Communicative Justice: Bilingual Nonspeaking Children and Families Languaging beyond the Spoken Word

Autor/in	Padia, Lilly B.
Titel	Communicative Justice: Bilingual Nonspeaking Children and Families Languaging beyond the Spoken Word
Quelle	(2022), (226 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, New York University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	979-8-3684-6740-5
Schlagwörter	Hochschulschrift; Dissertation; Bilingual Students; Children; Family Environment; Social Capital; Nonverbal Communication; Justice; Semiotics; Translation; Race + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Child; Kind; Kinder; Familienmilieu; Sozialkapital; Non-verbal communication; Nonverbale Kommunikation; Gerechtigkeit; Semiotik; Rasse; Abstammung
Abstract	Children at the intersections of language learning, racialization, and dis/ability status experience systems of power in a very particular way. This manuscript amplifies the experiences of bilingual nonspeaking children and their families to upend the notion of educational and medical professionals as the primary experts in the learning process. It positions familial ways of being and knowing as central to learning within current schooling systems, with a lens on future possibilities. This qualitative study builds on a series of semi-structured interviews and observations with caregivers, young children, and educators, analyzing case studies of bilingual nonspeaking young children in the United States and their transnational families. Circumventing school and medical spaces and going directly to young children and families was a methodological choice to identify the family as the epicenter of languaging and learning. Each chapter analyzes a range of policies, practices, and interpersonal relationships in schooling to center the communication practices of these historically subaltern children and families living in liminal spaces. From systems of familial social capital exchanges to intrafamilial nonverbal communication systems, the families in the study engage in and share systems they created to navigate the larger system of special education that so often positions multilingual, transnational families and their dis/abled children as nonknowers. Each chapter is presented under what I refer to as Communicative Justice, an umbrella concept that encompasses frameworks of DisCrit, a raciolinguistic perspective, multimodal semiotics, gestural development, and translanguaging. Ultimately this study and subsequent analysis highlights the communication and languaging systems nonspeaking bilingual children and families co-construct beyond the bounds of formal education and supports educators in following their lead. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01