Publicación:
Deconstructing teachers’ discourse to promote inclusive solidarity relationship in mainstream classrooms

dc.contributor.advisorGarcía Montes, Paula Andreaspa
dc.contributor.authorAcosta Tirado, Ginary Marcela
dc.date.accessioned2022-08-31T05:52:05Z
dc.date.available2023-08-29
dc.date.available2022-08-31T05:52:05Z
dc.date.issued2022-08-27
dc.description.abstractEste estudio cualitativo implica un enfoque híbrido que incluye tanto como el análisis crítico del discurso y el discurso multimodal (ACDM). Su objetivo es explorar críticamente cómo la interacción derivada del discurso de un profesor de inglés como lengua extranjera promueve o dificulta las relaciones solidarias inclusivas en las aulas e informa los esfuerzos de educación inclusiva en los sectores educativos, en particular las aulas sobre los efectos potenciales del análisis del discurso y la multimodalidad para intervenir en la injusticia social y aprendizaje de EFL para todos. Este estudio abordó las siguientes preguntas: ¿De qué manera el discurso de los docentes promueve o no promueve las relaciones de solidaridad inclusive al interactuar con estudiantes diversos en un salón de clases de inglés como lengua extranjera? ¿De qué manera la reflexión de un maestro sobre su discurso genera oportunidades para relaciones de solidaridad inclusiva entre el maestro y los estudiantes? Con este fin, empleé observaciones, entrevistas semiestructuradas y recuerdos estimulados para revelar críticamente el discurso de los docentes cuando interactúan con estudiantes diversos en el aula regular. Los resultados de esta investigación incluyen: (1) demostración de solidaridad del docente y (2) demostración de falta de solidaridad (3) reflexión del docente sobre su discurso. Las implicaciones de esta investigación pueden alentar la autoreflexión de los docentes sobre su discurso para remodelarlo en una práctica más inclusiva.spa
dc.description.abstractThis qualitative study involves a hybrid approach including both critical discourse analysis and multimodal discourse (MCDA). It aims to critically explore how the interaction derived from an EFL teacher’s discourse promotes or hinders inclusive solidarity relationships in mainstream classrooms and informs inclusive education efforts in educational sectors, particularly mainstream classrooms on the potential effects of discourse analysis and multimodality to intervene in social injustice and learning of EFL for all. This study addressed the following questions: How does teachers’ discourse promote or fail to promote inclusive solidarity relationships while interacting with diverse students in a mainstream EFL classroom? In what ways does a teacher's reflection of her discourse generate opportunities for Inclusive solidarity relationships between the teacher and the students? To this end, it employed observations, semi-structured interviews, and stimulated recall to critically unveil teachers’ discourse when interacting with diverse students in the mainstream classroom. The outcomes of this research include: (1) Teachers’ demonstration of solidarity and (2) demonstration of lack of solidarity (3) teachers’ reflection on her discourse. Implications of this research may encourage teachers’ self-reflection on their discourse in order to reshape it into a more inclusive practice.eng
dc.description.degreelevelMaestríaspa
dc.description.degreenameMagíster en Enseñanza del Inglésspa
dc.description.modalityTrabajos de Investigación y/o Extensiónspa
dc.description.tableofcontentsIntroduction.................................9spa
dc.description.tableofcontentsTheoretical Framework...............15spa
dc.description.tableofcontentsConceptual Framework...............15spa
dc.description.tableofcontentsInclusive Education..........15spa
dc.description.tableofcontentsIntegration, Segregation, and Inclusion............17spa
dc.description.tableofcontentsInclusive Solidarity..............19spa
dc.description.tableofcontentsDiscourse Analysis..............20spa
dc.description.tableofcontentsImpact of Teachers’ Discourse...............22spa
dc.description.tableofcontentsLiterature Review..........23spa
dc.description.tableofcontentsTeachers’ Attitudes toward Inclusion...............24spa
