Papers by Katherine E Entigar
The nonprofit education of adult immigrants is an under-researched aspect of U.S. education. Adul... more The nonprofit education of adult immigrants is an under-researched aspect of U.S. education. Adult immigrants, often perceived as passive and quiescent, bring voices and contributions to learning in powerful yet unheard ways. This research agenda invokes a new critical lens in education scholarship to uplift and center these contributions as a coalitional, dialogical project. Drawing upon critical sociocultural, women of color feminist, and poststructual theories, critical intersectional epistemology, and Bakhtinian dialogical thinking, this research project pursues inductive, recursive meaning making as an innovative exploration. A multiphase, sequential study including surveys and two focus groups foregrounds the complex, fluid ways adult immigrants make meaning as student-contributors in research. Silence notably contributes meaning in this process. This unique composite design advances insights toward education research and practice which is dialogic, ethical, and transformative...
International Review of Education, Jan 11, 2022
Liberal education in the United States begins with the premise of inclusion, a response to histor... more Liberal education in the United States begins with the premise of inclusion, a response to histories of exclusion of members of marginalised communities. Inclusive practice is developed to validate diverse students by acknowledging and incorporating these students’ cultures, languages and histories into regular classroom practice. However, in spite of the best intentions of educators who espouse inclusion as an unequivocal “best practice”, inclusive practices in education may inadvertently cause offence and even harm to adult immigrant students. A multi-phase study conducted in New York City with adult immigrant student participants in July 2018 revealed insights and possibilities for alternative thinking in adult education and lifelong learning more broadly. Several findings emerged from the study: (1) participants argued that adult immigrant learners’ decisions about how to participate in inclusive activities should be respected; (2) participants experienced offence at being stereotyped in “inclusive” class discussions; and (3) participants found requests to represent their home countries in class invasive or even (re)traumatising. This article explores these findings in depth and generates a new framework for thinking about inclusion in adult education by employing politically engaged concepts of unknowing, politicised trust and collective determination. It explores how education with adult immigrants may take place, in order that these individuals themselves might collaborate in defining how they are included and belong in fulfilment of the highest potential of lifelong learning, not as passive, essentialised “diverse” people, but as agentive contributors in a democratic, liberatory education for all. Choisir de ne pas être inclus: perspectives critiques sur les pratiques d'inclusion sur les étudiants immigrés adultes - Aux États-Unis, l’éducation libérale s’appuie sur le principe de l’inclusion, une réponse aux récits d’exclusion des membres de communautés marginalisées. Une pratique inclusive est développée pour valider les apprenants issus de la diversité, en reconnaissant et en intégrant leurs cultures, leurs langues et leurs histoires dans la pratique ordinaire des cours en classe. Néanmoins, en dépit des excellentes intentions des éducateurs qui adoptent l’inclusion comme « meilleure pratique » sans équivoque, les pratiques inclusives dans l’éducation risquent sans le vouloir d’offenser et même de causer du tort aux apprenants adultes immigrés. Une étude en plusieurs phases, menée dans la ville de New York auprès d’apprenants immigrés en juillet 2018, a révélé de nouveaux regards et des possibilités de penser autrement dans l’apprentissage et l’éducation tout au long de la vie. Plusieurs conclusions ressortent de cette étude : (1) les personnes interrogées ont affirmé qu’il faudrait respecter la façon dont les apprenants adultes immigrés décident de participer à des activités inclusives ; (2) elles s’étaient senties offensées d’avoir été stéréotypées dans des discussions « inclusives » en classe ; enfin (3) elles avaient trouvé intrusif qu’on leur demande de présenter leurs pays d’origine en classe ou s’en étaient même senties (de nouveau) traumatisées. L’article examine ces constatations en profondeur et crée un nouveau cadre de réflexion sur l’inclusion dans l’éducation des adultes en recourant aux concepts politiquement engagés de manque de sensibilisation, de confiance politisée et de volonté collective. Il examine comment l’éducation peut se dérouler pour les immigrés adultes pour qu’ils puissent contribuer à définir la façon dont ils sont inclus dans la réalisation du plus haut potentiel de l’apprentissage tout au long de la vie et dont ils y contribuent, non comme des personnes passives, essentiellement identifiées comme « étant issues de la diversité » mais comme des participants actifs à une éducation démocratique et libératrice pour tous.
