Abstract
As education researchers, addressing the ethical dimensions of our research requires that we ask ourselves, firstly, for what and for whom our research is conducted (Ortega, 2005); secondly, whether our approach is sufficiently rigorous, theoretically, methodologically, and ethically, to genuinely and adequately speak for those we claim to represent.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
Preview
Unable to display preview. Download preview PDF.
Similar content being viewed by others
References
Aronowitz, S., & Giroux, H. (1991). Postmodern education: Politics, culture and social criticism. Minneapolis, MN: University of Minnesota Press.
Atkinson, D. (2000). On Peter Elbow’s response to Individualism, academic writing, and ESL writers In V. Ramanathan & D. Atkinson (Ed.). Journal of Second Language Writing, 9(1), 71–76.
Atkinson, D. (2002). Toward a sociocognitive approach to second language acquisition. Modern Language Journal, 86, 525–545.
Atkinson, D. (2011). Alternative approaches to SLA. London: Routledge.
Austin, J. L. (1962). How to do things with words: The William James lectures delivered at Harvard University in 1955. London: Oxford University Press.
Bailey, K., & Nunan, J. (1996). Voices from the language classroom: Qualitative research in second language education. New York: Cambridge University Press.
Bayley, R., & Schecter, S. R. (Eds.). (2003). Language socialization in bilingual and multilingual societies. New York: Multilingual Matters.
Bakhtin, M. M. (1981). The dialogic imagination. Austin: Texas University Press.
Bamberg, M. (2004). Narrative discourse and identities. In J. C. Meister, T. Kindt, W. Schernus, & M. Stein (Eds.), Narratology beyond literary criticism (pp. 213–237). Berlin & New York: Walter de Gruyter.
Bamberg, M., & Georgakopoulou, A. (2008). Small stories as a new perspective in narrative and identity analysis. Text & Talk, 28, 377–396.
Barton, D., & Hamilton, M. (2000). Literacy practices. In D. Barton, M. Hamilton, and R. Ivanič (Eds.), Situated literacies (pp. 7–15). London: Routledge.
Bauman, R., & Briggs, C. (1990). Poetics and performance as critical perspectives on language and social life. Annual Review of Anthropology, 19, 59–88.
Belcher, D., & Hervela, A. (Eds.). ( 2001). Voice in L2 writing [Special issue]. Journal of Second Language Writing, 10(1).
Benesch, S. (2009). Interrogating in-between-ness: A postmodern perspective on immigrant students. In M. Roberge, M. Siegal, & L. Harklau (Eds.), Generation 1.5 in college composition: Teaching academic writing to U.S.-educated learners of ESL (pp. 65–72). NY, New York: Routledge.
Benwell, B., & Stokoe, E. (2006). Discourse and identity. Edinburgh: Edinburgh University Press.
Berger, P. L., & Luckmann, T. (1966). The social construction of reality: A treatise in the sociology of knowledge. Garden City, NY: Anchor
Block, D. (1996). Not so fast! Some thoughts on theory culling, relativism, accepted findings, and the heart and soul of SLA. Applied Linguistics, 17(1), 65–83.
Block, D. (2003). The social turn in second language acquisition. Edinburgh: Edinburgh University Press.
Block, D. (2007). Second language identities. London: Continuum.
Bourdieu, P. (1977). Outline of a theory of practice. Cambridge: Cambridge University Press.
Bourdieu, P., & Passeron, J-C. (1990). Reproduction in education, society and culture. London: Sage.
Bourdieu, P., & Wacquant, L. J. D. (1992). An invitation to reflexive sociology. Chicago/London: University of Chicago Press.
Bruner, J. (2003). Self-making narratives. In R. Fivush & C. Haden (Eds.), Autobiographical memory an the construction of narrative self: Developmental and cultural perspectives (pp. 209–225). Mahwah, NJ: Erlbaum.
