Level 5 Diploma for Teachers of English/ESOL Ideology, Discourse, Labelling and Power John Keenan - j.keenan@worc.ac.uk

1. Level 5 Diploma for Teachers of English/ESOL Ideology, Discourse, Labelling and Power John Keenan - j.keenan@worc.ac.uk

2. Learning Outcomes of Day understand the idea of ideology and how it impacts on learning understand idea of discourse and how it impacts on learning understand idea of labelling and the effect it has on learners Progress 10 9 8 7 6 5 4 3 2 1 0

3. crash

4. My Fair Lady Received pronunciation

5. Fawlty towers accent

6. Learning Outcomes of Module Apply knowledge and understanding of language variety Analyse the factors which influence language acquisition, language and use Demonstrate a knowledge and understanding of language change Reflect on the relationships between language and social processes

7. The module analyses the nature of language, its forms and its variability in relation to context, and critically examines the relationship between language, society and history in a multi-lingual context. Teachers will develop their understanding and usage of key grammatical, lexical and phonological terms. Consideration will also be given to analysis of the reasons why language changes and how it is affected by social processes. The module also supports the development of a scheme of work the design of which is intended to demonstrate the relevance of language and literacy acquisition processes and the personal, social, cultural and religious factors that influence these. It also highlights strategies intended to overcome learning difficulties and disabilities. • Subjects include: • Learners’ use of language and literacy • Relationship between language and social, cultural, political and religious identity • Language and power relationships • How and why language changes • Social, cognitive and affective factors influencing language and literacy learning • Ways of describing and analysing language and communication • Levels of communication: discourse/text; sentence and phrase; word • Phonological features of language

8. Standard English is a dialect – privileged one Other dialects are just as valid It changes over time It contains ideology

9. Society is Unfair

10. Class and Gender

11. Gender Around 50% of low achievers are white British males Boys are 30% more likely to be low achievers as girls http://www.jrf.org.uk/knowledge/findings/socialpolicy/2095.asp

12. Ethnicity http://www.poverty.org.uk/15/index.shtml?2

13. Class Lower "No one likes it in our class, none of the boys like it, don't they not?“"All the boys in our school, all the boys in the school don't like school. I wish school wasn't invented!“"I hate school, doing work and teachers shouting at me.” Source: The impact of poverty on young children's experience of school (Horgan 2007). Higher "I go to netball on Monday, and dance class on Tuesday, piano on Wednesday and then on Thursday go to choir."(Nine-year-old girl) http://www.jrf.org.uk/knowledge/findings/socialpolicy/2146.asp

14. Society is not fair Some say life is like a game and it is - some start on 1 and others on six and some have to throw a six before they start and they’ve lost already Game, my ass. Some game. If you get on the side where all the hot-shots are, then it's a game, all right - I'll admit that. But if you get on the other side, where there aren't any hot-shots, then what's a game about it? Nothing. No game. The rich get richer and the poor get children

15. Timothy Winters The Choosing

16. Ideology Discourse Labelling

17. Ideology? Norms and values Contained in a culture (trapped in time and space) a way of seeing ‘reality’ Gives power to some and takes from others.

18. What is normal? Roland Barthes Myth Mythology (1972) ‘the unnatural made natural’ labels ‘reality’

19. What is ‘normal’

20. What is ‘normal’

21. What is ‘normal’

22. What is ‘normal’

23. What is ‘normal’

24. What is ‘normal’

25. What is ‘normal’

26. ‘Ideology is how the existing ensemble of social relations represents itself to individuals; it is the image a society gives of itself in order to perpetuate itself. These representations serve to constrain us … they establish fixed places for us to occupy’ Bill Nichols Ideology and the Image (1981) Indiana University Press p.1 ‘Ideology operates as a constraint, limiting us to certain places or positions’ Nichols p.1

27. The rich man in his castle, • The poor man at his gate, • God made them, high or lowly, • And ordered their estate

28. Ideological State Apparatuses • Education • Media • Family • Government • Law • Louis Althusser

29. Ideology is in stories

30. The prince is a figment of our boring legend, he is the gravity her sleep-ship may escape from. Dressed in a red shift, she’s always a world ahead of his weight Dorman, 1978: 55 Red Riding Hood

31. Texts are not transparent objects; they are highly coercive linguistic strategies, positioning readers in particular ways which have nothing to do with encouraging individuality and everything to do with reproducing a particular social formation’ Cranny Francis, 1993: p.98

32. Ideology is in the curriculum Sue Sharpe Just Like a Girl The man’s activities are ‘outward-directed’ and a woman’s ‘inner directed’

33. Ideology and Dress Expectation We are ‘adorned in dreams’ Elizabeth Wilson

34. LOVE/SEX DANGER STOP HOT

35. blue freedom powerful

36. pink red - love soft

38. Ideology is expressed in language Gender activity : crash Gender activity: jobs Dale Spender

39. Discourse

40. Michel Foucault Discourse THE POSITIONS TO WHICH WE ARE SUMMONED

41. The discourse is always chosen - played with… BUT ...if we refuse the expected discourse we will be outside of society class age group ethnicity gender

42. Teen Discourse Challenge Place these into a sentence: 404 Cotch Dope Fomo MySpace Munch

43. Teens of Yesterday Discourse What can be learnt from Jackie about the female teen of the 70s? Words Clothes Hair Attitude Body language

44. Why Does Jeezy?

45. Foucault and Discourse 2 blokes in a pub discourse Camp discourse Girls’ night-out discourse Teenage girls’ discourse Footballer’s discourse Police discourse

46. EG BORN MALE AGE-25-35 WORKING CLASS NORTHERN

48. Louis Althusser interpellation

49. Stereotyping ‘A stereotype is the product of social construction, growing from group relations; an individual is assigned to a group and the supposed attributes of that group are applied to that individual’ Stuart Price, The Complete Media and Communication Handbook, 1997, London: Hodder and Stoughton, p.219 We stereotype ourselves by acting in discourses