Poster #28 - Understanding Marginalized Students' Identities Work and Their Learning Experiences in English Language Arts Classrooms

• In Event: 25.087 - MTCC Poster Session Four
  In Poster Session: 25.087-4 - Youth, Power, Reflection, and the Word

Abstract

Students are affected by their social background, ethnic and cultural origin, languages spoken, gender, sexuality, etc. Also affecting students are the more general social 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 want to understand how these factors impact on student identity-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 agency and the marginalizing forces that strengthen or diminish a student’s response to learning.

Author

• Paul Alan Riser, University of Oxford