dc.description.tableofcontentsPositive Insights and Challenges in Teaching Peace-building / Social justice.............30spa
dc.description.tableofcontentsPositive Impact...............30spa
dc.description.tableofcontentsChallenges....................33spa
dc.description.tableofcontentsImpact of Teachers' Discourse to Promote Inclusive Solidarity....................34spa
dc.description.tableofcontentsMethods...................39spa
dc.description.tableofcontentsResearch Approach and Design......................39spa
dc.description.tableofcontentsParticipants and Context.............42spa
dc.description.tableofcontentsData Collection.................43spa
dc.description.tableofcontentsData Analysis...................45spa
dc.description.tableofcontentsStudy Calendar......................49spa
dc.description.tableofcontentsEthical Issues....................49spa
dc.description.tableofcontentsFindings......................50spa
dc.description.tableofcontentsDemonstration of Solidarity......................51spa
dc.description.tableofcontentsPositive Affect in Teacher’s Verbal and Non-verbal Discourse.........................52spa
dc.description.tableofcontentsPositive Judgement in Teacher’s Verbal and Non-verbal Discourse....................60spa
dc.description.tableofcontentsPositive Appreciation in Teacher’s Verbal and Non-verbal Discourse...........................66spa
dc.description.tableofcontentsTransitivity in Teachers’ Talk.................68spa
dc.description.tableofcontentsDemonstration of lack of solidarity..................73spa
dc.description.tableofcontentsNegative Judgement in Teacher’s Verbal and Non-verbal Discourse .....................74spa
dc.description.tableofcontentsNegative Affect in Teacher's Verbal and Non-verbal Discourse..................87spa
dc.description.tableofcontentsNegative Appreciation in teacher's verbal and non-verbal discourse..................95spa
dc.description.tableofcontentsTransitivity in teacher’s discourse.................101spa
dc.description.tableofcontentsTeacher's reflections on her discourse..............................105spa
dc.description.tableofcontentsDiscussion.........................110spa
dc.description.tableofcontentsConclusion........................119spa
dc.description.tableofcontentsReferences.......................122spa
dc.description.tableofcontentsAppendix..............138spa
dc.format.mimetypeapplication/pdfspa
dc.identifier.urihttps://repositorio.unicordoba.edu.co/handle/ucordoba/6479
dc.language.isoengspa
dc.publisherUniversidad de Córdoba
dc.publisher.facultyFacultad de Educación y Ciencias Humanasspa
dc.publisher.placeMontería, Córdoba, Colombiaspa
dc.publisher.programMaestría en Enseñanza del Inglésspa
dc.rightsCopyright Universidad de Córdoba, 2022spa
dc.rights.accessrightsinfo:eu-repo/semantics/embargoedAccessspa
dc.rights.creativecommonsAtribución-NoComercial-SinDerivadas 4.0 Internacional (CC BY-NC-ND 4.0)spa
dc.rights.urihttps://creativecommons.org/licenses/by-nc-nd/4.0/spa
dc.subject.keywordsDiscourseeng
dc.subject.keywordsInclusioneng
dc.subject.keywordsCritical discourseeng
dc.subject.keywordsInclusive solidarityeng
dc.subject.keywordsMultimodal discourseeng
dc.subject.proposalDiscursospa
dc.subject.proposalInclusiónspa
dc.subject.proposalDiscurso Críticospa
dc.subject.proposalSolidaridad Inclusivaspa
dc.subject.proposalDiscurso multimodalspa
dc.titleDeconstructing teachers’ discourse to promote inclusive solidarity relationship in mainstream classroomsspa
dc.typeTrabajo de grado - Maestríaspa
dc.type.coarhttp://purl.org/coar/resource_type/c_bdccspa
dc.type.contentTextspa
dc.type.driverinfo:eu-repo/semantics/masterThesisspa
dc.type.redcolhttps://purl.org/redcol/resource_type/TMspa
dc.type.versioninfo:eu-repo/semantics/submittedVersionspa
dcterms.referencesAinscow, M., Booth, T., & Dyson, A. (2006). Inclusion and the standards agenda: Negotiating policy pressures in England. International Journal of Inclusive Education, 10(4–5), 295–308. https://doi.org/10.1080/13603110500430633spa
dcterms.referencesAlhadiq, M. F., & Wahyudin, D. (2020). Teacher’s Perception of Tolerance Among Elementary School Students. In International Conference on Educational Psychology and Pedagogy-" Diversity in Education"(ICEPP 2019) (pp. 86-90). Atlantis Press.spa
