DELET - Departamento de Letras
URI permanente desta comunidadehttp://www.hml.repositorio.ufop.br/handle/123456789/617
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14 resultados
Resultados da Pesquisa
Item Por um paradigma transperiférico : uma agenda para pesquisas socialmente engajadas.(2020) Windle, Joel Austin; Souza, Ana Lúcia Silva; Silva, Daniel do Nascimento e; Zaidan, Junia Mattos; Maia, Junot de Oliveira; Muniz, Kassandra da Silva; Lorenso, SilviaEste texto propõe uma agenda de pesquisa sobre a produção de espaços de diálogo e solidariedade entre territórios periféricos. O termo ‘transperiferias’ traduz esta proposta de pesquisa e engajamento, elaborada coletivamente por sete pesquisadores/as situados/as no campo aplicado dos estudos da linguagem. A agenda das transperiferias oferece caminhos de ruptura com paradigmas que situam, de um lado, a produção de conhecimento sobre desigualdade e, de outro lado, os sujeitos e territórios que se engajam com a contestação dessa desigualdade a partir de posicionalidades marginais. Propõe-se, em outras palavras, uma aproximação entre a produção de saber “sobre” as periferias com a produção de conhecimento “das” periferias, ao mesmo tempo em que se projetam espaços de diálogo e reflexão “entre” periferias, regionais, nacionais e globais. O texto justapõe os tipos de engajamento e produção epistêmica de cada um/a dos/as pesquisadores/as, de modo a apontar para formas em que objetos de investigação, como letramentos, tradução, processos de racialização, enregistramento sociolinguístico, violência etc., podem ser revisitados numa visão transperiférica. Convidamos sujeitos de diferentes periferias, bem como campos epistêmicos diversos, a ampliarem e tensionarem essa agenda de investigação.Item Constructions of race in Brazil : resistance and resignification in teacher education.(2018) Windle, Joel Austin; Muniz, Kassandra da SilvaThis paper reflects on racial identification in Brazil, considering how concepts of race travel internationally and are transformed locally. In light of the silencing of issues of race in Brazilian public education, we analyse the experiences of student teachers of colour participating in a professional development project coordinated by the authors. We report findings of a qualitative study arising from the project, based on reflective journals and interviews, and focusing on processes of racial resignification and resistance. The narratives produced by participants are situated in relation to dominant discourses of racial democracy and mixing, which deny the possibility of a politicised Afro-Brazilian identity. We show how hybrid identifications, drawing on cultural resources and networks that involve transnational circulation, are part of the construction of new social identities in the context of teacher education.Item Apresentação.(2016) Rocha, Cláudia Hilsdorf; Windle, Joel AustinItem Planning lessons for refugee-background students : challenges and strategies.(2015) Miller, Jennifer; Windle, Joel Austin; Yazdanpanah, Lilly K.This article examines the ways teachers plan lessons for English as an Additional Language (EAL) students from refugee backgrounds in secondary school transition programs. Based on a study of teachers working with students in three Victorian schools, we identify the key challenges teachers face in planning and the strategies they adopt to confront these. The study identified a large gap between teacher planning practices and the approaches to planning promoted in academic research. We connect this to teachers’ reliance on intuitive knowledge that has been built up over time through interactions with students in a range of learning contexts, and through their own experiences as learners. Given the importance of planning for effective pedagogy, we conclude by identifying areas for future development in teacher education and practice.Item School choice : a minority practice in Australia.(2016) Windle, Joel AustinAustralia has invested heavily in promoting school choice as a path towards greater quality and equity in education. It now has the highest proportion of schools competing against others for enrolments of any country in the OECD (OECD, 2013). In theory, a broad range of choices, supported by subsidies for private schools and diversification of public schools, allows parents to select the best and most suitable option. Poorly performing schools will either improve their performance, or close as parents “vote with their feet”. Yet my research suggests that only a minority of parents consider more than one secondary school, even in this most marketised of education systems. The purpose of this paper is to present some findings from a study of school choice in Melbourne, Australia’s private school capital, and to offer an explanation for the paradox by which school choice policies fail to democratise choice, and indeed tend to narrow the curriculum and segregate studentsItem Hidden features in global knowledge production : (re)positioning theory and practice in academic writing.