Moving beyond Linguistic Bordering: Utopian Designs for New Futures

Autor/inn/en	Becker, Bryce L. C.; Gutiérrez, Kris D.
Titel	Moving beyond Linguistic Bordering: Utopian Designs for New Futures
Quelle	In: International Studies in Sociology of Education, 31 (2022) 1-2, S.104-123 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0962-0214
DOI	10.1080/09620214.2021.1990784
Schlagwörter	Literacy Education; Futures (of Society); Learning Processes; Race; Language Attitudes; Language Role; Racial Discrimination; Instructional Design; Racial Attitudes; Minority Group Students; Foreign Policy; Standard Spoken Usage; Nonstandard Dialects; Code Switching (Language); Language Usage; Teaching Methods; Epistemology + Suchen Sie Ihr Suchwort? Future; Society; Zukunft; Learning process; Lernprozess; Rasse; Abstammung; Sprachverhalten; Racial bias; Rassismus; Lesson concept; Lessonplan; Unterrichtsentwurf; Rassenfrage; Außenpolitik; Gesprochene Sprache; Umgangssprache; Sprachgebrauch; Teaching method; Lehrmethode; Unterrichtsmethode; Erkenntnistheorie
Abstract	We examine learning as movement as a utopian methodological approach that reorients how we shape and understand literacy learning ecologies with youth who are racialized as non-white. Understanding linguistic practice as integral to learning, and to common beliefs of what it means to be human, we consider how static notions of language are deployed as border-marking tools within settler coloniality, supporting a logic that justifies pernicious racial subordination. Within education, these ideologies frame certain learners as illegitimate and deviant, with particular implications for literacy learning. The learning sciences are uniquely positioned to re-signify what it means to be a literate body and to design learning ecologies in which youth move across these borders. Aligning ourselves with decolonial scholars, we argue that utopian methodology with a learning as movement frame allows us to forefront expansive learning design as we work alongside youth from otherized backgrounds toward alternate epistemic futures. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01