Academic Journal
Being 'Loud': Identities-in-Practice in a Figured World of Achievement
| العنوان: | Being 'Loud': Identities-in-Practice in a Figured World of Achievement |
|---|---|
| اللغة: | English |
| المؤلفون: | Caraballo, Limarys |
| المصدر: | American Educational Research Journal. Aug 2019 56(4):1281-1317. |
| الاتاحة: | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com |
| Peer Reviewed: | Y |
| Page Count: | 37 |
| تاريخ النشر: | 2019 |
| نوع الوثيقة: | Journal Articles Reports - Research |
| Education Level: | Junior High Schools Middle Schools Secondary Education |
| Descriptors: | Self Concept, Academic Achievement, Classroom Environment, High Achievement, Urban Schools, Acoustics, Low Income Students, White Students, Middle Class, Equal Education, Social Behavior, Behavior Standards, Hispanic American Students, African American Students, Middle School Students, Culturally Relevant Education, Gender Differences, Cultural Background, Language Arts, English Instruction, Identification (Psychology) |
| DOI: | 10.3102/0002831218816059 |
| تدمد: | 0002-8312 |
| مستخلص: | Discourses of achievement often overlook the interdependence of classroom contexts, students' identities, and academic performance. This narrative analysis explores how high-achieving students of color construct identities-in-practice in a diverse urban middle school. By documenting explicit moments in which students construct identities-in-practice such as being "loud," which are positioned as incompatible with "being smart," I argue that high-achieving lower income students of color are disproportionately regulated by achievement discourses that position White middle-class norms as neutral. This article documents tensions between what it takes to achieve academically and students' raced, classed, and gendered identities in order to reframe educational equity based on a theoretical framing of identities and academic achievement as interrelated and highly contextual. |
| Abstractor: | As Provided |
| Entry Date: | 2019 |
| رقم الانضمام: | EJ1222473 |
| قاعدة البيانات: | ERIC |
| تدمد: | 0002-8312 |
|---|---|
| DOI: | 10.3102/0002831218816059 |