Discursive Dances: Narratives of Insider/Outsider Researcher Tensions

Autor/inn/en	Aiello, Jacqueline; Nero, Shondel J.
Titel	Discursive Dances: Narratives of Insider/Outsider Researcher Tensions
Quelle	In: Journal of Language, Identity, and Education, 18 (2019) 4, S.251-265 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Aiello, Jacqueline) ORCID (Nero, Shondel J.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1534-8458
DOI	10.1080/15348458.2019.1623035
Schlagwörter	Applied Linguistics; Researchers; Foreign Countries; Cultural Context; Cross Cultural Studies; Vignettes; Self Concept; Language Research; Language Attitudes; Educational Policy; Language of Instruction; Cooperation; Power Structure; Role; High School Students; Personal Narratives; Learning Motivation; English (Second Language); Second Language Learning; Second Language Instruction; Language Teachers; Creoles; Student Attitudes; Discourse Analysis; Jamaica; Italy; New York (New York) + Suchen Sie Ihr Suchwort? Linguistics; Linguistik; Angewandte Linguistik; Researcher; Forscher; Ausland; Cultural comparison; Kulturvergleich; Selbstkonzept; Sprachforschung; Sprachverhalten; Politics of education; Bildungspolitik; Teaching language; Unterrichtssprache; Co-operation; Kooperation; Rollen; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Erlebniserzählung; Motivation for studies; Lernmotivation; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Language teacher; Sprachunterricht; Kreole; Schülerverhalten; Diskursanalyse; Italien
Abstract	In this article, two applied linguistics researchers who conducted qualitative studies in educational contexts in Italy and Jamaica reflexively interrogate identity tensions among their ascribed, felt and evolving insider/outsider identities and positions. The juxtaposition of selected discursively analyzed research vignettes reflects similarities and differences in our experiences in two very different contexts, but a convergence in the complexity of our (linguistic/cultural) identities, positions, and intersubjectivities as insider/outsider researchers. In both cases, as we sought to reconcile tensions in positions within interviews about language attitudes and language education policy, we performed "discursive dances" aimed at creating positional spaces as we collaboratively produced and co-constructed our experiences, identities, and positioning with our participants. We argue that the approaches, presentation, and re-presentation of our research are filtered through identity tensions. Therefore, in making these tensions explicit, we became sensitive to the role of power and positionality in our research process. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01