Burbules, N. C., & Rice, S. (1991). Dialogue across difference: Continuing the conversation. Harvard Educational Review, 61(4), 393–416.
Butler, J. (1995). Contingent foundations: Feminism and the question of postmodernism. In Benhabib et al (Eds.), Feminist contentions: A philosophical exchange (pp. 35–57). London: Routledge.
Butler, J. (1990). Gender trouble: Feminism and the subversion of identity. London: Routledge.
Canagarajah, S. (2004). Multilingual writers and the struggle for voice in academic discourse. In A. Pavlenko & A. Blackledge (Eds.), Negotiation of identities in multilingual contexts (pp. 266–289). Tonawanda, New York: Multilingual Matters.
Canagarajah, S. (2002). Critical academic writing and multilingual students. Ann Arbor: University of Michigan Press.
Coffey, P., & Street, B. (2008). Narrative and identity in the ‘language learning project.’ The Modern Language Learning Journal, 92, 452–464.
Cohen, L., Manion, L., & Morrisson, K. R. B. (2007). Research methods in education. London: Routledge.
Connor, U. (1996). Contrastive rhetoric: Cross-cultural aspects of second language writing. New York: Cambridge University Press.
Cook, G. (2003). Applied linguistics. Oxford: Oxford University Press.
Davies, B., & Harré, R. (1990). Positioning: The discursive production of selves. Journal for the Theory of Social Behaviour, 20, 43–63.
De Fina, A., & Georgakopoulou, A. (2012). Analyzing narrative: Discourse and sociolinguistic perspectives. Cambridge: Cambridge University Press.
Doughty, C., & Long, M. H. (2003). Handbook of second language acquisition. Malden, MA: Blackwell.
Duff, P. (2002). Pop culture and ESL students: Intertextuality, identity, and participation in classroom discussions. Journal of Adolescent and Adult Literacy, 45, 482–487.
Duff, P. (2003). New directions in second language socialization research. Korean Journal of English Language and Linguistics, 3, 309–339.
Duff, P. (2008). Language socialization, participation and identity: Ethnographic approaches. In M. Martin-Jones, A-M. de Mejia & N. Hornberger (Eds.), Encyclopedia of language and education (pp. 107–119), Vol. 3: Discourse and education. New York: Springer.
Duff, P. (2010). Language socialization. In S. McKay & N.H. Hornberger (Eds.), Sociolinguistics and language education (pp. 427–455). Clevedon, UK: Multilingual Matters.
Duff, P., & Talmy, S. (2011). Language socialization approaches to second language acquisition: Social, cultural, and linguistic development in additional languages. In D. Atkinson (Ed.), Alternative approaches to second language acquisition (pp. 95–116). London: Routledge.
Firth, A., & Wagner, J. (1997). On discourse, communication, and (some) fundamental concepts in SLA research. Modern Language Journal, 81, 285–300.
Fontana, A. (2005). Postmodern trends in interviewing. In J. F. Gubrium and J. A. Holstein (Eds.), Interview research: Context & method (pp. 161–175). Thousand Oaks: Sage.
Frawley, W. J., & Lantolf, J. P. (1985). Second language discourse: A Vygotskyan perspective. Journal of Applied Linguistics, 6, 19–44.
Freire, P. (1970). Pedagogy of the oppressed. New York: Seabury.
Gee, J. P. (1991). A linguistic approach to narrative. Journal of Narrative and Life History, 1(1), 15–39.
Gee, J. P. (1996). Social linguistics and literacies: Ideology in discourses. New York: Routledge.
Georgakopoulou, A. (2007). Small stories, interaction and identities. Amsterdam: John Benjamins.
Giampapa, F. (2011). The politics of ‘being and becoming’ a researcher: Identity, power and negotiating the field. Journal of Language, Identity and Education, 10(3), 132–144.
Giroux, H. (1988). Schooling and the struggle for public life. Minneapolis: University of Minnesota Press.
