Ada, Ada, Ada, and Ada: Transforming Learner Identities through Social Practice

Autor/in	Wagner, Josefine
Titel	Ada, Ada, Ada, and Ada: Transforming Learner Identities through Social Practice
Quelle	In: Anthropology & Education Quarterly, 54 (2023) 2, S.165-182 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Wagner, Josefine)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0161-7761
DOI	10.1111/aeq.12439
Schlagwörter	Ethnography; Self Concept; Discourse Analysis; Teacher Student Relationship; German; Second Language Learning; Multilingualism; Illiteracy; Elementary School Students; Special Needs Students; Labeling (of Persons); Stereotypes; Clinical Diagnosis; Cultural Differences; Socialization; Reading Skills; Foreign Countries; Germany + Suchen Sie Ihr Suchwort? Ethnografie; Selbstkonzept; Diskursanalyse; Teacher student relationships; Lehrer-Schüler-Beziehung; Deutscher; Zweitsprachenerwerb; Mehrsprachigkeit; Multilingualismus; Analphabetismus; Sonderpädagogischer Förderbedarf; Labeling-Ansatz; Klischee; Kultureller Unterschied; Socialisation; Sozialisation; Reading skill; Lesefertigkeit; Ausland; Deutschland
Abstract	I draw on ethnographic data from a German school to explore discursive practices of educators that rationalize the illiteracy of 10-year-old, multilingual Ada. I juxtapose various moments of school life that "thickened" Ada's learner identities and find that special needs labeling often rested on pragmatic considerations of resource management and that cultural stereotyping reinforced a medical diagnosis. I also show that social learning was a way to counteract and reshape Ada's identity as a reader. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01