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Beyond Dichotomies: Acknowledging And Disrupting The Social Worlds Of Tracked Schooling Through Identity-Focused Literacy Practices, Krista M. Bowen
Doctor of Education in Secondary Education Dissertations
This study sought to understand the influence of institutional structures of tracking and ability-grouping on the social worlds of an English language arts classroom – to understand how students construct and express identities against the backdrop of academic hierarchies, and to observe how these academic identities shape social patterns in the classroom. Drawing on dialogic and identity-focused literacy practices, this study used a design-based research methodology with ethnographic tools to observe the potential for literacy events to open more inclusive pathways to participation, beyond the social patterns that often marginalize students who do not fit conventional academic definitions of success. Data ...