Giroux, H. (1992). Border crossing: Cultural workers and the politics of education. New York: Routledge.
Giroux, H., & Simon, R. (1989). Popular culture, schooling, and everyday life. Indianapolis: University of Indiana Press.
Goffman, E. (1981). Forms of talk. Philadelphia: University of Pennsylvania Press.
Gumperz, J. J. (1996). The linguistic relativity of conversational inference. In J. Gumperz & S. C. Levinson (Eds.), Rethinking linguistic relativity (pp. 359–406). Cambridge: Cambridge University Press.
Hall, J. K. (1997). A consideration of SLA as a theory of practice: A response to Firth and Wagner. Modern Language Journal, 81, 301–306.
Hall, J. K. (2002). Teaching and researching language and culture. London: Pearson Education.
Hall, J. K., Vitanova, G., & Marchenkova, L. A. (2005). Dialogue with Bakhtin on second and foreign language learning: New perspectives. Mahwah, NJ: Erlbaum.
Heath, S. B. (1982). Ethnography in education: Defining the essentials. In P. Gillmore & A. A. Glatthorn (Eds.), Children in and out of school: Ethnography and education (pp. 35–55). Washington, DC: Center for Applied Linguistics.
Heath, S. B. (1983). Ways with words: Language, life, and work in communities and classrooms. New York: Cambridge University Press.
Higgins, C., & Norton, B. (2010). Language and HIV/AIDS. Clevedon: Multilingual Matters.
Holstein, J. A., & Gubrium, J. F. (2000). Constructing the life course. Dix Hills, NY: General Hall.
Ibrahim, A. (1999). Becoming black: Rap and hip hop, race, gender, identity, and the politics of ESL learning. TESOL Quarterly, 33, 349–369.
Ibrahim, A. (2001). Race-in-the-gap: Émigrés, identity, identitification, and the politics of ESL learning. Contact, 27(2), 67–80.
Jefferson, G. (1985). An exercise in the transcription and analysis of laughter. In T. A. van Dijk (Ed.), Handbook of discourse analysis: Vol. 3 (pp. 25–34). London: Academic Press.
Kaplan, R. B. (1966). Cultural thought patterns in inter-cultural education. Language Learning, 16, 1–20.
Kasper, G., & Wagner, J. (2011). A conversation-analytic approach to second language acquisition. In D. Atkinson (Ed.), Alternative approaches to second language acquisition (pp. 117–142). New York: Taylor & Francis.
Kramsch, C. (2003). Language acquisition and language socialization: Ecological perspectives. New York: Continuum.
Kramsch, C. (2009). The Multilingual subject: What foreign language learners say about their experience and why it matters. Oxford: Oxford University Press.
Labov, W., & Waletzky, J. (1967). Narrative analysis. In J. Helm (Ed.), Essays on the verbal and visual arts (pp. 12–44). Seattle: University of Washington Press.
Lankshear, P. L., & McLaren, P. (Eds.). (1993). Critical literacy: Politics, praxis, and the postmodern. Albany: State University of New York.
Lantolf, J. (1996). Second language acquisition theory-building: Letting all the flowers bloom! Language learning, 46, 713–749.
Lantolf, J. (2011). The sociocultural approach to second language acquisition: Sociocultural theory, second language acquisition, and artificial L2 development. In D. Atkinson (Ed.), Alternative approaches to second language acquisition (pp. 24–47). New York: Taylor & Francis.
Larsen-Freeman, D. (1997). Chaos/complexity science and second language acquisition. Applied Linguistics, 18(2), 141–165.
Lather, P. (1994). Textual strategies and the politics of interpretation in educational research. Australian Educational Researcher, 21(1), 41–63.
Lather, P. (1997). Drawing the line at angels: Working the ruins of feminist ethnography. Qualitative Studies in Education, 10(3), 285–304.
Luke, A. (1988). The non-neutrality of literacy instruction: A critical introduction. Australian Journal of Reading, 11(2), 79–83.
