Developing an Intersectional Framework: Engaging "the Decenter" in Language Studies

Autor/in	Romero, Yasmine
Titel	Developing an Intersectional Framework: Engaging "the Decenter" in Language Studies
Quelle	In: Critical Inquiry in Language Studies, 14 (2017) 4, S.320-346 (27 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1542-7587
DOI	10.1080/15427587.2017.1285205
Schlagwörter	Multilingualism; Focus Groups; Writing Instruction; Self Concept; Identification; Racial Differences; Gender Differences; Classroom Communication; Innovation; Second Language Learning; Second Language Instruction; English (Second Language); Teaching Methods; Asians; Undergraduate Students; Student Attitudes + Suchen Sie Ihr Suchwort? Mehrsprachigkeit; Multilingualismus; Schreibunterricht; Selbstkonzept; Identifikation; Identifizierung; Rassenunterschied; Geschlechterkonflikt; Klassengespräch; Zweitsprachenerwerb; Fremdsprachenunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Teaching method; Lehrmethode; Unterrichtsmethode; Asian; Asiat; Asiatin; Asiaten; Asiate; Schülerverhalten
Abstract	The author explores how current scholarship has investigated diversified identities and identification practices using a variable-by-variable approach. This kind of approach focuses on developing in-depth understandings of particular variables of identity, such as race and gender. However, this kind of approach has also limited language studies engagement with diversified identities and identification practices. The author argues for a variable-with-variable or intersectional approach to develop more complex, nuanced ways of understanding these identities and identification practices within the nexus of language studies. The approach attempts to retheorize K. W. Crenshaw's (1993) intersectionality for the language classroom by proposing the concept of the decenter, or the potentially productive spaces in which forgotten and unintelligible experiences can be perceived. The author discusses how this concept encourages us to investigate identity and identification practices in innovative ways through a careful, multilayered analysis of classroom and focus group interactions from her 200-level composition course for multilingual learners. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01