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Power and knowledge-building in teacher inquiry: negotiating interpersonal and ideational difference / David H. Eddy Spicer
// Language and education 2010, Vol25, N.1 2010p. 1-17 Professional collaboration in schools features prominently in contemporary approaches to educational change. Advocates highlight the importance of situated knowledge to continuous teacher learning, sustained school reform and improved student learning. Critics portray collaboration as an invisible and coercive means of official control. The framework presented in this paper aims to treat these perspectives not as ideological positions but as starting points for empirical investigation into the dynamics of power in professional collaboration. The framework draws on social semiotic theories of lan¬guage and functional linguistics to portray the ways in which the development of ideas and the development of social relations - ideational and interpersonal meaning - move in concert. Excerpts from an in-depth study of interaction among science teachers and teacher-leaders in a secondary school undergoing broad reform illustrate the application of this framework. Attention to the dynamics of support and challenge in the most gener¬ative of these interactions reveals distinctive patterns of the negotiation of interpersonal and ideational meaning. These patterns of control provide a means of connecting the microprocesses of building knowledge with the broader dynamics of power at play in educational change
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The dual origin of gesture : Semiotic preconditions for the emergence of two kinds of symbolic gestures / Dominique Boutet
// Language, Interaction and Acquisition
Vol. 8:2 (2017) p. 288–p.310 This article questions some aspects of McNeill’s (2014) “imagistic” conception of gesture and his theory of the origin of language. In their stead, the article presents a kinesiological approach, and advances a hypothesis for a dual origin of symbolic gesture. The significance of the human artifactual environment in this context allows us to give precedence to brachial articulation over image. In nonhuman apes, the dyadic brachial origins of gestures show striking similarities in form and meaning to human brachial gestures. Manual gestures linked to object manipulation appeared as humankind acquired manual skills. These gestures express triadic values. Before speech, humans most probably already used dyadic symbolic gestures.
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