Agencement, Second Language Education, and Becoming: A Deleuzian Take on Citizenship

Autor/inn/en	Fleming, Douglas; Waterhouse, Monica; Bangou, Francis; Bastien, Maria
Titel	Agencement, Second Language Education, and Becoming: A Deleuzian Take on Citizenship
Quelle	In: Critical Inquiry in Language Studies, 15 (2018) 2, S.141-160 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1542-7587
DOI	10.1080/15427587.2017.1365237
Schlagwörter	Second Language Instruction; Citizenship; Citizenship Education; Second Language Learning; Bilingualism; Foreign Countries; Immigrants; French; English; Qualitative Research; Youth; Cultural Pluralism; Global Education; Democracy; Secondary School Students; Interviews; Canada (Ottawa) + Suchen Sie Ihr Suchwort? Fremdsprachenunterricht; Staatsbürgerschaft; Citizenship; Education; Politische Bildung; Politische Erziehung; Staatsbürgerliche Erziehung; Zweitsprachenerwerb; Bilingualismus; Ausland; Immigrant; Immigrantin; Immigranten; Französisch; English language; Englisch; Qualitative Forschung; Jugend; Jugendlicher; Jugendalter; Kulturpluralismus; Globales Lernen; Demokratie; Sekundarschüler; Interviewing; Interviewtechnik
Abstract	This article makes novel use of the Deleuzo-Guattarian concepts of becoming and agencement to frame qualitative research on how youth from second language immigrant families conceptualize citizenship. Even though our work here is primarily conceptual, we refer to aspects of a previously published study to concretely illustrate these concepts for the reader. The study in question found that the participants exhibited a mixture of conceptualizations of citizenship, some of which aligned with dominant trends in citizenship education. Other conceptualizations presented dimensions of citizenship that were unexpected and intensive. In our discussion, we use two Deleuzo-Guattarian concepts to deepen our understanding of the complex relationships between competing discourses on citizenship in the context of second language education. We argue, in short, that becoming and agencement help "disturb" the once axiomatic linkage between citizenship education and the nation-state and challenge clichéd notions of "global citizenship." (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01