Dueling Narratives of a Reader Labeled as Struggling: Positioning, Emotion, and Power within Four Differing English Course Contexts

Autor/in	Ginsberg, Ricki
Titel	Dueling Narratives of a Reader Labeled as Struggling: Positioning, Emotion, and Power within Four Differing English Course Contexts
Quelle	In: Journal of Education for Students Placed at Risk, 25 (2020) 1, S.1-27 (27 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1082-4669
DOI	10.1080/10824669.2019.1643245
Schlagwörter	Reading Difficulties; Power Structure; Labeling (of Persons); High School Students; English Instruction; Remedial Instruction; Reading Instruction; Adolescent Literature; College English; Student Attitudes; College Students; Educational Experience; Emotional Response; Self Esteem; Self Concept; African American Students; Females; Personal Narratives + Suchen Sie Ihr Suchwort? Reading difficulty; Leseschwierigkeit; Labeling-Ansatz; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; English langauage lessons; Englischunterricht; Förderkurs; Leseunterricht; Adolescent; Adolescents; Literature; Jugend; Jugendalter; Jugendlicher; literatur; Schülerverhalten; Collegestudent; Bildungserfahrung; Emotionales Verhalten; Self-esteem; Selbstaufmerksamkeit; Selbstkonzept; African Americans; Afroamerikaner; Weibliches Geschlecht; Erlebniserzählung
Abstract	Using theories of positioning, emotion, and power as a lens, this study explores the lived experiences of a reader labeled as struggling who was enrolled in four different course contexts: traditional high school English, high school remedial reading, high school Young Adult Literature, and college English. Interview data suggests the participant experienced two distinct narratives. Her discourse about the events in her traditional English and remedial reading courses reflects a disempowered positioning, and her discourse about the events in her high school Young Adult Literature and college English courses reflects an empowered positioning. Findings indicate that fostering a strong sense of power and positive emotions and positioning is a promising approach for supporting reader confidence and positive reading identities for readers labeled as struggling. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01