Silencing Nepantla: A Methodological Framework Using Critical Discourse Analysis and Linguistic Ethnography to Analyze Silences in Classroom Pedagogies

• In Event: Roundtable Session 14
  In Roundtable Session: Pedagogies of Multiple Languages and Literacies

Abstract

In this paper, I further a methodological framework for analyzing textual and discursive silences found in classroom pedagogies. I sought to show how silences are discursively formed through institutional and individual enactment. This framework is informed by the traditions of critical discourse analysis and linguistic ethnography, theoretically guided by the work of Gloria Anzaldúa and contextually situated in an elementary school in Oaxaca, Mexico. I begin by providing a background on the state of Oaxaca, then complement the setting with a methodological explanation of critical discourse analysis and linguistic ethnography, along with the theoretical concepts through which I viewed the data, and finally an analysis that demonstrates how silences were present in the classroom and the alternatives that could have existed.

Author

• Stephanie Lynn Abraham, Rowan University