Discourses of Diversity: A Qualitative Case Study of World Language Pedagogies Through an Intersectional Lens

• In Event: Toward Educational Responsibility in Language Education Curriculum and Assessments

Abstract

Schools are becoming more diverse in K-12 settings, yet there is relatively little research exploring how student and community diversities are incorporated in world language pedagogies. Situated at one public secondary school in the northeastern United States, my research offers a qualitative case study of world language pedagogies through an intersectional lens. Data is collected from teacher interviews, classroom observations, teachers’ syllabi, and student work. My study employs intersectionality (Collins & Bilge, 2016; Crenshaw, 1989, 2010) as theoretical lens and critical discourse analysis (Fairclough, 2010; Gee, 2014) as a methodological strategy to study the construction of discourse in language pedagogies. This work will inform educational stakeholders as they consider inequalities that arise and are sustained across contemporary educational settings.

Author

• Sheri K. Dion, Harvard T.H. Chan School of Public Health