Curriculum as a Discursive and Performative Space for Subjectivity and Learning: Understanding Immigrant Adolescents’ Language Use in Classroom Discourse,The Modern Language Journal

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Curriculum as a Discursive and Performative Space for Subjectivity and Learning: Understanding Immigrant Adolescents’ Language Use in Classroom Discourse
The Modern Language Journal ( IF 4.7 ) Pub Date : 2020-11-18 , DOI: 10.1111/modl.12675
KONGJI QIN ₁

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This article examines the relationship between language curriculum and learners’ subjectivity through a poststructuralist perspective. I use performativity theory to highlight the constituting power of language and integrate it with critical race theory to understand the relationships among curriculum, classroom interaction, and subjectivity negotiation of 3 immigrant adolescents in one U.S. secondary multilingual classroom. Drawing on data from a critical ethnography, this classroom discourse study analyzes instructional materials, classroom interactions, and interviews to understand how the teacher‐designed curriculum for one routinized vocabulary activity—namely, the sentence‐starter language practice—constructed subjectivity for students and how the immigrant youths negotiated their racialized, gendered, and schooled subjectivities in relation to the curriculum content. This analysis shows that the sentence starters, designed as scaffolding tools, served an implicit goal of constituting students to become “good learners.” The focal students often appropriated the sentence starters to challenge, subvert, or conform to the prevailing discourses constructed in the curriculum and classroom discourses. This analysis illustrates how curriculum can constitute a discursive and performative space in which students negotiate subjectivity and meaning in relation to power within and beyond classroom discourses. This article concludes with discussions of implications of this poststructuralist theorization of curriculum for research and practice.

中文翻译：

课程作为主观性和学习性的话语和表演空间：理解课堂话语中移民青少年的语言使用

本文通过后结构主义的视角考察了语言课程与学习者主体性之间的关系。我使用性能理论来强调语言的构成能力，并将其与批判种族理论相结合，以了解3个移民青少年在一个美国多语言中学教室中的课程设置，课堂互动和主观性协商之间的关系。这项课堂话语研究利用来自重要民族志的数据，分析了教学材料，课堂互动和访谈，以了解教师为一项常规词汇活动设计的课程（即句子启动语言练习）如何构建学生的主体性以及如何移民青年谈判他们的种族，性别，以及与课程内容相关的受过教育的主观性。该分析表明，作为脚手架工具而设计的句子启动器达到了构成学生成为“好学习者”的隐性目标。重点学习的学生通常会采用开篇短句来挑战，颠覆或遵循课程和课堂话语中建构的主流话语。这种分析说明了课程表如何构成一个话语和表演空间，在该空间中，学生可以就课堂话语内外的能力讨论主观性和意义。本文最后讨论了这种后结构主义课程理论对研究和实践的意义。服务于使学生成为“好学习者”的一个隐含目标。重点学习的学生通常会采用开篇短句来挑战，颠覆或遵循课程和课堂话语中建构的主流话语。这种分析说明了课程表如何构成一个话语和表演空间，在该空间中，学生可以就课堂话语内外的能力讨论主观性和意义。本文最后讨论了这种后结构主义课程理论对研究和实践的意义。服务于使学生成为“好学习者”的一个隐含目标。重点学习的学生通常会采用开篇短句来挑战，颠覆或遵循课程和课堂话语中建构的主流话语。这种分析说明了课程表如何构成一个话语和表演空间，在该空间中，学生可以就课堂话语内外的能力讨论主观性和意义。本文最后讨论了这种后结构主义课程理论对研究和实践的意义。该分析说明了课程表如何构成一个话语和表演空间，学生可以在其中讨论课堂话语内外的主观性和意义。本文最后讨论了这种后结构主义课程理论对研究和实践的意义。这种分析说明了课程表如何构成一个话语和表演空间，在该空间中，学生可以就课堂话语内外的能力讨论主观性和意义。本文最后讨论了这种后结构主义课程理论对研究和实践的意义。

更新日期：2020-11-18

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