Research in the Teaching of English (RTE) is a multidisciplinary journal composed of original research and scholarly essays on the relationships between language teaching and learning at all levels, preschool through adult. Articles reflect a variety of methodologies and address issues of pedagogical relevance related to the content, context, process, and evaluation of language learning.
Published August, November, February, and May.
Editors:
Mark Dressman, Sarah McCarthey, and Paul Prior
University of Illinois at Urbana-Champaign
November 2008 Research in the Teaching of English
Vol. 43, No. 2
I see the classroom as a site of struggle; students are always "clash[ing] over the meaning of the social world and of their position within it" (Bourdieu, 1985, p. 729). They use their capital "to impose their view of the world or their view of their own position in the world--their social identity" (1985, p. 727) on others. . . . Such a system of social logic should interest literacy teachers and researchers precisely because it helps us to understand students' actions as part and parcel of a larger ongoing struggle for selfhood and position in their social worlds.
Jessica C. Zacher, "Analyzing Children's Social Positioning and Struggles for Recognition in a Classroom Literacy Event" (August 2008 RTE, pp. 14-15)