dcterms.referencesAngrosino, M.V. (2007). Naturalistic Observation (1st ed.). Routledge. https://doi.org/10.4324/9781315423616spa
dcterms.referencesÁvila Caica, O. L. (2011). Teacher: Can you see what I'm saying? A Research experience with deaf learners. Profile Issues in TeachersProfessional Development, 13(2), 131-146.spa
dcterms.referencesAvramidis, E., & Kalyva, E. (2007). The influence of teaching experience and professional development on Greek teachers’ attitudes towards inclusion. European Journal of Special Needs Education, 22(4), 367–389. https://doi:10.1080/08856250701649989spa
dcterms.referencesAvramidis, E., Bayliss, P., & Burden, R. (2000). A Survey into Mainstream Teachers’ Attitudes Towards the Inclusion of Children with Special Educational Needs in the Ordinary School in one Local Education Authority. Educational Psychology, 20(2), 191–211. https://doi:10.1080/713663717spa
dcterms.referencesAvramidis, E., & Norwich, B. (2002). Teachers’ attitudes towards integration / inclusion: a review of the literature. European Journal of Special Needs Education, 17(2), 129–147.https://doi:10.1080/08856250210129056spa
dcterms.referencesBacchi, C. (2000). Policy as discourse: What does it mean? Where does it get us? In Discourse (Vol. 21, Issue 1, pp. 45–57). https://doi.org/10.1080/01596300050005493spa
dcterms.referencesBaker, J. M., & Zigmond, N. (1995). The meaning and practice of inclusion for students with learning disabilities: Themes and implications from the five cases. The Journal of Special Education, 29(2), 163–180. https://doi.org/10.1177/002246699502900207spa
dcterms.referencesBaldry, A., & Thibault, P. J. (2006). Multimodal transcription and text analysis: A multimedia toolkit and coursebook. Equinoxspa
dcterms.referencesBarnett, C., & Monda-Amaya, L. E. (1998). Principals’ Knowledge of and Attitudes Toward Inclusion. Remedial and Special Education, 19(3), 181–192. https://doi:10.1177/074193259801900306spa
dcterms.referencesBateman, J. (2008). Multimodality and genre: A foundation for the systematic analysis of multimodal documents. Springer.spa
dcterms.referencesBeaulieu, R. (2016). A critical discourse analysis of teacher-student relationships in a third-grade literacy lesson: Dynami cs of microaggression. Cogent Education, 3(1). https://doi:10.1080/2331186x.2016.1244028spa
dcterms.referencesBehpazhooh, A. & Torabi, A. A. (2008). A comparison of special and regular teachers’ attitudes and identifying teacher-related variables towards visually impaired students and their educational integration. Contemporary Psychology, 3(2), 50-60.spa
dcterms.referencesBhatnagar, N., & Das, A. (2014, July). Regular School Teachers’ Concerns and Perceived Barriers to Implement Inclusive Education in New Delhi, India. International Journal of Instruction, 7(2), 89-102.spa
dcterms.referencesBlanchett, W. J., Brantlinger, E., & Shealey, M. W. (2005). Brown 50 Years Later—Exclusion, Segregation, and Inclusion: Guest Editors’ Introduction. Remedial and Special Education, 26(2), 66–69. https://doi.org/10.1177/07419325050260020101spa
dcterms.referencesBoscardin, M. and Jacobson, S. (1997), "The inclusive school: Integrating diversity and solidarity through community‐based management", Journal of Educational Administration, Vol. 35 No. 5, pp. 466-476. https://doi.org/10.1108/09578239710184600spa
dcterms.referencesBrophy, J. E., & Good, T. L. (1970). Teachers' communication of differential expectations for children's classroom performance: Some behavioral data. Journal of educational psychology, 61(5), 365.spa
dcterms.referencesBrooks, C. F. (2015). Role, Power, Ritual, and Resistance: A Critical Discourse Analysis of College Classroom Talk. Western Journal of Communication, 80(3), 348–369. Western Journal of Communication, https://doi:10.1080/10570314.2015.1098723spa
dcterms.referencesBuhagiar, M. A., & Tanti, M. B. (2013). Working toward the inclusion of blind students in Malta: the case of mathematics classrooms. Journal of Theory and Practice in Education, 7(1), 59-78.spa
dcterms.referencesBruce, C. (2007). Questions Arising about Emergence, Data Collection, and Its Interaction with Analysis in a Grounded Theory Study. International Journal of Qualitative Methods, 6(1), 51–68. https://doi:10.1177/160940690700600105spa
dcterms.referencesBrunkhorst, H. 2005. Solidarity: From Civic Friendship to a Global Legal Community. Cambridge, Mass: MIT Press.spa
