突中真实的生存状态,呈现出当今中国教育变革的复杂性。
This ethnographic study, running for a period of over three years of fieldwork, investigates a case of disciplinary innovation in the English language department of a Chinese university. The study combines discourse analysis of organizational change, conversation analysis of teacher community dialogue with narrative inquiry of individual teachers' identity exploration.
Three aspects of learning are investigated, namely, institutional boundary practice as a discursive space for learning, teachers'transformative learning experienced within that space as well as teachers' collaborative inquiry at communities. The analysis offers an interpretive framework to examine how teachers at various discourse communities use language to construct knowledge, to negotiate their disciplinary identities, and to revise their understandings for teaching. It is discussed how a restructuring of institutional discursive practice by transcending boundaries could create a dynamic space of learning, a space characterized with dialogic diversity. It illuminates to us that boundary practices can be a source of transformative forces for the development of learning culture, where individuals experienced a process of identity integration through socialization into diverse forms of communities of practice that cuts across both institutional and disciplinary boundaries. The study unfolds a picture how teachers negotiate multiple disciplinary discourses and identities in light of a multiplicity of voices and modes of inquiry and practices. As a resistance to such a multiplicity, the discourse of performance evaluation serves as a linguistic unification, imposing standardization and homongenization. The complexity of education reform in contemporary China is therefore reflected in the study.
This ethnographic study, running for a period of over three years of fieldwork, investigates a case of disciplinary innovation in the English language department of a Chinese university. The study combines discourse analysis of organizational change, conversation analysis of teacher community dialogue with narrative inquiry of individual teachers' identity exploration.
Three aspects of learning are investigated, namely, institutional boundary practice as a discursive space for learning, teachers'transformative learning experienced within that space as well as teachers' collaborative inquiry at communities. The analysis offers an interpretive framework to examine how teachers at various discourse communities use language to construct knowledge, to negotiate their disciplinary identities, and to revise their understandings for teaching. It is discussed how a restructuring of institutional discursive practice by transcending boundaries could create a dynamic space of learning, a space characterized with dialogic diversity. It illuminates to us that boundary practices can be a source of transformative forces for the development of learning culture, where individuals experienced a process of identity integration through socialization into diverse forms of communities of practice that cuts across both institutional and disciplinary boundaries. The study unfolds a picture how teachers negotiate multiple disciplinary discourses and identities in light of a multiplicity of voices and modes of inquiry and practices. As a resistance to such a multiplicity, the discourse of performance evaluation serves as a linguistic unification, imposing standardization and homongenization. The complexity of education reform in contemporary China is therefore reflected in the study.
引文
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