MacBeth, D. (2001). On reflexivity in qualitative research: Two readings, and a third. Qualitative Inquiry, 7(1), 35–68.
Markee, N., & Kasper, G. (2004). Classroom talks: An introduction. The Modern language Journal, 88, 491–500.
Mazzei, L. A., & Jackson, A. Y. (2009). Voice in qualitative inquiry: Challenging the conventional, interpretive, and critical conceptions in qualitative research. London/New York: Routledge.
McLaren, P. (1989). Life in schools: An introduction to critical pedagogy in the foundations of education. New York: Longman.
Menard-Warwick, J. (2005). Transgression narratives, dialogic voicing, and cultural change. Journal of Sociolinguistics, 9, 533–556.
New London Group. (1996). A pedagogy of multiliteracies: Designing social futures. Harvard Educational Review, 66(1), 60–92.
Norton, B. (2003). The motivating power of comic books: Insights from Archie comic readers. The Reading Teacher, 57(2), 140–147.
Norton, B. (2000). Identity and language learning: Gender, ethnicity, and educational change. Harlow, UK: Longman/Pearson Education.
Norton Peirce, B. (1995). Social identity, investment, and language learning. TESOL Quarterly, 29(1), 9–31.
Norton, B., & McKinney, C. (2011). Identity and second language acquisition. In D. Atkinson (Ed.), Alternative approaches to second language acquisition (pp. 73–94). New York: Routledge.
Norton, B., & Toohey, K. (2011). State-of-the-art article: Identity, language learning, and social change. Language Teaching, 44(4), 412–446.
Norton, B., & Toohey, K. (Eds.). (2004). Critical pedagogies and language learning. New York: Cambridge University Press.
Norton, B., & Toohey, K. (2001). Changing perspectives on good language learners. TESOL Quarterly, 35(2), 307–322.
Norton, B., & Vanderheyden, K. (2004). Comic book culture and second language learners. In B. Norton & K. Toohey (Eds.), Critical pedagogies and language learning (pp. 201–221). New York: Cambridge University Press.
Ochs, E., & Schieffelin, B. B. (2008). Language socialization: An historical overview. In P. Duff & N. H. Hornberger (Eds.), Encyclopedia of Language and Education. Vol. 8: Language Socialization (pp. 3–15). New York: Springer.
Ortega, L. (2005). For what and for whom is our research? The ethical as transformative lens in intsructed SLA. The Modern Language Journal, 89(3), 427–443.
Pavlenko, A., & Blackledge, A. (Eds.). (2004). Negotiation of identities in multilingual contexts. Clevedon, UK: Multilingual Matters.
Pavlenko, A., & Lantolf, J. (2001). Second language learning as participation and the (re)construction of selves. In J. P. Lantolf (Ed.), Sociocultural theory and second language learning (pp.155–178). Oxford: Oxford University Press.
Pennycook, A. (2001). Critical applied linguistics: A critical introduction. Mahwah, NJ: Erlbaum.
Pennycook, A. (2006). Global Englishes and transcultural flows. New York: Routledge.
Pardue, D. (2004). Writing in the margins: Brazilian hip-hop as an educational project. Anthropology and Education Quarterly, 35(4), 411–432.
Rahn, J. (2002). Painting without permission: Hip-hop graffiti subculture. Westport, CT: Bergin & Garvey.
Ramanathan, V., & Atkinson, D. (1999). Individualism, academic writing, and ESL writers. Journal of Second Language Writing, 8(1), 45–75.
Ramanathan, V. & Kaplan, R. B. (1996). Audience and voice in current composition textbooks: Implications for L2 student writers. Journal of Second Language Writing 5(1), 21–34.
Reddy, M. J. (1979). The conduit metaphor: A case of frame conflict in our language about language. In A. Ortony (Ed.), Metaphor and thought (pp. 284–310). Cambridge: Cambridge University Press.
