In “Home and Away: The tensions of community, literacy, and identity,” Bronwyn T. Williams writes to researchers and teachers so that they understand that because everyone comes from different backgrounds. They all will not learn the same way and have various discourses. Specifically, it is said that the primary discourse, learned through our family, is the root of these conflicts. It becomes necessary to construct a primary new dominant discourse in order to resolve such conflicts. In order to achieve this aim, he uses three moves: compare and contrast, references to other works, and the use of revealing identity through specific pronouns.
By comparing and contrasting, Williams is able to expand upon how a different discourse can affect the …show more content…
Williams starts off by explaining the two main types of discourses: primary and secondary. He references Gee, who presents the idea that “we all have a primary discourse that we learn from our families and communities and then multiple secondary discourses that we acquire through our lives…primary discourse [is considered as] the core elements of our identities” (343). A classroom is a prime example of where primary discourses can clash. Essentially, while the teacher is also involved in the conflict, they should attempt to find a common ground where all of the discourses work or create a secondary discourse that the students could use for that class. According to Canagarajah, Delpit, and Fox, conflicts could arise because of the “differences of culture. Such students may find that rhetorical conventions of directness, argumentation what research counts as evidence, and so on are quite different from what they grew up learning in their home culture” (345). Here they are explaining how differences in dominant discourses are constructed based on the cultures each person was raised in. Williams includes this example to allow the audience to see the multiple ways discourses and identities arise. They derive from sources other than just family
By comparing and contrasting, Williams is able to expand upon how a different discourse can affect the …show more content…
Williams starts off by explaining the two main types of discourses: primary and secondary. He references Gee, who presents the idea that “we all have a primary discourse that we learn from our families and communities and then multiple secondary discourses that we acquire through our lives…primary discourse [is considered as] the core elements of our identities” (343). A classroom is a prime example of where primary discourses can clash. Essentially, while the teacher is also involved in the conflict, they should attempt to find a common ground where all of the discourses work or create a secondary discourse that the students could use for that class. According to Canagarajah, Delpit, and Fox, conflicts could arise because of the “differences of culture. Such students may find that rhetorical conventions of directness, argumentation what research counts as evidence, and so on are quite different from what they grew up learning in their home culture” (345). Here they are explaining how differences in dominant discourses are constructed based on the cultures each person was raised in. Williams includes this example to allow the audience to see the multiple ways discourses and identities arise. They derive from sources other than just family