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Performing Ideologies
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Journal Article
Performing Ideologies
2019
Overview
The author describes a literacy activity that took place in an 11th-grade English language arts classroom: student-created role-play. Through a discussion of two such role-plays, the author explores how these performances illustrate students’ engagement with raciolinguistic ideologies that marginalize certain speakers through the simultaneous processes of being seen and heard through deficit perspectives. Students collaboratively designed role-plays that demonstrated their understandings of how their language practices were (mis)heard by linguistic gatekeepers. In analyzing these performances, the author shows how students creatively represented their grapplings with raciolinguistic ideologies and the white listening subjects who maintain them. The author discusses how educators can take a critical translingual approach to language and literacy classrooms, encouraging students—through multilingual, multimodal texts, writing assignments, and activities such as role-play—to interrogate and disrupt such oppressive ideologies.
Publisher
Wiley,Wiley-Blackwell,Blackwell Publishing Ltd
Subject
/ 5‐College/university students
/ Code switching < Language learners
/ Critical literacy < Theoretical perspectives
/ Ethnography < Research methodology
/ Gender/race/class/sexual orientation
/ Grade 11
/ Home language practices < Oral language
/ Identity
/ Ideology
/ Instructional strategies, teaching strategies < Strategies, methods, and materials
/ Literacy
/ Multilingualism < Language learners
/ Poststructuralism < Theoretical perspectives
/ Race
/ Sociolinguistic < Theoretical perspectives
/ Students
/ Teacher education; professional development
/ Teachers
/ Writing
