Geopolitical Configuration of Identities and Learning: Othering through the Institutionalized Categorization of "English Language Learners"

Autor/in	Takeuchi, Miwa Aoki
Titel	Geopolitical Configuration of Identities and Learning: Othering through the Institutionalized Categorization of "English Language Learners"
Quelle	In: Cognition and Instruction, 39 (2021) 1, S.85-112 (28 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Takeuchi, Miwa Aoki)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0737-0008
DOI	10.1080/07370008.2020.1825438
Schlagwörter	Classification; Self Concept; Ethnography; Video Technology; Mathematics Instruction; Units of Study; Change Agents; Student Attitudes; Educational Change; Labeling (of Persons); English (Second Language); Second Language Learning; Code Switching (Language); Faculty Development; Low Income Groups; Recess Breaks; Playgrounds; Language Usage; Elementary School Students; Foreign Countries; Student Surveys; Teaching Methods; Multilingualism; Student Diversity; Native Language; Teacher Attitudes; Canada + Suchen Sie Ihr Suchwort? Classification system; Klassifikation; Klassifikationssystem; Selbstkonzept; Ethnografie; Mathematics lessons; Mathematikunterricht; Lerneinheit; Schülerverhalten; Bildungsreform; Labeling-Ansatz; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Aktive Pause; Playground; Spielplatz; Sprachgebrauch; Ausland; Schülerbefragung; Teaching method; Lehrmethode; Unterrichtsmethode; Mehrsprachigkeit; Multilingualismus; Lehrerverhalten; Kanada
Abstract	This study critically examines how the geopolitical configuration of identities, through the medium of the institutionalized label of "English language learners," can shape and constrain localized experiences for learners. An ethnographic video study was conducted in the context of a mathematics unit ("the transforming recess unit") wherein learners conducted surveys, summarized data, and voiced the changes they hoped to see in the elementary school playground. Findings demonstrate both empowering and disempowering ways of mobilizing data and graphs, which are intertwined with multi-layered identities. Interactions in the classroom were nested in macro-level geopolitical configuration of identities that influenced labeled learners' access to becoming "agents of change" who could voice their desired changes in school practices. Categorical and binary frameworks inscribed in mathematics curriculum served as a context for inheritance and reproduction of existing categories through student surveys and graphs. Implications are discussed toward disrupting and transforming taken-for-granted labeling and rigid institutionalized practices through which colonial representation of the Other can be co-constructed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01