The Omnipotent Presence and Power of Teacher-Student Transactional Communication Relationships in the Classroom : The So-Called ""Post-Race Era"" /
Douglass H. Alcorn, Frederick,author.
Transaction, the interaction, the transfer, the transference (and most definitely what's left behind) in exchange during interpersonal communications, is the focus in this work. Transaction infers the transfer-exchange of action from one to another, that is, a personal balancing between one to/and another. The use of transaction that is being brought to your attention has to do with the public-private institutional process in schooling and education, and by necessity involves other places in public sphere, where these institutions are situated in neighborhoods that make up communities across this multi-cultured nation. It is the circumstance, intent, and the conditions under which student-student and teacher-students interact that the author refers to as the endeavors of transactional communication. In other words, transactional communication as discerned in this work, has to do with the on-going interactive dealings regarding the purpose of facilitating, discussing, conversing, and the offering up of academic work to be assessed and sanctioned, that demonstrate degrees of learnedness as part of human development. However, it is what which informs and flavors the social-psychology, id est, the thoughts, feelings, interpretative-perceptions, and behaviors, occurring in our looking at and considering one another during transactional communicative interactions that ultimately shapes the outcome. Our direct and indirect intra-interpersonal interactions (which are unconsciously-socially being substituted one for another via the social media), are influenced by the imagination, circumstance, and the implications regarding the presence of each another during transactive encounters. Unfortunately, many times we don't even try to see one another during potentially tense and important situations and meetings; the interaction simply goes to raw data, attitudes, from years of domesticated thinking, swimming in a soup of trained behaviors, where power wags its tail. Though the use of transdisciplinary discourse, punctuated by autoethnographical knowledge, and integrative interaction with the research literature, this book is organized around five central reciprocally interacting premises. These premises point to the relevancy of our transaction in interpersonal-cultural-gendered-racialized-social-class dealings, and the importance and necessity in considering and working with what informs them; within the complexity and sensibilities among and within us, in our diverse multi-cultural nation.
Preliminary Material -- Defining and Discussing Transactional Communication -- Student Voice -- Power -- Seeking to Transact -- Postscript -- Systems Thinking and Intervention -- Motivating Human Learning and Development -- Why Structural Inequalities? What Are Its Negative Relationships with Human Diversity? -- Information Processing Leading to Thinking and Behavioral Performance -- References.
Transaction, the interaction, the transfer, the transference (and most definitely what's left behind) in exchange during interpersonal communications, is the focus in this work. Transaction infers the transfer-exchange of action from one to another, that is, a personal balancing between one to/and another. The use of transaction that is being brought to your attention has to do with the public-private institutional process in schooling and education, and by necessity involves other places in public sphere, where these institutions are situated in neighborhoods that make up communities across this multi-cultured nation. It is the circumstance, intent, and the conditions under which student-student and teacher-students interact that the author refers to as the endeavors of transactional communication. In other words, transactional communication as discerned in this work, has to do with the on-going interactive dealings regarding the purpose of facilitating, discussing, conversing, and the offering up of academic work to be assessed and sanctioned, that demonstrate degrees of learnedness as part of human development. However, it is what which informs and flavors the social-psychology, id est, the thoughts, feelings, interpretative-perceptions, and behaviors, occurring in our looking at and considering one another during transactional communicative interactions that ultimately shapes the outcome. Our direct and indirect intra-interpersonal interactions (which are unconsciously-socially being substituted one for another via the social media), are influenced by the imagination, circumstance, and the implications regarding the presence of each another during transactive encounters. Unfortunately, many times we don't even try to see one another during potentially tense and important situations and meetings; the interaction simply goes to raw data, attitudes, from years of domesticated thinking, swimming in a soup of trained behaviors, where power wags its tail. Though the use of transdisciplinary discourse, punctuated by autoethnographical knowledge, and integrative interaction with the research literature, this book is organized around five central reciprocally interacting premises. These premises point to the relevancy of our transaction in interpersonal-cultural-gendered-racialized-social-class dealings, and the importance and necessity in considering and working with what informs them; within the complexity and sensibilities among and within us, in our diverse multi-cultural nation.
Includes bibliographical references and index.
Teacher-student relationships.
Communication in education.