‘I'll be the hero’: how adolescents negotiate intersectional identities within a high school dual-language program

Salerno, April S.; Kibler, Amanda K.; Hardigree, Christine

doi:10.1080/13670050.2020.1784086

Cited by 5 publications

(1 citation statement)

References 30 publications

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“…While all of the articles in this special issue are aligned with these general understandings of identity, each also draws from specific identity theories to conceptualize student experiences of TWBE, including language socialization (Chaparro 2020;Duff and Talmy 2011;Ochs and Schieffelin 1984), raciolinguistics (García-Mateus 2020; Rosa and Flores 2017), investment (Darvin and Norton 2015; Hamman-Ortiz 2020), belonging (de Jong, Coulter, and Tsai 2020; Wastell and Degotardi 2017), positionality (Bucholtz and Hall 2005;Salerno, Kibler, and Hardigree 2020;), and indexicality (Mortimer and Dolsa 2020;Peirce 1992;Silverstein 1976). Common across these lenses is a focus on the interrelation between language and identity, or understanding identity as emerging in and through language learning experiences.…”

Section: Framing Identity and Languagementioning

confidence: 99%

Identity and two-way bilingual education: considering student perspectives: introduction to the special issue

Hamman-Ortiz

Palmer

2020

International Journal of Bilingual Education and Bilingualism

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Section: Framing Identity and Languagementioning

confidence: 99%

Identity and two-way bilingual education: considering student perspectives: introduction to the special issue

Hamman-Ortiz

Palmer

2020

International Journal of Bilingual Education and Bilingualism

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Addressing diversity in flux: identity work, identity negotiation and intersectionality insights

Donmanige,

Almeida,

Frino

2024

EDI

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PurposeDiversity management literature is at a crossroads with limitations in producing novel insights due to its heavy reliance on the etic approach and surface-level diversity. This paper reviews identity work, identity negotiation and intersectionality to propose an interdisciplinary lens that offers new insights and suggestions for future research that will advance the diversity management literature.Design/methodology/approachOur paper advances methods in the diversity management literature by reviewing interdisciplinary research using a dual approach: a bibliometric analysis of the vast literature examining 323 papers published between 1987 and 2023, supplemented by a summary review of the identified thematic clusters.FindingsThis study identified seven thematic clusters around identity construction, transformation and navigation processes. The study highlights significant research gaps in (1) context-specificity, (2) deep-level forms of diversity, (3) lack of focus on meso-level stakeholders, and most importantly (4) lack of focus on the interplay of micro-level and meso-level interactions.Originality/valueThis paper contributes in three ways. Firstly, it pioneers a dual approach to comprehending the research landscape on identity work, identity negotiation and intersectionality, employing bibliometric analysis and summary review. Secondly, with its interdisciplinary reach, it advocates for a more inclusive diversity management approach, exploring micro-meso-level interaction through new lenses. Lastly, it offers theoretical and practical contributions by proposing an integrated multiple lens to better address the challenges and tensions of an increasing diversity of the workforce.

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Affordances of Multilingual and Multimodal Literacy Engagements of Immigrant High School Students: A Scoping Review

Zaidi,

Sah

2024

Sage Open

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This article presents a scoping review of literacy research that employs multilingual and multimodal literacy narratives and discussions as tools for enabling immigrant youth to explore their intersectional identities and experiences of inequality. It encourages a re-examination of emerging educational/societal issues, incorporating these interventions as a catalyst for discussion. Utilizing a descriptive-analytic approach for data extraction, this scoping review has mapped out prevailing trends in the literature, research methodologies employed, and the types and objectives of multilingual and multimodal literacy interventions. The findings underscore a growing trend over the past decade in adopting multilingual and multimodal literacy interventions with immigrant youth, often employing collaborative research approaches such as participatory action research. The most frequently utilized multilingual and multimodal texts in such studies include digital storytelling materials (comprising images and video), spoken word poetry, photographs, and bilingual books. These interventions are typically designed to (a) encourage youth to express their knowledge, experiences, and identities; (b) examine and address educational and societal issues and opportunities; and (c) challenge dominant ideologies, practices, and discourses through the voices of immigrant youth. The review discusses the transformative possibilities for immigrant youth and encourages rethinking the language learning, literacy, and curriculum process. The data advocates for eclectic approaches and interventions to help newcomer youth understand their lived experiences and societal issues and encourages educators to respond in kind.

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‘I'll be the hero’: how adolescents negotiate intersectional identities within a high school dual-language program

Cited by 5 publications

References 30 publications

Identity and two-way bilingual education: considering student perspectives: introduction to the special issue

Identity and two-way bilingual education: considering student perspectives: introduction to the special issue

Addressing diversity in flux: identity work, identity negotiation and intersectionality insights

Affordances of Multilingual and Multimodal Literacy Engagements of Immigrant High School Students: A Scoping Review

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