Introducing “Trans~Resistance”: Translingual Literacies as Resistance to Epistemic Racism and Raciolinguistic Discourses in Schools
Abstract
:1. Introduction
1.1. Framing Translingual Experiences with New Literacy Studies and Raciolinguistics
1.2. The Prefix “Trans” and Translingualism
1.3. Epistemic Racism against Translinguals
1.4. Translingual Epistemologies as Resistance to Epistemic Racism and Violence
1.5. Study Purpose and Significance
2. Materials and Methods
2.1. Study Context
2.2. Participants and Recruitment
2.3. Data Collection
2.3.1. Research Subject/Participant
2.3.2. Student Data Collection
- Four critical focus group discussions:
- Semi-structured interviews:
- Image-elicited interviews:
- Self-portraits:
- Language silhouettes:
- Relational maps:
- Timelines:
- Emplaced sensory observations:
2.3.3. Teacher Data Collection
2.4. Data Analysis
The situated meaning tool–“tells us what words and phrases mean in a specific context…watch for cases where words and phrases are being given situated meanings that are nuanced and quite specific to the speaker’s worldview or values” [80] (p. 160).
The Figured World Tool–“models or pictures that people hold about how things work in the world when they are ‘typical’ or ‘normal’…can become means to judge and discriminate against people who are taken as untypical or not normal” [80] (p. 178).
The Bid D Discourse tool–“People do talk and act just as individuals, but as members of various social and cultural groups [80] (p. 186) that represent various Discourses, or ‘identity kits’ [7] that symbolize how people act, interrelate, believe, assign worth, think, and communicate. They are the materialization of specific roles or types of people [80].
3. Results
3.1. Characteristics of Agents of Epistemic Racism
3.1.1. Individualities of Agents of Epistemic Racism
3.1.2. Ideological Enactment of Agents of Epistemic Racism
3.2. Transresistance: How Translinguals Reject and Combat Epistemic Racism
3.2.1. Covert and Overt Transresistance
3.2.2. Transresistance: Combatting Epistemic Racism with Transliteracies
4. Discussion
4.1. Epistemic Racism Agents and Bad Discourses
4.2. Transresistance: Types, Components, and Phases When in Motion
4.3. Implications
4.4. Study Limitations
5. Conclusions and Recommendations for Future Research
Funding
Institutional Review Board Statement
Informed Consent Statement
Conflicts of Interest
References
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Student Names | Age | Place of Birth | Response to: What Is Your Nationality? | Response to: What Is (Are) Your Mother’s Tongue(s)? | Response to: What Language(s) Do You Most Use At Home/ At School? |
---|---|---|---|---|---|
Natalia | 10 | United States | I don’t know (shrugging) | Spanish | Both |
Magdalena | 10 | United States | I don’t know | English for my dad and then Spanish for my mom | English/Spanish because of my mom |
Joalene | 10 | United States | I was born in New York, so I am American, but I am also Mexican | English | Spanish with parents, English with brother |
Dina | 11 | United States | Mexican-American | English | English |
Yaël | 11 | Puerto Rico | Boricua, like Caribbean because I was born in Puerto Rico | Spanish, I only speak a lot of English at school | Spanish |
Julio | 11 | United States | Mexican | Mexican Spanish and English too | Spanish and English, but English more |
Javier | 11 | United States | I am Mexican and half American because I was born here | Mostly English ‘cause of school and Spanish at home ‘cause it’s easier for my parents to speak Spanish | Both |
Research Questions | Themes That Address Questions |
---|---|
RQ1. What are the characteristics of delegitimizing school stakeholders who become agents of epistemic racism in their interactions with translingual students? | Theme 1. Agents of Epistemic Racism: Individualities and Ideological Enactment of Epistemic Racism |
Theme 1.a. Individualities of Agents of Epistemic Racism Theme 1.b. Ideological Enactment of Epistemic Racism | |
RQ2. How do translingual students reject these agents’ marginalization? | Theme 2. Transresistance–Using a System of Transliteracies to Combat Epistemic Racism |
Theme 2.a. Combatting Epistemic Racism with Covert Transresistance and Overt Transresistance Theme 2.b. Transresistance–Resistance Transliteracies |
Transresistance in Action | Example | Covert or Overt |
---|---|---|
Proclaiming the validity of their mother tongue | Speaking Spanish in classrooms where the teacher sternly forbids it. | Overt |
Subtly proclaiming pride in translingual identity | Showing off globalized and multilingual identity in writing exercises by using mother tongue and newly learned language (Korean learned from K Pop Music). | Covert |
Expressing dual allegiance and complex identity relative to American and Mexican cultures | Telling teacher and classmates that they are both American and Mexican, sharing examples of belonging to both ways of being in class oral report, and voicing that they think it means you are cool and smart. | Overt |
Opposing agents of epistemic racism | Translingual direct challenges to teachers and other adults when they feel they have been marginalized because of racism and linguicism. | Overt |
Denouncing Raciolinguistic ideologies to ally peers and adults in the school community | Participants using immigrant-friendly political narratives in discussions about politics and current societal issues. | Covert (in safe places only) or overt in public |
Affiliating with other minoritized groups in social contexts to avoid enduring marginalization alone | Groups of participants often sitting with Black and other Latinx students with whom they share similarities and using them as a safety net. | Covert |
Going along with racist and linguistic oppressive actions and speech when in public | Using attitudes and nonverbal expression to show disapproval of epistemic racism. | Covert |
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Fall, M.S.B. Introducing “Trans~Resistance”: Translingual Literacies as Resistance to Epistemic Racism and Raciolinguistic Discourses in Schools. Societies 2023, 13, 190. https://doi.org/10.3390/soc13080190
Fall MSB. Introducing “Trans~Resistance”: Translingual Literacies as Resistance to Epistemic Racism and Raciolinguistic Discourses in Schools. Societies. 2023; 13(8):190. https://doi.org/10.3390/soc13080190
Chicago/Turabian StyleFall, Madjiguene Salma Bah. 2023. "Introducing “Trans~Resistance”: Translingual Literacies as Resistance to Epistemic Racism and Raciolinguistic Discourses in Schools" Societies 13, no. 8: 190. https://doi.org/10.3390/soc13080190