Constructing multiple subjectivities in classroom literacy contexts

Research output: Contribution to journalArticlepeer-review

Abstract

This study demonstrates the ways in which students in a multi-age, literature-based classroom were continually in the process of constructing and reconstructing their subjectivities based on the demands of the particular social setting. Using different theoretical lenses, I offer a critique of essentialist views of individuals by focusing on three students in a variety of classroom literacy contexts. Each of the three students responded quite differently in each of the settings; their participation was influenced not only by their own gender, social class, and ethnicity and that of the other participants, but also by the task in which they engaged. I argue that each theory adds another layer of interpretation of students' interactions; these interpretations may provide opportunities for developing a more sophisticated approach to multicultural education.

Original languageEnglish (US)
Pages (from-to)126-160
Number of pages35
JournalResearch in the Teaching of English
Volume32
Issue number2
StatePublished - May 1 1998
Externally publishedYes

ASJC Scopus subject areas

  • Language and Linguistics
  • Education
  • Linguistics and Language

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