Research On The Issue Of The Discourse Power Of“marginalized People”

The weakening and alienation of the discourse power of “marginalized persons”in the process of classroom teaching,which is an important issue of reality existing in the education process and a phenomenon of micro-level anti-education fairness.It not only affects the individual development and social development,but also hinders the implementation of the new curriculum reform and the class construction and teaching quality.Therefore,by taking it as the starting point,this paper tries to present and analyze the true existing state of marginalized people so that we can find out the possible path of verbal rights return of marginalized people,and to has caused some thinking of Education scholars and experts.This paper is mainly based on classroom field and used the method of qualitative research to chose a natural class in the eighth grade of S junior middle school in Lingchuan County,Shanxi Province,and to observe in the process of listening class lectures,gradually focused on the "marginal man" C5/C6/G6.From the following four aspects of this paper to present the discourse existing state of “marginalized persons”:ecological environment in classroom,teacher-student interaction in teaching activities,the relationship of classmates and the cognition of “marginalized persons”themselves.Through the investigation,we find that the discourse of “marginalized persons” appears weakened or even alienated.It specifically present Isolation and helplessness of discourse space,uneven opportunities for discourse in teacher-student interaction,deprivation of discourse time,low level of discourse,negative experience in discourse feedback,lack of discourse power in group discussion,unequal discourse status in thematic classes,and lack of discourse self-awareness of marginal.From the perspective of educational sociology,we analyze the above problems,and find out that many factors lead to the lack of discourse power of“marginalized persons”.Firstly,Discipline and control of classroom space is the premise of the weakening of the discourse power;Secondly,the system and power are the main thrust of weakening the discourse power.What's more,student companions are the attachments to the weakened right of speech.At last,the lack of understanding of the value of the “marginalized persons” is the catalyst for the weakening of the right to speak.The concrete manifestation is as follows:the discipline and control ofspace;the strong authority of teacher discourse,the control of curriculum knowledge,the negative expectation effect of teachers' stability,the oriented-achievement evaluation system;the hierarchical structure of class organization and the alienation of group cooperation learning,classmates' exclusion and non-choice;a serious lack of recognition of discourse rights,the lack of understanding of the value.What's more,we should put forward some optimization strategies for the above problems.Firstly,we should build a classroom environment of ecological equality to make the environment a discourse support.Secondly,we should construct the intersubjective dialogue between teachers and students to make the emotion a discourse bond.Thirdly,we should create a equal and harmonious class groups to promote the integration of “marginalized people”into the collective.Finally,We should activate the awareness of the “marginalized people” to achieve discourse power.Through these strategies,we hope that “marginalized people” can be brought back from the “edge of the classroom”to “the center of the classroom”,to achieve the full participation of students,and finally realize the fair value of teaching.