Enduring Effects: Name Mispronunciation and/or Change in Early School Experiences

Autor/inn/en	Sok, Bonika; Bonnett, Tina
Titel	Enduring Effects: Name Mispronunciation and/or Change in Early School Experiences
Quelle	In: Journal of Teaching and Learning, 16 (2022) 3, S.4-20 (17 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1492-1154
Schlagwörter	Early Experience; Labeling (of Persons); Identification; Pronunciation; Accuracy; Cultural Awareness; Aggression; Foreign Countries; Acculturation; Racism; Educational Experience; Elementary Education; Minority Group Students; Bullying; Canada + Suchen Sie Ihr Suchwort? Frühbeginn; Labeling-Ansatz; Identifikation; Identifizierung; Aussprache; Cultural identity; Kulturelle Identität; Ausland; Akkulturation; Rassismus; Bildungserfahrung; Elementarunterricht; Mobbing; Kanada
Abstract	A person's name(s) is typically tied to their family, culture, and sense of identity. Consequently, when a child's name is inaccurately pronounced, altered, or avoided, a host of adverse consequences may transpire. Although seemingly innocuous, this necessitates attention, as name mispronunciation and change perpetuate microaggressions ubiquitous for marginalized populations, often in school contexts. In reflection of this, an Intrinsic Case Study, underpinned by a Social Constructivist Philosophical paradigm, was conducted to assemble the experiences of three adults in Ontario, Canada, who had their names mispronounced or changed in early educational experiences. The findings of this research signify that name mispronunciation and modification are pervasive and that teachers are often central contributors to this phenomenon. Moreover, findings denote that discord between one's identity and cultural self is affiliated with name-orientated microaggressions. Participants of this study beseech teachers to denounce insensitive practices by pledging to accurately pronounce and honour each child's name and in so doing engender more favourable longitudinal outcomes. (As Provided).
Anmerkungen	Journal of Teaching and Learning. 401 Sunset Ave. Faculty of Education, University of Windsor, Windsor, Ontario, Canada N9B 3P4. Tel: 519-253-3000 Ext. 4068; e-mail: jtl@uwindsor.ca; Web site: https://ojs.uwindsor.ca/index.php/JTL
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01