Outlines. Critical Practice Studies, Apr 23, 2020
What is silence? Is it a loss, an omission? Is it a stopping of the mouth, of the voice? An empty... more What is silence? Is it a loss, an omission? Is it a stopping of the mouth, of the voice? An empty place where no meaning has come forward…or perhaps at times quite the opposite, an absence-as-presence Deleuze, 1990; Derrida, 1976)? Might silence evoke much more about what we assume is our monological, unitary reality, indexing possibilities yet unseen? This paper outlines the ways in which silence is typically understood according to scholarly orthodoxy: as omission in human communication or a silencing of minoritized individuals or communities by those in power. It then moves to critique the preeminence of whitestream (Grande, 2003) Western-centric academic authority, which self-perpetuates via the exclusion of outsider ways of doing, being and knowing such as those brought forward by silence, constituting a loss of meaning and knowledge from the social imaginary. This paper suggests that the pursuit of an articulate unknowing (Zembylas, 2005) regarding silence as a creative, disruptive force beyond the control of rationality is a means of engaging with radical possibilities for a different, juster world. It proposes a socio-diologic politics of the real that welcomes silence as an unsettling of our current thinking about what is and will be possible, as well as who does and does not matter. It concludes by illustrating the ingenious force of silence in examples of subversive art that expose the hegemonizing, rational(ized) version of reality sold by academics and powerholders, bringing forward into the imagination what prospects for change, justice, and social transformation yet await.
Canadian Modern Language Review, 2016
Excerpt: Translanguaging with Multilingual Students explores the experiences of emergent bilingua... more Excerpt: Translanguaging with Multilingual Students explores the experiences of emergent bilingual students and their teachers in education based on the principles and practices of translanguaging, a theory that conceives of linguistically diverse students as users of rich linguistic repertoires to navigate their world. García and Kleyn, experienced practitioners, scholars, and advocates for equitable education, make a momentous, ambitious contribution to scholarship about challenges and new possibilities in bilingual education. Part One provides a theoretical grounding for the case studies that form the core of the text. Translanguaging challenges the assumed rightness of traditional monolingual views of language. Education, the authors suggest, must instead legitimize all students’ linguistic practices as individual and meaningful, inviting educators to become “co-learners” (p. 17) as they support students’ unique voices and ways of accessing learning. Such a commitment embraces the linguistic diversity of emergent bilingual students as a form of advocacy for equal treatment in challenging and divisive times...
Kappa Delta Pi Record, 2017
Abstract Examining former and current approaches to adult education for marginalized immigrants, ... more Abstract Examining former and current approaches to adult education for marginalized immigrants, the author proposes pedagogy that recognizes and appreciates their dynamic cultural life experiences.
Outlines. Critical Practice Studies, 2020
What is silence? Is it a loss, an omission? Is it a stopping of the mouth, of the voice? An empty... more What is silence? Is it a loss, an omission? Is it a stopping of the mouth, of the voice? An empty place where no meaning has come forward…or perhaps at times quite the opposite, an absence-as-presence Deleuze, 1990; Derrida, 1976)? Might silence evoke much more about what we assume is our monological, unitary reality, indexing possibilities yet unseen? This paper outlines the ways in which silence is typically understood according to scholarly orthodoxy: as omission in human communication or a silencing of minoritized individuals or communities by those in power. It then moves to critique the preeminence of whitestream (Grande, 2003) Western-centric academic authority, which self-perpetuates via the exclusion of outsider ways of doing, being and knowing such as those brought forward by silence, constituting a loss of meaning and knowledge from the social imaginary. This paper suggests that the pursuit of an articulate unknowing (Zembylas, 2005) regarding silence as a creative, disr...
