Matching Items (2)
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- All Subjects: Group work in education--Social aspects.
- All Subjects: Radicalization
- All Subjects: Terrorism--Religious aspects--Islam--Social aspects.
- Genre: Doctoral Dissertation
- Creators: Gee, James P
- Creators: Salihu, Flurije
Description
Small-group literacy instruction is frequently used in schools in order to engage students in discussions around texts. Instructional settings vary and produce a range of results. They are complex social spaces in which students position one another and themselves as they enact different identities. These identities are associated with sets of literacy practices. This paper describes the results of a study examining the ways in which 3rd and 4th grade students and their teachers positioned themselves and one another in three different small-group literacy settings and the literacy practices that they used as they performed their identities. Using a multimodal discourse analysis (Kress, 2012) and D/discourse analysis (Gee, 2005, 2011), the form and function of language and gestures were used to look at the kinds of identities that the participants enacted and the literacy practices that the students engaged in the different settings. The results of the analysis suggested that the identities that the participants performed were related to the context in which interactions around texts took place. The identities themselves were connected to the use certain literacy practices. The literacy practices used by the participants were also related to the classroom context. The findings suggest that it is important for teachers to consider the figured worlds active in small-group settings, the identities performed within those worlds, and the literacy practices in which students engage.
ContributorsKrauter, David (Author) / Marsh, Josephine P (Thesis advisor) / Gee, James P (Committee member) / Serafini, Frank (Committee member) / Arizona State University (Publisher)
Created2015
Description
This dissertation explores the various online radicalization and recruitment practices of groups like al-Qaeda and Hezbollah, as well as Salafi Jihadists in general. I will also outline the inadequacies of the federal government's engagement with terrorist / Islamist ideologies and explore the ways in which early 20th century foundational Islamist theorists like Hasan al-Banna, Sayyid Qutb, and Abul ala Mawdudi have affected contemporary extremist Islamist groups, while exploring this myth of the ideal caliphate which persists in the ideology of contemporary extremist Islamist groups. In a larger sense, I am arguing that exploitation of the internet (particularly social networking platforms) in the radicalization of new communities of followers is much more dangerous than cyberterrorism (as in attacks on cyber networks within the government and the private sector), which is what is most often considered to be the primary threat that terrorists pose with their presence on the internet. Online radicalization should, I argue, be given more consideration when forming public policy because of the immediate danger that it poses, especially given the rise of microterrorism. Similarly, through the case studies that I am examining, I am bringing the humanities into the discussion of extremist (religious) rhetorics, an area of discourse that those scholars have largely ignored.
ContributorsSalihu, Flurije (Author) / Ali, Souad T. (Thesis advisor) / Miller, Keith (Thesis advisor) / Corman, Steven (Committee member) / Gee, James P (Committee member) / Arizona State University (Publisher)
Created2014