Abstract

This 17-month ethnographic case study, which is grounded in the notions of citizenship, language, and Bakhtin’s ideological becoming, examines the complex interplay of ideologies of citizenship, language, and identity in a church-based citizenship class in a Northeastern U.S. city. This study reveals the disconnects of ideologies of citizenship between refugee-background Bhutanese adults and their instructor. It also reveals the educational, cultural, and linguistic disconnects of citizenship practices in the class. This study illustrates that ideologies of citizenship education are not just about citizenship acquisition alone. Rather, they also index and enact ties of language and culture to being, to becoming, to doing, to valuing, and to knowing. This study contributes to a nuanced, situated, complex, and contested view of citizenship and fills a theoretical gap in the conceptualization of citizenship pedagogy.

摘要

这个基于民族，语言和巴赫金的意识形态转变概念的为期17个月的人种学案例研究，考察了美国东北城市基于教会的公民类中公民，语言和身份意识形态之间复杂的相互作用。这项研究揭示了以难民为背景的不丹成年人与其指导者之间的公民意识形态脱节。它还揭示了班级中公民行为的教育，文化和语言上的脱节。这项研究表明，公民教育的意识形态不仅与获得公民身份有关。相反，他们还将语言和文化与存在，成为，行为，价值和知识的索引和制定联系。这项研究有助于细致入微，处处复杂，