Education

Contexts of Reception as Figured Worlds: Recent-Arrival Immigrant Youth in High School ESL and Content-Area Classrooms

Document Type

Article

Abstract

Theorizing classrooms as contexts of reception shaped by ideological, relational, and pedagogical dimensions, and drawing on ethnographic data from a yearlong study of recent-arrival immigrant youths' educational experiences in an urban U.S. high school, this paper describes how a group of recent-arrival youth acted upon the discourses, pedagogical practices, and identity categories in their content-area and ESL classes. It challenges traditional depictions of school engagement that focus on youths' personal traits and individual attributes.

Publication Title

Anthropology and Education Quarterly

Publication Date

9-2021

Volume

52

Issue

3

First Page

254

Last Page

273

ISSN

0161-7761

DOI

10.1111/aeq.12364

Keywords

contexts of reception, ESL, figured worlds, high school, recent immigrant youth

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