dcterms.referencesCalle-Díaz, L. (2019). Possibilities of building peace through classroom discourse: A positive discourse analysis. Linguistics and Education, 54. https://doi.org/10.1016/J.LINGED.2019.100762spa
dcterms.referencesCastillo, R., & Florez-Martelo, L. S. (2020). Hard-of-Hearing Individuals’ narratives of Inclusion and Exclusion about their schooled EFL learning. How, 27(2), 31–50.spa
dcterms.referencesCésar, M., & Santos, N. (2006). From exclusion to inclusion: Collaborative work contributions to more inclusive learning settings. European Journal of Psychology of Education, 21(3), 333–346. https://doi:10.1007/bf03173420.spa
dcterms.referencesChapman, G., & Thomas, J. M. (2008). The five languages of apology: How to experience healing in all your relationships. Moody Publishers.spa
dcterms.referencesCots, J. M. (2006). Teaching “with an attitude”: Critical Discourse Analysis in EFL teaching. ELT Journal, 60(4), 336–345. doi:10.1093/elt/ccl024spa
dcterms.referencesCornoldi, C., Terreni, A., Scruggs, T. E., & Mastropieri, M. A. (1998). Teacher Attitudes in Italy After Twenty Years of Inclusion. Remedial and Special Education, 19(6), 350–356. https://doi:10.1177/074193259801900605spa
dcterms.referencesCresswell, J. W. (2007). Qualitative inquiry and research design. Choosing five qualitative approaches to inquiry.spa
dcterms.referencesCrocket, K., Pentecost, M., Cresswell, R., Paice, C., Tollestrup, D., de Vries, M., & Wolfe, R. (2009). Informing supervision practice through research: A narrative inquiry. Counselling and Psychotherapy Research, 9(2), 101–107. https://doi:10.1080/14733140802688936spa
dcterms.referencesDe Boer, A., Pijl, S. J., & Minnaert, A. (2011). Regular primary school teachers' attitudes towards inclusive education: a review of the literature. International Journal of Inclusive Education, 15(3), 331–353. https://https://doi:10.1080/13603110903030089spa
dcterms.referencesEsposito, J., & Swain, A. N. (2009). Pathways to Social Justice: Urban Teachers’ Uses of Culturally Relevant Pedagogy as a Conduit for Teaching for Social Justice. Penn GSE Perspectives on Urban Education, 6(1), 38–48.spa
dcterms.referencesEbrahim, J. (2002). Mother and Child Health: Research Methods. Journal of Tropical Pediatrics, Oxford University Press.spa
dcterms.referencesEconomou, D. (2009). Photos in the news: Appraisal analysis of visual semiosis and verbal-visual intersemiosis.spa
dcterms.referencesEggins, S. (2004). An introduction to systemic functional linguistics (2a ed.). Continuum International Publishing Group.spa
dcterms.referencesEvans, J., & Lunt, I. (2002). Inclusive education: are there limits? European Journal of Special Needs Education, 17(1), 1–14. https://doi:10.1080/08856250110098980spa
dcterms.referencesFairclough, N.L., & Wodak, R. (1997). Critical discourse analysis. In T.A. van Dijk (Ed.), Discourse as social interaction. Discourse studies: A multidisciplinary introduction (vol. 2) (pp. 258-284). London: Sage.spa
dcterms.referencesFairclough, N. (2001). Language and power. London: Longmanspa
dcterms.referencesFairclough, N. (2002). New Labour, New Language? (1st Edition). Routledge. https://doi.org/10.4324/9780203131657spa
dcterms.referencesFairclough, N. (2003). Analysing discourse: Textual analysis for social research. Psychology Press.spa
dcterms.referencesFairclough, N., & Thomas, P. (2004). The discourse of globalization and the globalization of discourse. The Sage handbook of organizational discourse, 379, 396.spa
dcterms.referencesFairclough, N. (2009). A dialectical-relational approach to critical discourse analysis in social research. Methods of critical discourse analysis, 2, 162-187.spa
dcterms.referencesFlorian, L., & Rouse, M. (2009). The inclusive practice project in Scotland: Teacher education for inclusive education. Teaching and Teacher Education, 25(4), 594–601. https://doi: 10.1016/j.tate.2009.02.003spa
dcterms.referencesFlorian, L., & Linklater, H. (2010). Preparing teachers for inclusive education: using inclusive pedagogy to enhance teaching and learning for all. Cambridge Journal of Education, 40(4), 369–386. https://doi:10.1080/0305764x.2010.526588spa
