Identity, Subjectivity, and Schooling: Portugueseness and the Educational Deselection of Portuguese-speaking Students in Toronto
Notice bibliographique
Résumé
The academic trajectories of Portuguese-speaking students in Toronto, Canada, have been characterized as underachieving and truncated. Concurrently, the voices of Portuguese-speaking students themselves have been relatively absent from reports on their rates of underachievement and school dropout. This critical school ethnography explores Portuguese-speaking students’ school experiences in a Toronto high school to contextualize these statistics and expose how identity and subjectivity inform their school (dis)engagement. While peers and parents inform aspects of said (dis)engagement, thus far these have been the main if not only factors to explain this underachievement phenomenon. This ethnography, however, demonstrates that school personnel and their expectations appear to also play a role in some students’ decisions to deselect schooling. This dissertation exposes discourses that circulate in classrooms and other school spaces that construct Portuguese-speaking students and their parents in Toronto as working class immigrants. These discourses (inclusive of phrases and actions) draw on language, nationalism and diaspora, and class and labour to construct dominant depictions of what I and others (da Silva, 2012) have termed portugueseness. Portugueseness becomes a subjectivity that marks the Portuguese-speaking student subject for certain experiences in schools. In addition to reflecting on their experiences to illustrate how portugueseness is constructed, participants’ experiences and narratives revealed that association with portugueseness (or being marked as Portuguese(-speaking)) placed them disproportionately at risk of experiencing certain disciplinary practices in school. These disciplinary practices reference dominant depictions of portugueseness, namely disciplining language, dropout and disability. And, participants recounted both their defiant and compliant responses to these disciplining practices. Finally, disciplinary practices appear to inform educational deselection, a process that sees some students drop out of school and others remain enrolled despite deeply disengaging with school and putting forth a bare minimum of effort to be pushed through, rather than be pushed out of, their high school trajectory.
Récupéré en direct depuis OpenAlex et désinversé. Les résumés ne sont pas conservés dans cette base de données : les index inversés représentent 8,6 Go des 9,3 Go de texte de la base, et le serveur dispose de 13 Go libres.
Comment cette classification a été obtenuedéplier
Prédiction distillée sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Apprise à partir de 10 348 étiquettes directes de Codex et de 10 348 étiquettes directes de Gemma. Le mode candidate est l'union des têtes enseignantes seuillées; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont ni des étiquettes humaines ni des étiquettes directes de modèles de pointe.
Scores Codex et Gemma par catégorie
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,002 | 0,001 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,000 | 0,000 |
| Bibliométrie | 0,000 | 0,000 |
| Études des sciences et des technologies | 0,000 | 0,000 |
| Communication savante | 0,000 | 0,000 |
| Science ouverte | 0,000 | 0,000 |
| Intégrité de la recherche | 0,000 | 0,000 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,000 | 0,000 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule tête enseignante, pas un consensus.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».