Becoming an "Honours Student": The Interplay of Literacies and Identities in a High-Track Class

Autor/in	Smith, Katy
Titel	Becoming an "Honours Student": The Interplay of Literacies and Identities in a High-Track Class
Quelle	In: Journal of Curriculum Studies, 40 (2008) 4, S.481-507 (27 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0272
Schlagwörter	Ethnography; Literacy; Self Concept; Track System (Education); Interdisciplinary Approach; Team Teaching; Honors Curriculum; Educational Environment; Educational Principles; Educational Philosophy; Student Attitudes; Democratic Values; Teacher Student Relationship; Concept Formation; Critical Theory; Class Organization; Participant Observation; High School Students; Negative Attitudes; Status; Educational Practices + Suchen Sie Ihr Suchwort? Ethnografie; Alphabetisierung; Schreib- und Lesefähigkeit; Selbstkonzept; Leistungsgruppe; Leistungsdifferenzierung; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Teamteaching; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Bildungsprinzip; Bildungsphilosophie; Erziehungsphilosophie; Schülerverhalten; Teacher student relationships; Lehrer-Schüler-Beziehung; Concept learning; Begriffsbildung; Kritische Theorie; Teilnehmende Beobachtung; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Negative Fixierung; Bildungspraxis
Abstract	This paper examines some intersections among school literacy events and practices, identity formation, and the institutional practice known in the US as tracking. During a year-long, critical ethnographic study to examine how a team-taught, interdisciplinary curriculum impacted the development of students' literacies, it was found that not only the literacies, but also identities, were being shaped and developed. Particular literacy events led the students to perceive that they were being encouraged to think of and comport themselves in distinct ways, based on their status as "honours students." Classroom practices created a culture of privileged performativity for the students through which they came to perceive that recognition as an "honours student" had less to do with deep, intellectual, and critical understanding and communication of important ideas than with the ability to perform in specific, rather superficial ways. For the participants, "honours" identity was tied discursively and materially to a set of constructs that stemmed from competing and contradictory views about how one becomes an "honours student." Key literacy events and practices through which "honours" identity was recruited and enacted were inherently undemocratic, despite the teachers' stated commitment to democratic pedagogies. (Contains 18 notes.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10