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This study aims to explore the authentic questioning practices of English Language Arts teachers. Although language arts (LA) education emphasizes the value of authentic questions in discussions about literature, teachers still tend to ask known-answer questions that guide students toward one literary interpretation. However, outside their classrooms, teachers talk about literary texts from stances of openness and curiosity. Helping teachers recognize and draw on their out-of-school literary practices might help them disrupt entrenched known-answer discourses. The authors studied how the same teachers asked questions about literature in different settings. The authors asked: To what degree and in what ways did teachers’ questions about literature change when they took on different roles in discussions of literature?

Drawing on theories of classroom discourses and everyday practices, this study compared and analyzed types of questions asked by high school teachers as they took on three roles: teacher in the high school classroom, discussion leader in a professional development and everyday reader in discussion.

Analysis showed that as participants moved further away from their teacher role, they were more likely to ask authentic, curiosity-driven questions that engaged fellow readers in exploratory, dialogic interpretation. They were less likely to attempt to maintain authority over students’ interpretations.

The authors hope researchers will build on these explorations of teacher stances and language in different roles, so we can work toward disrupt entrenched known-answer discourses in the classroom.

Drawing on this study’s findings about questioning practices of participants in their role as reader (as opposed to discussion leader or classroom teacher), the authors suggest that teachers and teacher educators consider the following: First, teachers need to understand the power of interpretive authority and known-answer discourses and compare them explicitly to their own everyday practices through rehearsals and reflection. Second, teachers might focus less on theme and more on exploration of individual lines, patterns and unusual authorial moves. Finally, when preparing to teach, if teachers can reconnect with the stance and language of uncertainty and curiosity, they are likely to ask more authentic questions.

These findings suggest both the power of entrenched known-answer discourses to constrain and the potential power of making visible and drawing on teachers’ literary reading practices in out-of-school contexts.

To the best of the authors’ knowledge, no studies have made an empirical comparison of the relationship between the role a teacher takes on during discussion and the kinds of questions they ask about literature. This study offers insight into the value of everyday curiosity and other out-of-school resources that teachers could – but often do not – bring to their facilitations of classroom discussions. The findings suggest that teachers, teacher educators and researchers must recognize and recruit teachers’ everyday practices to the LA classroom.

The study of psychological anthropology represents the interworkings of the theories, concepts, empirical findings, and methodologies of psychology and anthropology. This discussion of resources is written from the point of view of an anthropologist, not a psychologist. The psychologists have a related, though not identical, discipline called cross‐cultural psychology. As no scholar nor group of scholars can afford to live in a void, we find the works of members of both disciplines appearing in the same publications. This fact will be evident in the description of resources to follow.

In 1995, Mexico again slid into economic and social crisis without full recovery from the crisis of 1982. When the Mexican peso plunged in value right before Christmas 1994, many segments of the society that were affected had not regained the purchasing power of 1980. The broad outline of the Mexican government's program for responding to the most recent crisis is parallel to the prescriptions offered in the 1980s; indeed, the response represents prevailing mainstream neo‐liberal economic thinking — stabilization, structural adjustment, privatization, and so on. However, lacking a well developed social welfare system, the burdens of adaptation to adverse economic conditions fall primarily on women in households in the struggle to preserve individual well‐being. This paper, then, joins a growing body of work attempting to analyze the connection between micro‐level household conditions, including gender relations, and gendered macro‐level processes, such as ongoing economic liberalization in Mexico.

This paper explores four works of contemporary fiction to illuminate formal and informal regulation of sex. The paper’s co-authors frame analysis with the story of their creation of a transdisciplinary course, entitled “Regulating Sex: Historical and Cultural Encounters,” in which students mined literature for social critique, became immersed in the study of law and its limits, and developed increased sensitivity to power, its uses, and abuses. The paper demonstrates the value theoretically and pedagogically of third-wave feminisms, wild zones, and contact zones as analytic constructs and contends that including sex and sexualities in conversations transforms personal experience, education, society, and culture, including law.

This study aims to investigate how, through text-based classroom talk, youth collaboratively draw on and remix discourses and practices from multiple socially indexed traditions.

