Race, Language, and Subjectivation: A Raciolinguistic Perspective on Schooling Experiences in Germany: Pädagogische Professionalität und Migrationsdiskurse
Autor Liesa Rühlmannen Limba Engleză Paperback – 29 oct 2023
Preț: 571.66 lei
Preț vechi: 672.55 lei
-15% Nou
Puncte Express: 857
Preț estimativ în valută:
109.40€ • 113.64$ • 90.88£
109.40€ • 113.64$ • 90.88£
Carte tipărită la comandă
Livrare economică 04-18 februarie 25
Preluare comenzi: 021 569.72.76
Specificații
ISBN-13: 9783658431518
ISBN-10: 3658431512
Ilustrații: XXI, 284 p. 3 illus., 2 illus. in color. Textbook for German language market.
Dimensiuni: 148 x 210 mm
Greutate: 0.4 kg
Ediția:1st ed. 2023
Editura: Springer Fachmedien Wiesbaden
Colecția Springer VS
Seria Pädagogische Professionalität und Migrationsdiskurse
Locul publicării:Wiesbaden, Germany
ISBN-10: 3658431512
Ilustrații: XXI, 284 p. 3 illus., 2 illus. in color. Textbook for German language market.
Dimensiuni: 148 x 210 mm
Greutate: 0.4 kg
Ediția:1st ed. 2023
Editura: Springer Fachmedien Wiesbaden
Colecția Springer VS
Seria Pädagogische Professionalität und Migrationsdiskurse
Locul publicării:Wiesbaden, Germany
Cuprins
Introduction.- Race.- And language: A raciolinguistic perspective.- Subjectivation theory.- Research design and methodology.- Who speaks?.- Language use in school.- Raciolinguistic positionality: Having been re-positioned as (in)competent language speakers.- Power relationships.- Conclusion.- References.
Notă biografică
About the author
Liesa Rühlmann is a research assistant at the Faculty of Education at Universität Bielefeld, Germany. Her main research interests include multilingualism, raciolinguistics, racism (critique), subjectivation and pedagogical professionalism.
Liesa Rühlmann is a research assistant at the Faculty of Education at Universität Bielefeld, Germany. Her main research interests include multilingualism, raciolinguistics, racism (critique), subjectivation and pedagogical professionalism.
Textul de pe ultima copertă
Many school students in Germany are plurilingual and use German and further languages in their daily lives. This use is differently approached and valued. Not only languages spoken, but race, too, plays a role in how language use is addressed in schools. Interviews that were conducted and analyzed with a Grounded Theory approach show that subject positions assigned to students concerning plurilingualism shape how they reflect on experiences in school from a retrospective focus. By turning to a raciolinguistic perspective and drawing on subjectivation theory, the terms used to signify dominantly found re-positionings are ‘raciolinguistic norm’ and ‘raciolinguistic Other’. The results highlight the necessity of focusing in more detail on how listening positionalities shape language use in society and in schools specifically.
About the author
Liesa Rühlmann is a research assistant at the Faculty of Education at Universität Bielefeld, Germany. Her main research interests include multilingualism, raciolinguistics, racism (critique), subjectivation and pedagogical professionalism.
About the author
Liesa Rühlmann is a research assistant at the Faculty of Education at Universität Bielefeld, Germany. Her main research interests include multilingualism, raciolinguistics, racism (critique), subjectivation and pedagogical professionalism.