差异即缺陷:在马绍尔和其他少数民族学生的构建中挑战差异语言

IF 1.6 2区 文学 Q2 EDUCATION & EDUCATIONAL RESEARCH Linguistics and Education Pub Date : 2024-02-29 DOI:10.1016/j.linged.2024.101268
Elise Berman
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引用次数: 0

摘要

本文对 "与众不同 "这一标签在减轻或建构美国一所学校中亚太裔学生的赤字意识形态方面所起的作用进行了话语分析。另一些学者则不同意这种观点,他们认为差异论述会使缺陷指数化(如 Gorski,2016 年)。针对这一争论,我分析了与一位美国教育工作者的讨论,以及我们在谈论她的第一代和第二代马绍尔移民学生时所使用的语言。我们都试图正面评价学生和马绍尔文化。然而,"与众不同 "无意中成为了一种不足指数,并产生了将马绍尔学生种族化的效果。这一分析揭示了关注 "差异 "可能产生的一些负面影响,并要求学术界重新考虑 "差异 "在其研究和宣传中所扮演的角色。
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Different as deficient: Challenging the language of difference in constructions of Marshallese and other minoritized students

This paper presents a discourse analysis of the role the label “different” plays in mitigating or constructing deficit discourses of Asian-Pacific Islander students in a school in the U.S. Some scholars argue that discourses of linguistic difference play a positive role in countering deficit ideologies (e.g., Paris & Ball 2009). Others disagree, claiming that discourses of difference index deficiency (e.g., Gorski, 2016). To address this debate, I analyze a discussion with a U.S. educator and the language we used to talk about her first- and second-generation Marshallese immigrant students. Both of us were trying to speak positively about both the students and Marshallese culture. Nonetheless, “different” inadvertently functioned as an index of deficiency and had the effect of racializing Marshallese students. This analysis illuminates some of the negative impacts a focus on “difference” can have and challenges academics to reconsider the role “different” plays in their research and advocacy.

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来源期刊
CiteScore
2.80
自引率
12.50%
发文量
87
期刊介绍: Linguistics and Education encourages submissions that apply theory and method from all areas of linguistics to the study of education. Areas of linguistic study include, but are not limited to: text/corpus linguistics, sociolinguistics, functional grammar, discourse analysis, critical discourse analysis, conversational analysis, linguistic anthropology/ethnography, language acquisition, language socialization, narrative studies, gesture/ sign /visual forms of communication, cognitive linguistics, literacy studies, language policy, and language ideology.
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