Without Borders: Youth Debaters Reimagining the Nature and Purpose of Public Dialogue

Autor/inn/en	Mirra, Nicole; Liberation League, Debate
Titel	Without Borders: Youth Debaters Reimagining the Nature and Purpose of Public Dialogue
Quelle	In: English Teaching: Practice and Critique, 19 (2020) 3, S.253-267 (15 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1175-8708
DOI	10.1108/ETPC-07-2019-0102
Schlagwörter	Middle School Students; Debate; English Instruction; Language Arts; Group Discussion; Code Switching (Language); Action Research; Participatory Research; Critical Theory; Race; Democratic Values; Language Usage; Student Attitudes; Ethnography; Self Concept; Literacy; Epistemology; Spanish; Second Language Learning; English (Second Language); Immigrants; New York (New York) + Suchen Sie Ihr Suchwort? Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Debating; Streitgespräch; English langauage lessons; Englischunterricht; Sprachkultur; Gruppendiskussion; Projektforschung; Forschungstätigkeit; Kritische Theorie; Rasse; Abstammung; Sprachgebrauch; Schülerverhalten; Ethnografie; Selbstkonzept; Alphabetisierung; Schreib- und Lesefähigkeit; Erkenntnistheorie; Spanisch; Zweitsprachenerwerb; English as second language; English; Second Language; Englisch als Zweitsprache; Immigrant; Immigrantin; Immigranten
Abstract	Purpose: This paper aims to analyze how a group of middle-school debaters integrated their identities and epistemologies into the traditional literacy practice of debate to advocate for more expansive and inclusive forms of academic and civic discussion. The adult and youth co-researchers of the Debate Liberation League (DLL) detail their creation of a critical debate praxis through the use of spoken word and translanguaging and illustrate how they sought to redesign a foundational activity of English Language Arts on their own terms. Design/methodology/approach: Drawing upon critical race and borderlands theories, the authors use critical ethnographic and participatory action research methods to explore how the DLL deconstructed the boundaries of what counts as public dialogue and offered an alternative model of what intergenerational and multi-voiced democratic discourse could look like in English Language Arts (ELA) classrooms and beyond. Findings: The findings demonstrate how DLL students broke down normative binaries of affirmative/negative and objective/subjective in their debate performances and introduced testimonios as evidence for civic claims to make space for their voices and reimagine deliberation. Originality/value: This study foregrounds dialogic data generation through a collaborative, intergenerational research approach. It highlights the constructed nature of literacy "rules," demonstrates youth expertise in reimagining ELA, and offers a pathway toward a more compassionate public sphere. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01