International Review of Education
Pedagogy, Culture & Society
Pedagogical theory develops through the interventions of scholars who believe injustice should no... more Pedagogical theory develops through the interventions of scholars who believe injustice should not be normalised. This conceptual paper suggests that in the United States, such interventions nonetheless operate under monoculturalist, paternalistic assumptions constructed within the US social and academic narrative. The top-down paradigm of 'designing pedagogy' is inappropriate for the education of adult immigrants, whose cultural ways of being and knowing differ from other learners. Even in the case of pedagogies designed with explicit political agendas, the US academy's ideological and philosophical tradition restricts its theoretical potential by invisible-izing adult immigrant learners. This conceptual paper draws from sociocultural theory, psychology and philosophy to contextualise this problem within the sociohistorical narrative of the United States, established academic conventions, and current educational practice. It proposes diaculturalist pedagogy, which prioritises the dialogic creation of pedagogy vis-à-vis adult immigrants' dynamic cultural ways of being and knowing as a necessary ontological distinction. Diaculturalist pedagogy challenges the reification of monoculturalism, which premises its authority on US cultural categories or attributions of 'pre-'/'post-' status. This shift in educational scholarship disrupts traditional perceptions of adult immigrant learners while interrogating the theoretical myopia and paternalism of pedagogical prescription, evoking new potential for what education for, about, and with adult immigrants might mean. PLEASE NOTE: This is an Accepted Manuscript of an article published by Taylor & Francis in Pedagogy, Culture and Society on November 29, 2016, available online: http://www.tandfonline.com/doi/full/10.1080/14681366.2016.1263678
Cultural Praxis, 2020
In the midst of a global pandemic of unprecedented reach and uncertain unfoldings synchronic with... more In the midst of a global pandemic of unprecedented reach and uncertain unfoldings synchronic with an already far-reaching environmental and social crisis, George Floyd, Brianna Taylor, Dominique “Rem’mie” Fells, Riah Milton and others cannot be seen as martyrs, heroes or just a number of victims of institutionalized and racial injustice. Their murders bring forward some urgent questions: a) are we conscientes/aware/concientes of our daily decisions to engage in and problematize an ‘(ab)normality’ which constantly produces this unacceptable reality?; b) which futures are we enacting through our commitments in the present?; c) what pasts are being included?; and lastly, d) what else is possible as we invite conscientização into our lives?
NYS TESOL Journal, 2020
Writing centers (WCs) in higher education provide support for writers facing important challenges... more Writing centers (WCs) in higher education provide support for writers facing important challenges, such as college composition courses, on their academic journeys. Multilingual students come into the tutoring experience with different strengths and needs than their monolingual counterparts, all the while confronting systemic and institutional educational practices that marginalize them. In response, WCs have worked to respond on staff development, pedagogical, and language practice levels. Yet all of these changes have centered on the tutoring process alone, rather than the complex ecological nature of the college context, which both multilingual writers and their tutors navigate. This paper advances new thinking about the possibilities for resistance and change that writing tutors can explore in their work both as educational guides and as advocates for and allies to their multilingual writing students. Several suggestions are made for ways of engaging with these possibilities through intra-institutional reporting and critical self-reflective practice in which writing tutors recognize their power as representatives of “good English,” as well as possible beneficiaries of the monolingual status quo, and consider ways to change the way they wield this power.
