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Understanding Marginalized Students’ Identities Work and Their Learning Experiences in English Language Arts Classrooms.pdf (441.43 kB)
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Understanding Marginalized Students’ Identities Work and Their Learning Experiences in English Language Arts Classrooms

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posted on 08.03.2019 by Paul Alan Riser

Students are affected by their social background, ethnic, geographic and cultural origin, languages spoken, gender, sexuality, religion, etc. Also affecting students are the more general social-political transformations (globalization, migration, changing labor markets, etc.) Whereas a lot of the social science literature in education has viewed these aspects of student identity and diversity as separate from each other, I aim to understand how these factors impact on student identities-work intersectionally, especially in English Language Arts (ELA) classrooms. In the referenced pilot study, I use Positioning Theory to analyze the discursive incidents around literacy learning in Texas. By analyzing students’ interactions, I begin to gain an understanding of student agentic movements and the marginalizing forces that strengthen or diminish a student’s response to learning.

Funding

Paul Riser

History

Declaration of conflicts of interest

None

Corresponding author email

paul.riser@education.ox.ac.uk

Lead author country

United States

Lead author job role

PhD Student

Lead author institution

University of Oxford

Human subjects

Yes

Ethis statement

Passed rigorous university-based ethics review board (CUREC) at the University of Oxford, England and is governed by the British Education Research Association guidelines for ethical engagement. Further, informed consent by both guardians/parents of student participants and students themselves was obtained.

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