Big D= Primary and Secondary Discourse
Little D= An educated discussion about a topic
- Discourse : The way we think and communicate as a member/ contributor of society. Discourse is the influencing factor to our personal values and morals, thoughts and opinions.
- Primary Discourse : Constituted in early childhood through our earliest relationships, primary discourse is the factor of which what we base future relationships (of which we either resist or aquire). As we grow into adults, primary discourse transmutes into lifeworld discourses (aka ones culturally distinctive way of being an everyday person, not a person who specifies in one specific area) .
- Secondary Discourse : Has nothing to do with early-integrated morals and values from close family and peers. Secondary discourse is the identity in one’s self found through an organization, such as a school, church, social groups, institutions.
- Dominant Discourse : Is the common factors that we all have in common in a social group. An expectation in a cultural grouping. An example of this would be luxurious clothing brands at a prestigious private school.
- Non-Dominant Discourse : Belonging to a particular social network but with no benefits. “bringing solidarity with a particular social network”. – Gee
- Acquisition : To acquire discourse with exposure to trial and error, models, and practice with one’s community (not yet teaching).
- Learning : Conscious reflection while learning, through teaching and reflection, or life experience.
- I agree with all models of discourse, as individuals need to have more than one change to consistently grow and expand their mindset.
- Gee implies that primary and secondary discourse is not particularly developmental, but rather integrated as sub-conscious ethics that carry out with us into later years. If this implication is correct, it would explain the pattern of children who, despite positive secondary discourse in their lives (such as school), follow close behind their parent’s footsteps into inadequate behavior. Gee states in Social Linguistics and Literacies, “we either resist or aquire”, in regards to relationship choice later in life. The choice to resist or aquire would be only a possibility if an educator implemented tools of self-reflection into their practice. Without the knowledge to self-reflection, a developing individual bears no way to monitor and analyze their family and peer morals.