The Omnipotent Presence and Power of Teacher-Student Transactional Communication Relationships in the Classroom : : The So-Called “Post-Race Era” /

The Omnipotent Presence and Power of Teacher-Student Transactional Communication Relationships in the Classroom : : The So-Called “Post-Race Era” / / by Frederick Douglass H. Alcorn.

This work provides a forthright critical discussion aimed at providing salient insights into the quiet and under-realized transactional nature of education, schooling, teaching, student participation, and learning. The work is based upon five major interacting premises regarding the role, nature, an...

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Bibliographic Details
Superior document:Constructing Knowledge: Curriculum Studies in Action,
VerfasserIn:
Alcorn, Frederick Douglass H.
Place / Publishing House:Rotterdam : : SensePublishers :, Imprint: SensePublishers,, 2016.
Year of Publication:2016
Edition:1st ed. 2016.
Language:English
Series:Constructing Knowledge: Curriculum Studies in Action,
Physical Description:1 online resource (XXIV, 138 p.)
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Table of Contents:
  • Preamble
  • Introduction
  • Purpose
  • The Premises; Defining and Discussing Transactional Communication
  • Introduction
  • Transaction in Communication
  • Social Notes
  • World View
  • Informants – Frame of Reference
  • Racialized Gender
  • Conclusion and Summative Remarks.-Student Voice
  • Introduction and Background Script
  • The Merging of Student Voice in Transactional Communication
  • What I Mean by Unintentional Muting of Student Voice
  • Conclusion and Summative Remarks
  • Power (Ya Feel Me)
  • Introduction
  • Educator-Student Perceived Enacted Sites/Sources of Power and Empowerment
  • Dichotomy and Locus of Control Construct?
  • Locus of Perceived Control – A Further Look.-Concluding Remarks
  • Implications
  • Some Final Thoughts
  • Seeking to Transact
  • Introduction
  • Promoting and Cultivating a Reciprocal Power Sharing Environment
  • In Summary
  • Postscript
  • Appendices
  • Appendix A: Systems Thinking and Intervention
  • Appendix B: Motivating Human Learning and Development: An Analysis of Self: Synthesis of Human Development/Learning/Motivation
  • Appendix C: Why Structural Inequalities? What Are Its Negative Relationships with Human Diversity?
  • Appendix D: Information Processing Leading to Thinking and Behavioral Performance
  • References.

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