27.3607, Confs: Pragmatics/UK

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LINGUIST List: Vol-27-3607. Tue Sep 13 2016. ISSN: 1069 - 4875.

Subject: 27.3607, Confs: Pragmatics/UK

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Date: Tue, 13 Sep 2016 14:00:20
From: Aisling O'Boyle [a.oboyle at qub.ac.uk]
Subject: Stance-taking in Educational Contexts

 
Stance-taking in Educational Contexts 

Date: 16-Jul-2017 - 21-Jul-2017 
Location: Belfast, Northern Ireland, United Kingdom 
Contact: Aisling O'Boyle 
Contact Email: a.oboyle at qub.ac.uk 

Linguistic Field(s): Pragmatics 

Meeting Description: 

This panel will explore the dialogic act of stance-taking in educational
contexts. It aims to offer a forum for researchers interested in dialogue as
it relates in and to educational contexts. Drawing on Du Bois (2007), stance
can be defined as:

“a public act by a social actor, achieved dialogically through overt
communicative means, of simultaneously evaluating objects, positioning
subjects (self and others), and aligning with other subjects, with respect to
any salient dimensions of the sociocultural field'' (Du Bois, 2007, p.163)

The study of stance is important for the field of Education as stance-taking
is a public act of self-presentation, knowledge and social judgement. It is
how people make perceivable to others their epistemic and attitudinal
positions. Educational contexts and educational activity are not necessarily
bound by a formal classroom. We welcome papers reporting on research from
formal and informal learning environments; learner-generated contexts; outdoor
learning contexts; one-to-one tuition; early years, primary, secondary, and
higher education contexts; work-study; open learning; health education and
others. Contributors to the panel may wish to focus on linguistic, e.g.
stance-markers, questions and answers, and/or non-linguistic resources of
stance-taking, e.g. gesture, facial expression, or the use of or switch to
different languages.

It is anticipated that the topics addressed in this panel will be varied but
contributions will share a common ground in the investigation of dialogic acts
of stance-taking in an educational context. It is envisaged that the panel
will include both empirically and theoretically oriented papers and that
contributor and participant discussion will be a prominent feature of this
panel.
 
References:

Du Bois, J. W. 2007. “The Stance Triangle”. Stance-taking in Discourse:
Subjectivity, Evaluation, Interaction, ed. By Robert Englebretson, 139-182.
Amsterdam: John Benjamins.
 






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