Interactional order, moral order: Classroom interactions and the institutional production of identities

LeBlanc, Robert Jean

doi:10.1016/j.linged.2017.05.004

Cited by 8 publications

(4 citation statements)

References 38 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…There is a surprising paucity of research that has examined religious practice-Catholic or otherwise-as a resource for classroom-level talk, notably interactions around text ( Juzwik, 2014;LeBlanc, 2015LeBlanc, , 2017. The small pockets of research that highlight this relation are largely laudatory and promotional, suggesting that "research and scholarship that pay greater theoretical and methodological attention to the religious domain of literate life" can contribute to a "more robust understanding of how literacies develop in and across interconnected social contexts, including the official world of school" (Skerrett, 2014, p. 16).…”

Section: Discussionmentioning

confidence: 99%

The Interactional Production of Race and Religious Identity in an Urban Catholic School

LeBlanc¹

2017

JOCE

View full text Add to dashboard Cite

Section: Discussionmentioning

confidence: 99%

The Interactional Production of Race and Religious Identity in an Urban Catholic School

LeBlanc¹

2017

JOCE

View full text Add to dashboard Cite

“…Others draw attention to ritual aspects of youths' interactional negotiations of racial and religious identifications in classrooms. LeBlanc (2017aLeBlanc ( , 2017b, for example, examined classroom and church talk amongst Catholic and non-Catholic immigrant and African American students in an urban Catholic school in Philadelphia to explore the interactional production of racial and religious identity.…”

Section: Religious Meaning Making In Literacymentioning

confidence: 99%

Spiritual and religious meaning making in language and literacy studies: global perspectives on teaching, learning, curriculum and policy

Juzwik

LeBlanc

Dávila

et al. 2022

ETPC

Self Cite

View full text Add to dashboard Cite

Purpose In an editorial introduction essay for the special issue on Religion, Literacies, and English Education in Global Dialogue, the editors frame papers in the special issue in dialogue with previous scholarly literature around three central lines of inquiry: How do children, youth and families navigate relationships among religion, spirituality, language and literacy? What challenges are faced by language and literacy teachers and teacher educators around the globe who seek to respond to diverse religious and spiritual perspectives in their work? And what opportunities do teachers seize or create toward this end? How are developments of language and literacy theory, policy, curriculum and ritual entangled with race and religion? Design/methodology/approach Taking an essayist, humanistic approach, this paper summarizes, interprets and comments on previous scholarly works to frame the articles published in the special issue “Religion, Literacies, and English Education in Global Dialogue” in relation to the field and in relation to one another. Findings Denise Dávila, Matthew Deroo and Ilhan Mohamud reveal the relationships young people and families forge and navigate among spiritual literacies and literatures, digital technologies and ethnic identities. Heidi Hadley, Jennifer Wargo and Erin McNeill illuminate how teachers’ vocations, as well as their pedagogical goals and curricular artifacts, can become deeply entangled with religious and spiritual sense-making. Kasun Gajasinghe and Priyanka Jayakodi expand perspectives on both the ritualization and racialization of religion through nationalist policies surrounding national anthem performances in Sri Lanka. Anne Whitney and Suresh Canagarajah discuss how spiritual commitments, communities and experiences interact with their scholarly trajectories. Research limitations/implications The essay concludes with a discussion of scholarly capacity building that may be needed for conducting research on religion and spirituality in relation to languages, literacies and English education on a global scale. Practical implications The second section of the essay discusses challenges faced by language and literacy teachers and teacher educators around the globe who seek to integrate diverse religious and spiritual perspectives into their work. It foregrounds how many teachers and teacher educators work within contexts where ethnoreligious nationalism is on the rise. It highlights the need for language and literacy educators to develop curiosity and basic knowledge about diverse religions. Further it calls for teacher educators to engage with teacher candidates’ religious identities and sense-making. Social implications Because it considers religious and spiritual sense-making in relation to language and literacy education, the social implications of this work are significant and wide-reaching. For examples, the paper questions the conceit of secularism within education, pushing readers to consider their own spiritual and religious identifications and influences when they work across religious differences. Originality/value This paper identifies, interprets and assesses current threads of work on religious and spiritual sense-making within scholarship on languages, literacies and English education.

show abstract

“…For instance, in The Literacy Myth , Graff (1979/1991) shows how the dominant ethic of literacy in 19th-century Canada helped elites control nonelites in a range of institutions. Thus, Graff shows how literacy ethics—those of 19th-century Canada and, by implication, those of other times and places (see, for example, LeBlanc, 2017)—can be made to function mostly as political ideologies that integrate people into unequal socioeconomic orders. Graff does not argue, however, that in all times and places, the dimension of ethics is subordinate to the dimension of politics.…”

Section: Naementioning

confidence: 99%

Investigating Ethics in Sociocultural Literacy Studies

Collin

2019

Journal of Literacy Research

View full text Add to dashboard Cite

This conceptual article addresses theories of ethics in literacy studies. Here, ethics means people’s ways of defining, asking about, and living good lives. Although literacy researchers have paid some attention to ethics, they rarely theorize ethics overtly. To demonstrate the need for a clearer concept of the ethical dimension of literacy, this article shows how the author’s earlier study of activists’ literacies was limited by an underdeveloped theory of ethics. The article reviews ideas from recent work in the anthropology of ethics that can draw out and draw together literacy studies’ largely implicit concepts of ethics. Through this discussion, the article presents a clearer theory of the ethical dimension of literacy. The article concludes by using this new theory to study the ethics in the literacy practices of an LGBTQIA activist.

show abstract

Interactional order, moral order: Classroom interactions and the institutional production of identities

Cited by 8 publications

References 38 publications

The Interactional Production of Race and Religious Identity in an Urban Catholic School

The Interactional Production of Race and Religious Identity in an Urban Catholic School

Spiritual and religious meaning making in language and literacy studies: global perspectives on teaching, learning, curriculum and policy

Investigating Ethics in Sociocultural Literacy Studies

Contact Info

Product

Resources

About