Teacher-Led Codeswitching: Adorno, Race, Contradiction, and the Nature of Autonomy

Autor/in	Bicker, Jack
Titel	Teacher-Led Codeswitching: Adorno, Race, Contradiction, and the Nature of Autonomy
Quelle	In: Ethics and Education, 13 (2018) 1, S.73-85 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Bicker, Jack)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1744-9642
DOI	10.1080/17449642.2018.1430934
Schlagwörter	Code Switching (Language); Minority Group Students; Critical Theory; Race; Personal Autonomy; Educational Policy; Teaching Methods; Disadvantaged; Language Proficiency; Standard Spoken Usage; Political Power; Metacognition; Metalinguistics; Intervention; Racial Bias; Black Dialects; Urban Education; Alienation; Self Concept; Political Attitudes + Suchen Sie Ihr Suchwort? Kritische Theorie; Rasse; Abstammung; Individuelle Autonomie; Politics of education; Bildungspolitik; Teaching method; Lehrmethode; Unterrichtsmethode; Language skill; Language skills; Sprachkompetenz; Gesprochene Sprache; Umgangssprache; Politische Macht; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Metalanguage; Metasprache; Racial discrimination; Rassismus; Stadtteilbezogenes Lernen; Entfremdung; Selbstkonzept; Political attitude; Politische Einstellung
Abstract	Drawing on respective ideas from within both liberal political philosophy and Frankfurt School critical theory, this paper seeks to examine claims about autonomy and empowerment made on behalf of educational policies such as teacher-led codeswitching; a policy that seeks to empower students from racially marginalised groups by facilitating their proficiency in the language and cultural expressions of societally dominant groups. I set out to evaluate such claims by first sketching two competing formulations of autonomy; namely, (a) liberal autonomy concomitant to political power, and (b) autonomy that arises out of the practice of critical self-reflection. I proceed by testing codeswitching within each formulation to reveal how--in this case--these two conceptualisations of autonomy are educationally incompatible with each other. I conclude by suggesting that educational interventions such as codeswitching may ultimately be complicit in the longer term processes of racialisation and marginalisation that they seek to diminish, not only because they carry the potential to damage minority students' self-integrity, but also because they limit possibilities for both majority and minority students to engage in dialectical encounters that may open avenues to new principles of social and political organisation. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01