Understanding Marginalized Students’ Identities Work and Their Learning Experiences in English Language Arts Classrooms
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
NoneCorresponding author email
paul.riser@education.ox.ac.ukLead author country
- United States
Lead author job role
- PhD Student
Lead author institution
University of OxfordHuman subjects
- Yes