Moving Beyond Linguistic Bordering: Utopian Designs for New Futures

Item

Title

Moving Beyond Linguistic Bordering: Utopian Designs for New Futures

Abstract/Description

We examine learning as movement as a utopian methodological approach that reorients how we shape and understand literacy learning ecologies with youth who are racialized as non-white. Understanding linguistic practice as integral to learning, and to common beliefs of what it means to be human, we consider how static notions of language are deployed as border-marking tools within settler coloniality, supporting a logic that justifies pernicious racial subordination. Within education, these ideologies frame certain learners as illegitimate and deviant, with particular implications for literacy learning. The learning sciences are uniquely positioned to re-signify what it means to be a literate body and to design learning ecologies in which youth move across these borders. Aligning ourselves with decolonial scholars, we argue that utopian methodology with a learning as movement frame allows us to forefront expansive learning design as we work alongside youth from otherized backgrounds toward alternate epistemic futures.

Author/creator

Becker, Bryce L. C.

Gutiérrez, Kris D.

Date

2022

In publication

International Studies in Sociology of Education

Volume

31

Issue

1-2

Pages

104-123

Publisher

Taylor & Francis

Resource type

en Research/Scholarly Media

Resource status/form

en Published Text

Scholarship genre

en Theoretical

Keywords

raciolinguistic ideologies

epistemic shift

utopian methodology

social design-based experiments

learning as movement

literacy in the learning sciences

IRE Approach/Concept

Social Design Experiment/Social Design-Based Experiment (SDBE)

Decolonial Theory

Language

en

Peer reviewed

en Yes

DOI

10.1080/09620214.2021.1990784

URL

Publisher Webpage

Citation

Moving Beyond Linguistic Bordering: Utopian Designs for New Futures

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