dcterms.referencesFoucault, M. 2000. “Confronting Governments: Human Rights.” In The Essential Works of Foucault, 1954-1984, Vol. 3: Power, edited by J. D. Faubion, 474–475. New York: New Press.spa
dcterms.referencesGee, J., & Gee, J. P. (2007). Social Linguistics and Literacies : Ideology in Discourses. Social Linguistics and Literacies. https://doi.org/10.4324/9780203944806spa
dcterms.referencesGillies, R. M., & Boyle, M. (2008). Teachers’ discourse during cooperative learning and their perceptions of this pedagogical practice. Teaching and Teacher Education, 24(5), 1333–1348. https://doi.org/10.1016/J.TATE.2007.10.003spa
dcterms.referencesGoodwin, C. (2000). Action and embodiment within situated human interaction. Journal of Pragmatics, 32(10), 1489–1522. https: doi:10.1016/s0378-2166(99)00096-xspa
dcterms.referencesGullberg, M. (2006). Some reasons for studying gesture and second language acquisition (Hommage à Adam Kendon). IRAL - International Review of Applied Linguistics in Language Teaching, 44(2). https: doi:10.1515/iral.2006.004spa
dcterms.referencesHaji-karim, A., & Sotoudehnama, E. (2017). A qualitative study on teacher’s nonverbal communication and Iranian EFL learners’ perception of language learning. Journal of Language Horizons, 1(1), 109-133.spa
dcterms.referencesHaider, S. I. (2008). Pakistani teachers’ attitudes towards inclusion of students with special educational needs. Pak J Med Sci, 24(4), 632-6.spa
dcterms.referencesHalliday, M. A. K. (1971). Language in a social perspective. Educational Review, 23(3), 165–188. https://doi.org/10.1080/0013191710230302spa
dcterms.referencesHancock, B (2002). Trent Focus for Research and Development in Primary Health Care: An Introduction to Qualitative Research. Trent Focus Group. University of Nottingham, Division of General Practice.spa
dcterms.referencesHardin, B., & Hardin, M. (2002). Into the Mainstream: Practical Strategies for Teaching in Inclusive Environments. The Clearing House: A Journal of Educational Strategies, Issues and Ideas, 75(4), 175–178. https://doi:10.1080/00098650209604925spa
dcterms.referencesHarper, D. (2003). Developing a critically reflexive position using discourse analysis. Reflexivity: A practical guide for researchers in health and social sciences, 78-92.spa
dcterms.referencesHarris, Z. S. (1970). Linguistic Transformations for Information Retrieval. Papers in Structural and Transformational Linguistics, 458–471. https://doi.org/10.1007/978-94-017-6059-1_24spa
dcterms.referencesHughes, J. M. F. (2018). Progressing Positive Discourse Analysis and/in Critical Discourse Studies: reconstructing resistance through progressive discourse analysis. Review of Communication, 18(3), 193–211. https://doi:10.1080/15358593.2018.1479880spa
dcterms.referencesHutchby, I. (2017). Conversation analysis. The Wiley‐Blackwell Encyclopedia of Social Theory, 1-9spa
dcterms.referencesJahnukainen, M. T. (n.d.). From Integration to Inclusion and the Role of Special Education Erityisopetuksen historia ja muutos View project Employability, Education and Diversities View project. https://www.researchgate.net/publication/273703616spa
dcterms.referencesJewitt, C., & Kress, G. (2003). A multimodal approach to research in education. Trentham Books in association with the Open University.spa
dcterms.referencesKarlberg, M. (2005). The power of discourse and the discourse of power: Pursuing peace through discourse intervention. International journal of peace studies, 1-25..spa
dcterms.referencesKendrick, M., Jones, S., Mutonyi, H., & Norton, B. (2006). multimodality and english education in ugandan schools. English Studies in Africa, 49(1), 95–114. https://doi:10.1080/00138390608691345spa
dcterms.referencesKenway, J., Blackmore, J., Rennie, L., & Willis, S. (1998). Answering back: Girls, boys, and feminism in schools. Psychology Press.spa
dcterms.referencesKing, N. (2004). Using templates in the thematic analysis of texts. In C. Cassell & G. Symon (Eds.), Essential guide to qualitative methods in organizational research (pp. 256–270). London: Sage Publications.spa
dcterms.referencesKosko, K. W., & Wilkins, J. L. M. (2009). General Educators’ In-Service Training and Their Self-Perceived Ability to Adapt Instruction for Students with IEPs. Professional Educator, 33(2).spa
