Classroom discourse analysis as a tool for exploring ethical tensions in a critical teaching

ABSTRACT

This article presents classroom discourse analysis as a tool for critical teacher education. It argues that such analysis can raise awareness of how teachers live out their ethical commitments in classroom–level interactions, but needs to be carefully situated. Drawing on the author’s research conducted while teaching junior secondary students in Hong Kong, the article weaves classroom discourse analysis into a critical incident reflection focusing on ethical tensions that emerge from a class activity exploring dehumanisation. The activity used a pedagogy of discomfort in order to unsettle students’ beliefs and practices, but in facilitating the activity, the teacher’s ethic of care was also challenged.

KEYWORDS:

• Classroom discourse
• critical pedagogy
• discomfort
• ethics
• teacher education

Acknowledgements

I wish to appreciate Li Wei, Miguel Pérez Milans, and Alfonso Del Percio for inviting me to participate in the Postgraduate Training Workshop on Language, Ethnography, and Activism at the Institute of Education, University College London, where the idea for this paper emerged. This event was funded by the UK Economic and Social Research Council. I also appreciate the issue editor, peer reviewers, and Margaret Lo and Benjamin Moorhouse for their thoughtful feedback.

Disclosure statement

No potential conflict of interest reported by the author.

Additional information

Notes on contributors

Carlos Soto

Carlos Soto is Lecturer in the Faculty of Education, University of Hong Kong. He is the author of the book Critical Pedagogy in Hong Kong: Classroom stories of struggle and hope (Routledge). His recent publications document and interrogate his development of critical education practices while working in Hong Kong schools serving students from South Asian heritage communities.