Analyzing Children's Social Positioning and Struggles for Recognition in a Classroom Literacy Event

Autor/in	Zacher, Jessica C.
Titel	Analyzing Children's Social Positioning and Struggles for Recognition in a Classroom Literacy Event
Quelle	In: Research in the Teaching of English, 43 (2008) 1, S.12-41 (30 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0034-527X
Schlagwörter	Social Justice; Literacy Education; Males; Student Diversity; Language Arts; Reading Aloud to Others; Group Dynamics; Ideology; Gender Issues; Racial Factors; Social Class; Socioeconomic Influences; Power Structure; Social Stratification; Story Reading; Social Influences; Cultural Influences; Grade 5; Masculinity; African American Students + Suchen Sie Ihr Suchwort? Soziale Gerechtigkeit; Male; Männliches Geschlecht; Sprachkultur; Gruppendynamik; Ideologie; Geschlechterfrage; Social classes; Soziale Klasse; Sozioökonomischer Faktor; Soziale Zusammensetzung; Sozialer Einfluss; Cultural influence; Kultureinfluss; School year 05; 5. Schuljahr; Schuljahr 05; Männlichkeit; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin
Abstract	In this article I use a double theoretical lens of Bourdieuian (1985, 1991) and Bakhtinian (1981, 1986) perspectives on social space and the dialogism of everyday literacy events to analyze and discuss a classroom literacy event. In this event, which takes place in a diversely populated classroom with a social justice language arts curriculum, four boys read aloud intertextual stories while managing the shifting power dynamics of their social hierarchies. At stake in this analysis are the following two understandings: first, of the ways the boys' texts reflected and produced their ideological positioning in relation to issues of gender, race, and class; and second, of the ways that these positionings were linked to their struggles for the symbolic "right" to speak in literacy events. Findings highlight the usefulness of such a combined theoretical framework for understanding the ways children's social hierarchy maintenance might reproduce social inequalities and might also allow them to struggle against hierarchies and claim new identities for themselves. (Contains 4 endnotes.) (As Provided).
Anmerkungen	National Council of Teachers of English. 1111 West Kenyon Road, Urbana, IL 61801-1096. Tel: 877-369-6283; Tel: 217-328-3870; Web site: http://www.ncte.org/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10