Drawing on data from a year-long social design experiment, this study uses qualitative coding and traces discoursal markers of indexicality.

The youth sustained, remixed and evaluated interpretive communities in their navigation across disciplinary and fandom discourses to construct a hybrid classroom interpretive community.

This research contributes to scholarship that supports using popular texts in classrooms as the focus of a scholarly inquiry by demonstrating how youth in one high school English classroom discursively index interpretive communities aligned with popular fandoms and literary scholarship. This study adds to understandings about the social nature of literary reading, interpretive whole-class text-based talk and literary literacies with multimodal texts in diverse, high school classrooms.

Purpose: This chapter examines how healthcare technologies (electronic medical records, personal cell phones, and pagers) help manage patient care work to accelerate processes of communication and blur boundaries between work time and non-work time, thereby revealing dynamics of power as indicated through temporal capital, or the amount of time under an individual’s control.

Method: The data were collected from 35 in-depth semistructured interviews of health practitioners, which included 26 physicians, 7 nurses, and 2 administrators.

Findings: Communication technologies fulfill promises of temporal autonomy and efficiency, but not without cost, particularly as it intersects with organizational/institutional power structures and non-work-related social factors such as pre-existing technological literacy and proficiency. The blurring of work and non-work time gives practitioners perceived higher quality of life while also increasing temporal flexibility and autonomy. The higher up one is in the relevant hierarchy, the more control one has over one’s own time, resulting in higher levels of temporal capital. The power hierarchies serve to complicate the potential recuperation of temporal capital by communication technologies.

Implications: This study uses a critical cultural perspective that takes into consideration structures of institutional power hierarches impact temporal organization through the use of communication technologies by health practitioners. Practitioner-facing research is particularly crucial given the high rates of burnout within the profession and concerns around the well-being of health practitioners, and autonomy and control over one’s time is a factor in work and life satisfaction.

To analyze the emergence of cyberbullying in the news and to unveil the extent to which this new social problem is being constructed as a moral panic.

Ethnographic content analysis is conducted on a sample of 477 local and national newspaper articles published from 2004 to 2011. Goode and Ben-Yehuda’s five criteria of a moral panic – consensus, concern, hostility, disproportionality, and volatility – are used as a lens to analyze how this issue emerged in U.S. culture.

News coverage of this issue erupted within a very short time period, drawing important attention to a previously unknown social problem facing youth. Yet in the construction of cyberbullying as a new threat to social order, the news coverage sometimes inflates the magnitude and severity of the problem. In doing so, the media work to misrepresent, misinform, and oversimplify what is a more complicated and perhaps not yet fully understood issue among youth today.

Electronic aggression is something that is of growing concern to children, parents, educators, and policymakers. Evidence has begun to show that its effects may be as harmful as face-to-face bullying. Since the media play a vital role in the designation of certain issues as worthy of the public’s attention, it is pertinent that this information is presented in an accurate fashion, rather than simply promoting a moral panic around the topic.

Future research should move beyond print media to examine how TV, popular culture, and social media sites construct this problem. This should include research on the public’s understanding and interpretation of these mediated forms of communication.

A long-standing question is how group perception, which is the perception of a whole group, becomes an exaggerated perception of the individuals who comprise the group. The question receives scant attention within computer-mediated communication (CMC), which is increasingly a communication mode for groups and a research tool to study groups. I address this gap by examining bias in group perception when rating copresence, which is the sense of being together, with the group.

I model bias as occurring when perceivers differentially weigh ratings of individual group members on a variable while rating the whole group on the same variable. I analyzed how the degree of bias in participants’ ratings of copresence with a status-differentiated group varied by the availability of visual cues during CMC in an experiment. I also examined how the group’s status hierarchy impacted bias.

Bias increase as the availability of visual cues decreased and ratings of middle status members were weighed more in group perception than ratings of other members.

Middle status was based on possessing inconsistent statuses. Inconsistency, and not status position, may have rendered these members more salient than others.

Interventions that target group perception may benefit from targeting the group’s middle status members. Researchers and practitioners can minimize bias in group perception through increasing the availability of visual cues in CMC.

The findings illustrate the underpinnings of copresence with an entire group. This is important because copresence shapes several group processes during CMC.