Tactical Underlife: Understanding Students' Perceptions

Autor/inn/en	Larson, Joanne; Gatto, Lynn Astarita
Titel	Tactical Underlife: Understanding Students' Perceptions
Quelle	In: Journal of Early Childhood Literacy, 4 (2004) 1, S.11-41 (31 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1468-7984
DOI	10.1177/1468798404041454
Schlagwörter	Grade 3; Ethnography; Urban Schools; Student Attitudes; Academic Standards; Accountability; Elementary School Teachers; Literacy Education; Teaching Methods; Learning Strategies; Inquiry; Creative Teaching + Suchen Sie Ihr Suchwort? School year 03; 3. Schuljahr; Schuljahr 03; Ethnografie; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Schülerverhalten; Verantwortung; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Teaching method; Lehrmethode; Unterrichtsmethode; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Creative thinking; Teaching; Kreatives Denken; Unterricht
Abstract	This article describes one urban classroom and the language and literacy practices jointly constructed by a veteran urban teacher, Lynn Gatto, and her 3rd grade students. Drawing from two ethnographic studies of Gattos 2nd-4th grade looped classroom, we argue that Gatto and her students use the interplay between strategies and tactics (De Certeau, 1984) and between disruptive and contained underlife (Goffman, 1961), or what we are calling tactical underlife, to construct their own spaces of resistance to the constraining demands of the standardization and accountability movement. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10