Research on Democratizing Middle School English Classroom from the Perspective of Classroom Discourse Analysis文献综述

 2022-09-09 15:51:46

Research on Democratizing Middle School English classroom: From the Perspective of Classroom Discourse Analysis

Literature Review

1.1 The Democratic Classroom

Among a number of scholars and theoreticians, there was a strong tendency augmenting the spread of democracy beyond its immediate political applications, but the close articulation of school and society.

The democratic classroom is primarily demonstrated by John Dewey(1916) through his book Democracy and Education. According to Dewey, therersquo;re two traits that precisely characterize democracy. The first signifies not only common interests, but also great reliance upon the recognition of mutual interests as one of the factors in social control. The second means both freer interaction between social groups and change in social habit. Bounding up with the very idea of education, two points are focused on, the extent in which the interests of a group are shared by all its members and the fullness and freedom with which it interacts with other groups. Otherwise a democratic of education can only be inconsistently applied. Besides, Dewey also argues that itrsquo;s as absurd for teachers to set up their “own” aims as the proper objects of the growth of the children as it would be for the farmer to set up an ideal of farming irrespective of conditions.

The idea of democratizing the classroom is also based on the work of Lewin, Lippitt and White (1939), famous analysis of leadership patterns in boysrsquo; clubs. In the experiment, they divided participants, ten and eleven years of age, into two separated groups with one autocratic and one democratic adult leader (two atmospheres). The autocratic leader was marked by his active control of both aims and means within the group. Meanwhile, the democratic leader focused minimally upon content, but actively fostered the development of group control procedures.

As a result, two groups reacted totally differently to each other. The children in the autocratic group were less matter-of-fact, less co-operative, and submissive toward their equals, but more submissive to their superior than in the democracy. Whatrsquo;s more, every individual in the democracy showed a relatively greater individuality, and they kept together about twice as long as in the autocracy. The Lewin et al. studies suggest that whether groups are democratic or autocratic in nature is context or field-dependent (Eun, Glassman. M amp; Kim. Y, 2013).

The same emphasis on collaboration is also evident in the work of Roschelle and Teasley. They have defined collaborative atmosphere as dependent on high-level communication processes in sharing ideas, but especially in listening to ideas. (Eun, Glassman, M amp; Kim. Y, 2013). Similar to this, Geoffrey Schneider (2010) explores that, in the democratic classroom, all the student voices should be heard and everyone should engage in the classroom. And itrsquo;s necessary for teachers to switch their roles from an expert participant to a facilitator.

Apart from creating a collaborative atmosphere, cultivating an empowering atmosphere can also direct fundamental change in traditional classroom power relationships and promote a liberal democratic approach to learning. Earlier conceptions of empowering others through education can be found in the writings of John Dewey and later from Brazilian educator Paulo Freire (Brunson D amp; Vogt J, 1996). Freire (1970) concludes that “if the teacher issues communiques and makes deposits which the students patiently receive, memorize, and repeat, the collaborative learning between teachers and students cannot be realized.” Later on, Vogt and Murrell developed a model of empowerment that conceptualizes 'empowering' as synergistic and process-oriented. They suggest that the supportive communication frees individuals to express themselves authentically without fear of judgment or rejection, and the interaction provides the energy for the creation of power (Brunson D amp; Vogt J, 1996).

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