(2017) Windle, Joel AustinA key challenge for applied linguistics is how to deal with the historical power imbalance in knowledge production between the global north and south. A central objective of critical applied linguistics has been to provide new epistemological foundations that address this problem, through the lenses of post-colonial theory, for example. This article shows how the structure of academic writing, even within critical traditions, can reinforce unequal transnational relations of knowledge. Analysis of Brazilian theses and publications that draw on the multiliteracies framework identifies a series of discursive moves that constitute “hidden features” (STREET, 2009), positioning “northern” theory as universal and “southern” empirical applications as locally bounded. The article offers a set of questions for critical reflection during the writing process, contributing to the literature on academic literacies.Item The public positioning of refugees in the quasieducation market : linking mediascapes and social geographies of schooling.(2017) Windle, Joel AustinThis article analyses some ways in which racialising discourses around refugees interact with the spatial and social dynamics of marketised schooling. It identifies conflicting discourses that contribute to the polarisation of school social composition and resourcing in the Australian state of Victoria. Media narratives around ‘ethnic’ gangs contribute to wider discourses surrounding working-class neighbourhoods and schools as dangerous and violent ‘hotspots’. At the same time, some elite private schools discursively produce themselves as providing a ladder of opportunity for talented and deserving refugee youth, offering volunteer tutoring and scholarships. These discourses work together to legitimate the funding of socially exclusive sites at twice the rate of the schools that cater to virtually all refugeebackground students. The article draws on critical discourse analysis, based on media reporting on refugees, and interviews with parents selecting a secondary school for their children. The findings have implications for the management of school choice as a policy framework, suggesting that its exclusionary effects are heightened in the context of intense media and political attention to refugees as racialised subjects.Item The involvement of migrant mothers in their children’s education : cultural capital and transnational class processes.(2016) Al-deen, Taghreed Jamal; Windle, Joel AustinThis paper analyses the kinds of capital, practices and investments that are implicated in the participation of migrant mothers in the educational careers of their children, drawing on a Bourdieusian framework. We present findings of a study of Muslim Iraqi mothers with school-aged children in Australia, based on 47 interviews with 25 participants. The study identifies different modes of involvement in children’s education and connects these to mothers’ cultural and social capital. Involvement, and its effectiveness, is analysed through the analytical categories of (i) high capital-high involvement; (ii) low capital-high involvement; and (iii) low capital-minimal direct involvement. The paper contributes to the theorisation of family–school relations in the context of migration, and develops a more nuanced perspective for studying social class positioning and repositioning.Item Social identity and language ideology : challenging hegemonic visions of English in Brazil.(2017) Windle, Joel AustinThis paper seeks to investigate the social identities connected to English in Brazil by connecting these to linguistic ideologies, and reflecting on how they may be challenged. It is based on first-person narration of “critical moments” from the perspective of an English language “native speaker” migrant to Brazil. The reflections identify how race is intimately connected to the “native speaker” category, theorised through the notions of “racial acceptability” and “racial capital”, drawing on a Bourdieusian theoretical framework. The article concludes with examples of challenges to the “native speaker” model in the hybrid linguistic practices of Brazilian youth.Item The role of internationalisation in the schooling of Brazilian elites : distinctions between two class fractions.(2015) Windle, Joel Austin; Nogueira, Maria Alice de Lima GomesThis paper analyses tendencies that distinguish the internationalisation of education for two class fractions – owners of medium to large businesses and highly qualified university professors and researchers. We identify the importance of cosmopolitan cultural capital, particularly fluency in English, in strengthening the position of both groups and granting them access to an international field of power from which less privileged groups are excluded. Considering the diverging experiences of the two groups compared with Bourdieu’s own findings of a high level of ruling-class cultural unity, we argue that these differences are reflective of the greater heterogeneity of the Brazilian ruling class.