Parents in the playground, headscarves in the school and an inspector taken hostage: exercising agency and challenging dominant deficit discourses in a multilingual pre-school in France

Mary, Latisha; Young, Andrea S.

doi:10.1080/07908318.2018.1504403

Cited by 22 publications

(13 citation statements)

References 25 publications

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“…The testimonies that support the meaning of these community actions can be understood as part of the process of configuring the identity of these subjects as social actors, within the framework of their own stories and life experiences. This finding is similar to the configuration of the identity of teachers in European contexts (Mary & Young, 2018;Preston, 2019), who experienced situations of poverty, shortages, minorities, social exclusion, migration and assumed their experiences as important for exercising present actions in favour of Others. In the agency formation, the qualities that this study has identified are: First, the Transparency shown during their management, collective and clear decisions involving all members of organizations and communities, and guarantees laid on Transparency.…”

Section: Councillors and Asocomunal Expressions Of Tenth Communesupporting

confidence: 74%

Community Actions: An Agency Topic for Human Development

Castrillón-Correa

Philominraj

Ranjan

2020

HSSR

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Purpose of the study: The objective of the study is to unveil the qualities that community actors in the city of Armenia-Quindío-Colombia have and enhance in the exercise of their community action. Methodology: The methodological approach of this research is qualitative-interpretative and cross-sectional. The investigation was carried out with eight community actors of an urban commune of the city of Armenia- Quindío-Colombia through semi-structured interviews, which focused on the meaning and significance of their community action. The interviews were conducted, and answers of the participants were analysed through a matrix in Excel. Main Findings: The study has identified that human agency is made up of Transparency and commitment, internal qualities in the subjects that allow them to act as community agents, by directing their actions towards a civic exercise and therefore as a contribution to human development. Applications of this study: The results of the study can be useful for the analysis of the performance of social actors in various contexts. The study will also be of help for the policymakers at local and national levels, to develop programs that strengthen the social skills of this group, as well as support in work where one wants to analyse the configuration of human agency. Novelty/Originality of this study: This research has examined the meaning of Community actions from the perspective of human agency. The originality of this research, when compared to the previous works on the same topic, lies in the identification of the qualities that form the agency in a population group, comprising of a widely diverse group of community actors. Besides, it also provides direction for future research in this area.

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Section: Councillors and Asocomunal Expressions Of Tenth Communesupporting

confidence: 74%

Community Actions: An Agency Topic for Human Development

Castrillón-Correa

Philominraj

Ranjan

2020

HSSR

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“…We met our first objective by showing that teachers' attitudes about multilingualism in classrooms can be reliably measured across European countries using a carefully devised measurement tool. Previous studies have been country specific (Strobbe et al 2017;Mary and Young 2018), so comparisons across European countries are now possible. The heterogeneity of both pupil and teacher variables allowed us to examine similarities and differences across country contexts.…”

Section: Discussionmentioning

confidence: 99%

“…To date, studies have been implemented on a small scale, in contexts which are bilingual or trilingual (e.g. Gogolin 2002;Kirsch 2018a;Linan-Thompson et al 2018;Rosiers et al 2018), or, when more extensive studies have been carried out, results are country specific (for France, see Mary and Young 2018;Young 2014; for Flanders, see Pulinx et al 2017;Strobbe et al 2017). These country-and context-specific studies raise important questions about whether the key factors identified generalize across European settings and can be used to inform policy and pedagogy more widely, highlighting the need for a comparative study.…”

Section: Introductionmentioning

confidence: 99%

Teaching and learning in a multilingual Europe: findings from a cross-European study

et al. 2021

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School classrooms within the EU are multilingual learning environments. The diversity of pupils in classrooms raises significant challenges for teachers, but to date, there are no data from large-scale surveys that compare views within and across European countries. A bespoke questionnaire was designed to examine views of current classroom learning environments with respect to the multilingualism. The questionnaire was piloted and subsequently completed by 2792 teachers across different European countries. Eleven countries provided sufficient data for analyses. Results from structural equation modelling showed that teachers’ attitudes could be reliably measured across Europe with the use of carefully devised questionnaire, whose loading and factor structure remained invariant across countries. Teachers’ views about multilingualism were most challenged by the numbers of children in their classes, not the percentage of multilingual pupils in the class. Countries differed in how they perceived multilingualism, with their differences leading to distinctive country clusters. Gender and education level (elementary vs. secondary) differences were also observed irrespective of country. These findings enhance our understanding of the role that the characteristics of teachers and their classrooms play in a multilingual setting across diverse European settings. The practical relevance of the results and new opportunities for teacher training are discussed.

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“…Despite the contradictory ideologies and practices between families and mainstream teachers presented in a number of studies, there are also cases in which educators advocate themselves to create better opportunities for bilingual children. The study of Mary and Young (2018) is one of the most striking ones among them. They investigated the agency of a preschool teacher who works with bilingual children in France.…”

Section: Flp and Mainstream Early Childhood Institutionsmentioning

confidence: 99%