TY - JOUR
T1 - Cultural studies and intersectionality in English language education
T2 - Exploring students' engagement in issues of celebrity, identity, gender and sexuality.
AU - Svarstad, Lone Krogsgaard
N1 - Publisher Copyright: © 2020 Association for Language Learning.
PY - 2021
Y1 - 2021
N2 - The increasing orientation towards interculturality in language education calls for research to investigate teacher and student perceptions and practices of interculturality. Most research already conducted in this area primarily concerns teacher perceptions and practices, but this study contributes to an exploration of how lower secondary school students (15-year-olds) engaged in broader issues of interculturality, which include issues of celebrity, identity, gender and sexuality. The participatory action research intervention analysed in this paper explored the pedagogical potential of Cultural studies and the case of celebrity Miley Cyrus' toying with intersecting identities. The study's findings show that many of the participating students had sufficient linguistic and analytical resources to engage in a discourse analysis of an open letter to Miley Cyrus on Facebook from Sinead O'Connor. From the study's explorative intervention, it emerged that knowledge about Cultural studies with focus on three key concepts, intersectionality and othering (Dervin, F. 2016. Interculturality in Education: A Theoretical and Methodological Toolbox. London: Palgrave Macmillan) and subtextuality (Svarstad, L.K. 2016. Teaching interculturality: developing and engaging in pluralistic discourses in English Language Teaching, Århus University Press) supported the analysis of classroom dialogues and helped to conceptualise and develop a metalanguage of broader issues of interculturality.
AB - The increasing orientation towards interculturality in language education calls for research to investigate teacher and student perceptions and practices of interculturality. Most research already conducted in this area primarily concerns teacher perceptions and practices, but this study contributes to an exploration of how lower secondary school students (15-year-olds) engaged in broader issues of interculturality, which include issues of celebrity, identity, gender and sexuality. The participatory action research intervention analysed in this paper explored the pedagogical potential of Cultural studies and the case of celebrity Miley Cyrus' toying with intersecting identities. The study's findings show that many of the participating students had sufficient linguistic and analytical resources to engage in a discourse analysis of an open letter to Miley Cyrus on Facebook from Sinead O'Connor. From the study's explorative intervention, it emerged that knowledge about Cultural studies with focus on three key concepts, intersectionality and othering (Dervin, F. 2016. Interculturality in Education: A Theoretical and Methodological Toolbox. London: Palgrave Macmillan) and subtextuality (Svarstad, L.K. 2016. Teaching interculturality: developing and engaging in pluralistic discourses in English Language Teaching, Århus University Press) supported the analysis of classroom dialogues and helped to conceptualise and develop a metalanguage of broader issues of interculturality.
KW - schools, courses and institutions
KW - Cultural studies
KW - Miley Cyrus feminisme
KW - andetgørelse
KW - engelskundervisning
KW - interkulturalitet
KW - intersektionalitet
KW - kulturundervisning
KW - køn
KW - subtekstualitet
UR - http://www.scopus.com/inward/record.url?scp=85077844991&partnerID=8YFLogxK
U2 - 10.1080/09571736.2019.1709885
DO - 10.1080/09571736.2019.1709885
M3 - Journal article
SN - 0957-1736
VL - 49
SP - 740
EP - 752
JO - Language Learning Journal
JF - Language Learning Journal
IS - 6
ER -