dcterms.referencesKumashiro, K. K. (2000). Toward a Theory of Anti-Oppressive Education. Review of Educational Research, 70(1), 25–53. https://doi:10.3102/00346543070001025spa
dcterms.referencesLalvani, P. (2012). Privilege, compromise, or social justice: teachers’ conceptualizations of inclusive education. Disability & Society, 28(1), 14–27. https://doi:10.1080/09687599.2012.692028spa
dcterms.referencesLazaraton, A. (2004). Gesture and Speech in the Vocabulary Explanations of One ESL Teacher: A Microanalytic Inquiry. Language Learning, 54(1), 79–117. https://doi:10.1111/j.1467-9922.2004. 00249.xspa
dcterms.referencesLynn Boscardin, M., & Jacobson, S. (1997). The inclusive school:Integrating diversity and solidarity through community-based management. Journal of Educational Administration, 35(5), 466–476. https://doi.org/10.1108/09578239710184600spa
dcterms.referencesLuke, A. (1997). Theory and practice in critical discourse analysis. International encyclopedia of the sociology of education, 8, 50-57.spa
dcterms.referencesMachin, D. (2013). What is multimodal critical discourse studies? Critical Discourse Studies, 10(4), 347–355. https://doi:10.1080/17405904.2013.813770spa
dcterms.referencesMartin, J. R. (2004). Positive discourse analysis: Solidarity and change. Revista canaria de estudios ingleses, 49(1), 179-202.spa
dcterms.referencesMartin, J. R., & White, P. R. R. (2005). The language of evaluation. Palgrave Macmillan UK.spa
dcterms.referencesMartín Rojo, L. (2001). New Developments in Discourse Analysis: Discourse as Social Practice. Folia Linguistica, 35(1-2). https://doi:10.1515/flin.2001.35.1-2.41spa
dcterms.referencesMasschelein, J., & Simons, M. (2005). The strategy of the inclusive education apparatus. Studies in Philosophy and Education, 24(2), 117–138. https://doi.org/10.1007/S11217-004-6527-4spa
dcterms.referencesMauthner, N. S., & Doucet, A. (2003). Reflexive Accounts and Accounts of Reflexivity in Qualitative Data Analysis. Sociology, 37(3), 413–431. https://doi:10.1177/00380385030373002spa
dcterms.referencesMcGregor, S.L.T. (2003). Critical discourse analysis: A primer. Kappa Omicron Nu FORUM, 15(1), 1-11spa
dcterms.referencesMoberg, S., & Savolainen, H. (2003). struggling for inclusive education in the North and the South: educators’ perceptions on inclusive education in Finland and Zambia. International Journal of Rehabilitation Research, 26(1), 21-31.spa
dcterms.referencesMoskal, M., & North, A. (2017). Equity in education for/with refugees and migrants—Toward a solidarity promoting interculturalism. European Education, 49(2–3), 105–113. https://doi.org/10.1080/10564934.2017.1343088spa
dcterms.referencesMousouli, M., Kokaridas, D., Angelopoulou-Sakadami, N., & Aristotelous, M. (2009). Knowledge and Attitudes towards Children with Special Needs by Physical Education Students. International Journal of Special Education, 24(3), 85–89.spa
dcterms.referencesNelson, A. G., & Cohn, S. (2015). Data Collection Methods for Evaluating Museum Programs and Exhibitions. Journal of Museum Education, 40(1), 27–36. https://doi:10.1080/10598650.2015.11510830spa
dcterms.referencesNieto, S. (2006). Solidarity, courage and heart: what teacher educators can learn from a new generation of teachers. Intercultural Education, 17(5), 457–473. https://doi:10.1080/14675980601060443spa
dcterms.referencesNoblit, G. (1993). Power and caring. American Educational Research Journal, 30, 23–38. http://dx.doi.org/10.3102/00028312030001023spa
dcterms.referencesNoddings, N. (1992). The challenge to care in schools: An alternative approach to education. New York, NY: Teachers College Pressspa
dcterms.referencesO’Halloran, K. L. (2004). Visual semiosis in film. Multimodal discourse analysis: Systemic functional perspectives, 109-130.spa
dcterms.referencesOrsati, F. T., & Causton-Theoharis, J. (2013). Challenging control: Inclusive teachers and teaching assistants discourse on students with challenging behaviour. International Journal of Inclusive Education, 17(5), 507–525. https://doi.org/10.1080/13603116.2012.689016spa
dcterms.referencesOzturgut, O. (2011). Understanding multicultural education. Current issues in education, 14(2).spa
dcterms.referencesParker, C. (2016). Pedagogical Tools for Peacebuilding Education: Engaging and Empathizing With Diverse Perspectives in Multicultural Elementary Classrooms. Theory & Research in Social Education, 44(1), 104–140. https://doi:10.1080/00933104.2015.1100150spa
