Situated in the conservative milieu of 1950s Welton Academy,Dead Poets Society offers a lens to explore the negotiation of identity and authority within educational discourse.This study applies Du Bois’s Stance Theor...Situated in the conservative milieu of 1950s Welton Academy,Dead Poets Society offers a lens to explore the negotiation of identity and authority within educational discourse.This study applies Du Bois’s Stance Theory to analyze how evaluative,positional,and alignment stances are constructed through teacher-student and peer interactions.Using qualitative discourse analysis grounded in the stance triangle framework,the research systematically examines transcribed classroom dialogues and peer conversations.The analysis concentrates on two questions:how is stance constructed by teacher discourse in pedagogical interactions,and how do students negotiate and realign stance in peer and hierarchical dialogues.Findings reveal that Mr.Keating’s multimodal stance-taking-combining linguistic choices with embodied actions-subverts institutional norms,promoting student agency.Students,in turn,exhibit increasing stance shifts toward self-authorship and collective alignment,demonstrating that stance-taking serves as a crucial mechanism for identity negotiation,solidarity formation,and resistance within the educational setting.展开更多
文摘Situated in the conservative milieu of 1950s Welton Academy,Dead Poets Society offers a lens to explore the negotiation of identity and authority within educational discourse.This study applies Du Bois’s Stance Theory to analyze how evaluative,positional,and alignment stances are constructed through teacher-student and peer interactions.Using qualitative discourse analysis grounded in the stance triangle framework,the research systematically examines transcribed classroom dialogues and peer conversations.The analysis concentrates on two questions:how is stance constructed by teacher discourse in pedagogical interactions,and how do students negotiate and realign stance in peer and hierarchical dialogues.Findings reveal that Mr.Keating’s multimodal stance-taking-combining linguistic choices with embodied actions-subverts institutional norms,promoting student agency.Students,in turn,exhibit increasing stance shifts toward self-authorship and collective alignment,demonstrating that stance-taking serves as a crucial mechanism for identity negotiation,solidarity formation,and resistance within the educational setting.