Scott, D., & Usher, R. (2011). Researching education. Continuum Press, London.
Scribner, S., & Cole, M. (1981). The psychology of literacy. London: Harvard University Press.
Seth, M. J. (2002). Education fever: Society, politics, and the pursuit of schooling in South Korea. Honolulu: University of Hawai`i Press.
Silverstein, M., & Urban, G. (1996). The natural history of discourse. In M. Silverstein & G. Urban (Eds.), Natural histories of discourse. Chicago: University of Chicago.
St. Pierre, E. A. (2008). Decentering voice in qualitative inquiry. International Review of Qualitative Research, 1(3), 319–336.
Street, B. (1984). Literacy in theory and practice. Cambridge: Cambridge University Press.
Street, B. (1995). Social literacies: Critical approaches to literacy development, ethnography, and education. London: Longman.
Street, B. (2003). What’s new in new literacy studies? Critical approaches to literacy in theory and practice. Current Issues in Comparative Education, 5(2), 1523–1615.
Street, B. V., & Lefstein, A. (2008). Literacy: An advanced resource book. London: Routledge.
Thomas, G., & Pring, R. (2004). Evidence-based practice in education. Maidenhead: Open University Press.
UNESCO. (2006). Understandings of literacy (Chapter 6). Education for all global monitoring report 2006. Retrieved from http://www.unesco.org/education/GMR2006/full/chapt6_eng.pdf
van Langenhove, L., & Harré, R. (1999). Positioning and the writing of science. In R. Harré and L. van Langenhove (Eds.), Positioning theory: Moral contexts of intentional action (pp. 14–31). Malden: Blackwell.
van Lier, L. (1994). Educational linguistics: Field and project. In James E. Alatis (Ed.), Georgetown University round table on languages and linguistics 1994 (pp. 199–209). Washington, D.C.: Georgetown University Press.
Vitanova, G. (2002). Gender and agency practices in a second language. Unpublished doctoral dissertation, University of Cincinnati.
Vitanova, G. (2005). Authoring the self in a non-native language: A dialogic approach to agency and subjectivity. In J. K. Hall, G. Vitanova & L. Marchenkova (Eds.), Dialogue with Bakhtin on second and foreign language learning: New perspectives (pp. 149–169). Mahwah, NJ: Erlbaum.
Vitanova, G. (2010). Authoring the dialogic self: Gender, agency and language practices. Amsterdam/Philadelphia: John Benjamins.
Vološinov, V. N. (1986). Marxism and the philosophy of language. Harvard: Harvard University Press.
Weedon, C. (1987). Feminist practice and poststructuralist theory. Massachusetts: Blackwell Publishers.
Widdicombe, S., & Wooffitt, R. (1995). The language of youth subcultures. Social identity in action. Hemel Hempstead: Harvester Wheatsheaf.
Williams, R. (1977). Marxism and literature. Oxford: Oxford University Press.
Wortham, S. (2004). The interdependence of social identification and learning. American Educational Research Journal, 41, 715–750.
Zuengler, J., & Cole, K. (2005). Language socialization and L2 learning. In E. Hinkel (Ed.), Handbook of research in second language teaching and learning (pp. 301–316). Mahwah, NJ: Erlbaum.
Author information
Authors and Affiliations
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2014 Sense Publishers
About this chapter
Cite this chapter
Trottier, M.N. (2014). Locating the Discursive Self in Language and Literacy Education Research. In: Midgley, W., Davies, A., Oliver, M.E., Danaher, P.A. (eds) Echoes. SensePublishers, Rotterdam. https://doi.org/10.1007/978-94-6209-491-8_10
Download citation
DOI: https://doi.org/10.1007/978-94-6209-491-8_10
Publisher Name: SensePublishers, Rotterdam
Online ISBN: 978-94-6209-491-8
eBook Packages: Humanities, Social Sciences and LawEducation (R0)