Use this URL to cite or link to this record in EThOS: https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.823615
Title: Using positioning theory to understand marginalized students' identities work and their learning experiences in English language arts classrooms
Author: Riser, Paul Alan
Awarding Body: University of Oxford
Current Institution: University of Oxford
Date of Award: 2020
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Abstract:
There are various dimensions of diversity that affect the learning experience of students. These might include aspects such as social background, ethnic and cultural origin, languages spoken, perceived learning ability, physical abilities, gender, sexuality, religion, and race. These work in dynamic ways and are influenced by both spatial and temporal social factors akin to general social transformations like globalization, migration, changing labour markets, and so forth. Whereas a lot of the social science literature in education has viewed these aspects of student identity and diversity as separate from each other, this qualitative, multi-modal study examines how these factors work intersectionally. As 16, 17, and 18-year-olds answer the question of who they are and explore the formative role that the learning environment-such as conversations they engage in and the texts they read-plays in identities development, this study uses a Discourse Analysis approach drawing upon Positioning Theory and Critical Incident Technique to analyse the discursive events around different social contexts across four Texas upper- secondary English Language Arts (ELA) classrooms. By analysing students' dialogic interactions with their peers and their teacher, an interpretation of the agentic moves students make develops. The way in which these agentic actions affect learning experiences and the marginalizing forces that strengthen or diminish a student's learning outcome also emerge. In thinking about how to treat students' voices honourably, while reflexively focusing on my own positionality in relation to ethics, this study makes a positive contribution to both culturally responsive teaching and the field of education research.
Supervisor: Elliott, Velda ; Ingram, Jenni ; Todd, Jason Sponsor: Not available
Qualification Name: Thesis (Ph.D.) Qualification Level: Doctoral
EThOS ID: uk.bl.ethos.823615  DOI: Not available
Keywords: discourse analysis ; classroom marginalization ; identity ; identities
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