Abstract
How might the words “welcome” and “sorry” carry connotations that seep beyond the bounds of courtesy and graciousness? And how might these two terms show up in a multilingual teacher preparation context? With tremendous urgency, holding clear ideas about the ways language shapes realities is essential in the work of educators. Thoughtfully preparing educators to engage with students, families, and colleagues in ways that interrogate the roles of language, power, and positionality is essential, as the roles of educators transcend individual encounters and relationships, and contribute to a structural and systemic dynamic as a whole (Gambrell, 2016). We engage critical discourse analysis, (Fairclough, 1995), and also look to post-structuralism, in that discourse has the power to shape reality, often in ways not apparent to all, particularly those with the most power. The speaker’s intended meaning, while perhaps valuable, rests in the shadow of the interpretation of the hearer (Barthes, 2001). We build our work around the central elements of critical race methodology (Solórzano & Yosso, 2002) and the liberatory power in the voices and counterstories of those who have faced oppression and marginalization in the pursuit of a more equitable and socially just society. This work explores the unique contexts in which these words serve different functions for different people. With the running through-line of humility braided through all aspects of this work, we aim to nurture and model a lifelong learning process driven by interpersonal connection, with an emphasis on listening and learning from non-dominant perspectives.
Presenters
Anita BrightProfessor, Curriculum and Instruction, Portland State University, Oregon, United States
Details
Presentation Type
Paper Presentation in a Themed Session
Theme
2022 Special Focus: Intercultural Learning in Plurilingual Contexts
KEYWORDS
Intercultural Dialogue, Critical Discourse Analysis, Teacher Preparation, Politeness, Multilingualism, Power
