Geopolitical Configuration of Identities and Learning: Othering through the Institutionalized Categorization of “English Language Learners”
| dc.contributor.author | Takeuchi, Miwa A. | |
| dc.date.accessioned | 2020-10-13T13:31:04Z | |
| dc.date.available | 2020-10-13T13:31:04Z | |
| dc.date.issued | 2020-10-05 | |
| dc.description.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 labelled 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. | en_US |
| dc.identifier.citation | Takeuchi, M. A. (2020). Geopolitical Configuration of Identities and Learning: Othering through the Institutionalized Categorization of “English Language Learners”. Werklund School of Education, University of Calgary, Calgary, AB. https://doi.org/10.1080/07370008.2020.1825438 | en_US |
| dc.identifier.doi | https://doi.org/10.1080/07370008.2020.1825438 | en_US |
| dc.identifier.uri | http://hdl.handle.net/1880/112680 | |
| dc.identifier.uri | https://doi.org/10.11575/PRISM/46336 | |
| dc.publisher.faculty | Werklund School of Education | en_US |
| dc.publisher.hasversion | acceptedVersion | en_US |
| dc.publisher.institution | University of Calgary | en_US |
| dc.rights | Unless otherwise indicated, this material is protected by copyright and has been made available with authorization from the copyright owner. You may use this material in any way that is permitted by the Copyright Act or through licensing that has been assigned to the document. For uses that are not allowable under copyright legislation or licensing, you are required to seek permission. | en_US |
| dc.title | Geopolitical Configuration of Identities and Learning: Othering through the Institutionalized Categorization of “English Language Learners” | en_US |
| ucalgary.item.requestcopy | true | en_US |