阿、阿、阿和阿：通过社会实践转变学习者身份

IF 1.4 4区教育学 Q2 ANTHROPOLOGY

Anthropology & Education Quarterly Pub Date : 2022-08-16 DOI:10.1111/aeq.12439

Josefine Wagner

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引用次数: 0

摘要

我利用德国一所学校的民族志数据，探索教育工作者的话语实践，这些实践使10岁、会说多种语言的阿达的文盲现象合理化。我将学校生活中“强化”阿达学习者身份的各种时刻并置，发现特殊需求标签往往基于资源管理的务实考虑，而文化刻板印象强化了医学诊断。我还表明，社会学习是一种抵消和重塑阿达读者身份的方式。

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Ada, Ada, Ada, and Ada: Transforming Learner Identities through Social Practice

I draw on ethnographic data from a German school to explore discursive practices of educators that rationalize the illiteracy of 10-year-old, multilingual Ada. I juxtapose various moments of school life that “thickened” Ada's learner identities and find that special needs labeling often rested on pragmatic considerations of resource management and that cultural stereotyping reinforced a medical diagnosis. I also show that social learning was a way to counteract and reshape Ada's identity as a reader.

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来源期刊

Anthropology & Education Quarterly Multiple-

CiteScore

3.30

自引率

7.70%

发文量

期刊介绍： Anthropology & Education Quarterly is a peer-reviewed journal that publishes scholarship on schooling in social and cultural context and on human learning both inside and outside of schools. Articles rely primarily on ethnographic research to address immediate problems of practice as well as broad theoretical questions. AEQ also publishes on the teaching of anthropology.