dcterms.referencesPraisner, C. L. (2003). Attitudes of Elementary School Principals toward the Inclusion of Students with Disabilities. Exceptional Children, 69(2), 135–145. https://doi:10.1177/001440290306900201spa
dcterms.referencesPribady, I. Y. (2018). The Appraisal of the Teacher’ s Talk to Enhance Students’ Critical Thinking Skills Through Narrative Text in Design Thinking Pedagogy. E-Structural (English Studies on Translation, Culture, Literature, and Linguistics), 1(02), 101-122. https://doi.org/10.33633/es.v1i2.2144spa
dcterms.referencesof word and world. JSSE-Journal of Social Science Education, 39-52. https://doi.org/10.4119/jsse-766spa
dcterms.referencesSaldaña, J. (2021). The coding manual for qualitative researchers. The coding manual for qualitative researchers, 1-440.spa
dcterms.referencesSalend, S. J., & Duhaney, L. M. G. (1999). The impact of inclusion on students with and without disabilities and their educators. In Remedial and Special Education (Vol. 20, Issue 2, pp. 114–126). Pro-Ed Inc. https://doi.org/10.1177/074193259902000209spa
dcterms.referencesSchilliger, S. (2020). Challenging who counts as a citizen. The infrastructure of solidarity contesting racial profiling in Switzerland. Citizenship Studies, 24(4), 530–547. https://doi.org/10.1080/13621025.2020.1755176spa
dcterms.referencesSchmidt, M., & Vrhovnik, K. (2015). Attitudes of Teachers Towards the Inclusion of Children With Special Needs in Primary and Secondary Schools. Hrvatska Revija Za Rehabilitacijska Istraživanja, 51(2), 16–30.spa
dcterms.referencesSchwiertz, H., & Schwenken, H. (2020). Introduction: inclusive solidarity and citizenship along migratory routes in Europe and the Americas. Citizenship Studies, 24(4), 405–423. https://doi.org/10.1080/13621025.2020.1755155spa
dcterms.referencesScruggs, T. E., & Mastropieri, M. A. (1996). Teacher Perceptions of Mainstreaming/Inclusion, 1958–1995: A Research Synthesis. Exceptional Children, 63(1), 59–74. https://doi:10.1177/001440299606300106spa
dcterms.referencesScruggs, T. E., Mastropieri, M. A., & McDuffie, K. A. (2007). Co-Teaching in Inclusive Classrooms: A Metasynthesis of Qualitative Research. Exceptional Children, 73(4), 392–416. https://doi:10.1177/001440290707300401spa
dcterms.referencesShade, R. A., & Stewart, R. (2001). General Education and Special Education Preservice Teachers’ Attitudes Toward Inclusion. Preventing School Failure: Alternative Education for Children and Youth, 46(1), 37–41. https://doi:10.1080/10459880109603342spa
dcterms.referencesSharma, U., Moore, D., & Sonawane, S. (2009). Attitudes and concerns of pre-service teachers regarding inclusion of students with disabilities into regular schools in Pune, India. Asia-Pacific Journal of Teacher Education, 37(3), 319–331. https://doi:10.1080/13598660903050328spa
dcterms.referencesSpall, S. (1998). Peer Debriefing in Qualitative Research: Emerging Operational Models. Qualitative Inquiry, 4(2), 280–292. https://doi:10.1177/107780049800400208spa
dcterms.referencesSpradley, J. P. (1980). Participant observation New York: Holt. Reinhart & Winston.spa
dcterms.referencesSwain, M. (2006). Verbal protocols. In Inference and generalizability in applied linguistics: Multiple perspectives (pp. 97–114).spa
dcterms.referencesSymeonidou, S., & Phtiaka, H. (2009). Using teachers’ prior knowledge, attitudes and beliefs to develop in-service teacher education courses for inclusion. Teaching and Teacher Education, 25(4), 543–550. https://doi.org/10.1016/j.tate.2009.02.001spa
dcterms.referencesTalbot, B. C. (2010). Critical discourse analysis for transformative music teaching and learning: Method, critique, and globalization. Bulletin of the Council for Research in Music Education, 81-93.spa
dcterms.referencesTeo, P. (2021). “It all begins with a teacher”: A multimodal critical discourse analysis of Singapore’s teacher recruitment videos. Discourse & Communication, 175048132199990. https://doi:10.1177/1750481321999909spa
dcterms.referencesTonnsen, B. L., & Hahn, E. R. (2016). Middle School Students’ Attitudes Toward a Peer With Autism Spectrum Disorder. Focus on Autism and Other Developmental Disabilities, 31(4), 262–274. https://doi:10.1177/1088357614559213.spa
