"Respeta Mi Idioma": Latinx Youth Enacting Affective Agency

Autor/inn/en	Ferrada, Juan Sebastián; Bucholtz, Mary; Corella, Meghan
Titel	"Respeta Mi Idioma": Latinx Youth Enacting Affective Agency
Quelle	In: Journal of Language, Identity, and Education, 19 (2020) 2, S.79-94 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1534-8458
DOI	10.1080/15348458.2019.1647784
Schlagwörter	Hispanic American Students; Student Attitudes; Racial Bias; Ethnicity; Language Usage; Spanish Speaking; Emotional Response; Affective Behavior; High Schools; Urban Schools; High School Students; After School Programs; College School Cooperation; Graduate Students; Bilingualism; California + Suchen Sie Ihr Suchwort? Hispanic; Hispanic Americans; Student; Students; Hispanoamerikaner; Schüler; Schülerin; Studentin; Schülerverhalten; Racial discrimination; Rassismus; Ethnizität; Sprachgebrauch; Emotionales Verhalten; Affective disturbance; Active behaviour; Affektive Störung; High school; Oberschule; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; High schools; After school education; After-school programs; Program; Programs; Programme; Außerschulische Jugendbildung; Programm; Graduate Study; Aufbaustudium; Graduiertenstudium; Hauptstudium; Bilingualismus; Kalifornien
Abstract	Although hegemonic approaches to education privilege rationality as the sole legitimate form of knowledge production and consumption, research on emotion in socially transformative learning demonstrates that it is only through affective investment that intellectual engagement takes place and leads to social change. Hence, the agentive action of racialized youth to produce knowledge challenging dominant ideological systems is also an affective agency, the production of social action informed by and involving embodied, emotional encounter with the world. The article identifies three key components of affective agency--affective encounter, mobilization, and persistence--through ethnographic interactional analysis in an innovative after-school program for Latinx youth. The analysis examines one student's emotional response to linguistic racism in U.S. political discourse and how this affective experience moved her to speak out for sociolinguistic justice for Spanish speakers. The article concludes that educators committed to antiracism and social justice must interactionally support students' affective agency. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01