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

IF 2.3 1区心理学 Q2 PSYCHOLOGY, EDUCATIONAL

Cognition and Instruction Pub Date : 2020-10-05 DOI:10.1080/07370008.2020.1825438

M. Takeuchi

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引用次数: 9

Abstract

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.

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身份和学习的地缘政治配置：从“英语学习者”的制度化分类看其他

摘要本研究批判性地考察了身份的地缘政治配置如何通过“英语学习者”这一制度化标签来塑造和约束学习者的本土化体验。本研究以数学单元(“转化课间单元”)为背景，进行了一项人种志视频研究，学习者在其中进行调查，总结数据，并表达他们希望在小学操场上看到的变化。研究结果表明，调动数据和图表的方式既有授权的，也有不授权的，它们与多层身份交织在一起。课堂上的互动嵌套在宏观层面的地缘政治身份配置中，这影响了标签学习者成为“变革推动者”的机会，他们可以在学校实践中表达自己想要的变化。数学课程中包含的分类和二元框架通过学生调查和图表作为继承和再现现有类别的背景。讨论了对破坏和转变被认为理所当然的标签和僵化的制度化实践的影响，通过这些实践，他者的殖民代表可以共同构建。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Cognition and Instruction Multiple-

CiteScore

7.90

自引率

12.10%

发文量

期刊介绍： Among education journals, Cognition and Instruction"s distinctive niche is rigorous study of foundational issues concerning the mental, socio-cultural, and mediational processes and conditions of learning and intellectual competence. For these purposes, both “cognition” and “instruction” must be interpreted broadly. The journal preferentially attends to the “how” of learning and intellectual practices. A balance of well-reasoned theory and careful and reflective empirical technique is typical.