dcterms.referencesTsakona, V. (2019). Talking about humour, racism, and anti-racism in class: A critical literacy proposal. Bulletin of the Transilvania University of Braşov, Series IV: Philology & Cultural Studies, 12(2), 111-142. https://doi.org/10.31926/but.pcs.2019.61.12.14spa
dcterms.referencesUNESCO. Organización de las Naciones Unidas para la Educación, la Ciencia y la Cultura (2009). Directrices sobre políticas de inclusión en la educación. Recuperado de http://unesdoc.unesco.org/images/0017/001778/177849s.pdfspa
dcterms.referencesUnited Nations Educational, Scientific and Cultural Organization. (1994). The Salamanca statement and framework for action on special needs education.spa
dcterms.referencesVan De Walle, S., & Six, F. (2014). Trust and Distrust as Distinct Concepts: Why Studying Distrust in Institutions is Important. Journal of Comparative Policy Analysis: Research and Practice, 16(2), 158–174. http://doi:10.1080/13876988.2013.785146spa
dcterms.referencesVan Dijk, T. A. (1993). Stories and racism. Narrative and social control: Critical perspectives, 21, 121-142.spa
dcterms.referencesvan Dijk, T. A. (2008). Critical discourse analysis and nominalization: Problem or pseudo-problem? Discourse and Society, 19(6), 821–828. https://doi.org/10.1177/0957926508095897spa
dcterms.referencesVan Sluys, K., Lewison, M., & Flint, A. S. (2006). Researching Critical Literacy: A Critical Study of Analysis of Classroom Discourse. Journal of Literacy Research, 38(2), 197–233. https://doi:10.1207/s15548430jlr3802_4.spa
dcterms.referencesVesterinen, O., Toom, A., & Patrikainen, S. (2010). The stimulated recall method and ICTs in research on the reasoning of teachers. International Journal of Research and Method in Education, 33(2). https://doi.org/10.1080/1743727X.2010.484605spa
dcterms.referencesVogt, W. P., Vogt, E. R., Gardner, D. C., & Haeffele, L. M. (2014). Selecting the right analyses for your data: Quantitative, qualitative, and mixed methods. Guilford Publications.spa
dcterms.referencesVoltz, D. L., Brazil, N., & Ford, A. (2001). What Matters Most in Inclusive Education. Intervention in School and Clinic, 37(1), 23–30. https://doi:10.1177/105345120103700105spa
dcterms.referencesWang, W., & Loewen, S. (2015). Nonverbal behavior and corrective feedback in nine ESL university-level classrooms. Language Teaching Research, 20(4), 459–478. https://doi:10.1177/1362168815577239spa
dcterms.referencesWebb, N. M., Franke, M. L., De, T., Chan, A. G., Freund, D., Shein, P., & Melkonian, D. K. (2009). “Explain to your partner”: Teachers’ instructional practices and students’ dialogue in small groups. Cambridge Journal of Education, 39(1), 49–70. https://doi.org/10.1080/03057640802701986spa
dcterms.referencesWhitaker, K. (2011). General Education Teachers’ Perceptions Regarding Inclusion. Doctoral Dissertations and Projects. https://digitalcommons.liberty.edu/doctoral/463spa
dcterms.referencesWiebe Berry, R. A. (2006). Inclusion, Power, and Community:Teachers and Students Interpret the Language of Community in an Inclusion Classroom. American Educational Research Journal, 43(3), 489–529. https://doi:10.3102/00028312043003489spa
dcterms.referencesWodak, R., & Meyer, M. (2009). Critical discourse analysis: History, agenda, theory and methodology. Methods of critical discourse analysis, 2, 1-33.spa
dcterms.referencesWodak, R., & Fairclough, N. (2010). Recontextualizing European higher education policies: The cases of Austria and Romania. Critical Discourse Studies, 7(1), 19–40. https://doi.org/10.1080/17405900903453922spa
dspace.entity.typePublication
oaire.accessrightshttp://purl.org/coar/access_right/c_f1cfspa
oaire.versionhttp://purl.org/coar/version/c_ab4af688f83e57aaspa
Archivos
Bloque original
Mostrando 1 - 2 de 2
Cargando...
Miniatura
Nombre:
Ginary Marcela Acosta - Thesis- Repositorio Unicordoba.pdf
Tamaño:
3.17 MB
Formato:
Adobe Portable Document Format
Descripción:
No hay miniatura disponible
Nombre:
Autorización Publicación Ginary Marcela Acosta Tirado.pdf
Tamaño:
325.66 KB
Formato:
Adobe Portable Document Format
Descripción:
Bloque de licencias
Mostrando 1 - 1 de 1
No hay miniatura disponible
Nombre:
license.txt
Tamaño:
14.48 KB
Formato:
Item-specific license agreed upon to submission
Descripción:
Colecciones