Outlines. A Critical Reader, 2020
What is silence? Is it a loss, an omission? Is it a stopping of the mouth, of the voice? An empty... more What is silence? Is it a loss, an omission? Is it a stopping of the mouth, of the voice? An empty place where no meaning has come forward…or perhaps at times quite the opposite, an absence-as-presence Deleuze, 1990; Derrida, 1976)? Might silence evoke much more about what we assume is our monological, unitary reality, indexing possibilities yet unseen? This paper outlines the ways in which silence is typically understood according to scholarly orthodoxy: as omission in human communication or a silencing of minoritized individuals or communities by those in power. It then moves to critique the preeminence of whitestream (Grande, 2003) Western-centric academic authority, which self-perpetuates via the exclusion of outsider ways of doing, being and knowing such as those brought forward by silence, constituting a loss of meaning and knowledge from the social imaginary. This paper suggests that the pursuit of an articulate unknowing (Zembylas, 2005) regarding silence as a creative, disruptive force beyond the control of rationality is a means of engaging with radical possibilities for a different, juster world. It proposes a socio-diologic politics of the real that welcomes silence as an unsettling of our current thinking about what is and will be possible, as well as who does and does not matter. It concludes by illustrating the ingenious force of silence in examples of subversive art that expose the hegemonizing, rational(ized) version of reality sold by academics and powerholders, bringing forward into the imagination what prospects for change, justice, and social transformation yet await.
Pedagogy, Culture and Society, 2017
Pedagogical theory develops through the interventions of scholars who believe injustice should no... more Pedagogical theory develops through the interventions of scholars who believe injustice should not be normalised. This conceptual paper suggests that in the United States, such interventions nonetheless operate under monoculturalist, paternalistic assumptions constructed within the US social and academic narrative. The top-down paradigm of 'designing pedagogy' is inappropriate for the education of adult immigrants, whose cultural ways of being and knowing differ from other learners. Even in the case of pedagogies designed with explicit political agendas, the US academy's ideological and philosophical tradition restricts its theoretical potential by invisible-izing adult immigrant learners. This conceptual paper draws from sociocultural theory, psychology and philosophy to contextualise this problem within the sociohistorical narrative of the United States, established academic conventions, and current educational practice. It proposes diaculturalist pedagogy, which prioritises the dialogic creation of pedagogy vis-à-vis adult immigrants' dynamic cultural ways of being and knowing as a necessary ontological distinction. Diaculturalist pedagogy challenges the reification of monoculturalism, which premises its authority on US cultural categories or attributions of 'pre-'/'post-' status. This shift in educational scholarship disrupts traditional perceptions of adult immigrant learners while interrogating the theoretical myopia and paternalism of pedagogical prescription, evoking new potential for what education for, about, and with adult immigrants might mean.
PLEASE NOTE: This is an Accepted Manuscript of an article published by Taylor & Francis in Pedagogy, Culture and Society on November 29, 2016, available online: http://www.tandfonline.com/doi/full/10.1080/14681366.2016.1263678
The Canadian Modern Language Review/La revue canadienne des langues vivantes, 2016
Excerpt:
Translanguaging with Multilingual Students explores the experiences of emergent bili... more Excerpt:
Translanguaging with Multilingual Students explores the experiences of emergent bilingual students and their teachers in education based on the principles and practices of translanguaging, a theory that conceives of linguistically diverse students as users of rich linguistic repertoires to navigate their world. García and Kleyn, experienced practitioners, scholars, and advocates for equitable education, make a momentous, ambitious contribution to scholarship about challenges and new possibilities in bilingual education.
Part One provides a theoretical grounding for the case studies that form the core of the text. Translanguaging challenges the assumed rightness of traditional monolingual views of language. Education, the authors suggest, must instead legitimize all students’ linguistic practices as individual and meaningful, inviting educators to become “co-learners” (p. 17) as they support students’ unique voices and ways of accessing learning. Such a commitment embraces the linguistic diversity of emergent bilingual students as a form of advocacy for equal treatment in challenging and divisive times...
Kappa Delta Pi Record, 2017
Examining former and current approaches to adult education for marginalized immigrants, the autho... more Examining former and current approaches to adult education for marginalized immigrants, the author proposes pedagogy that recognizes and appreciates their dynamic cultural life experiences.
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Papers by Katherine E Entigar
PLEASE NOTE: This is an Accepted Manuscript of an article published by Taylor & Francis in Pedagogy, Culture and Society on November 29, 2016, available online: http://www.tandfonline.com/doi/full/10.1080/14681366.2016.1263678
Translanguaging with Multilingual Students explores the experiences of emergent bilingual students and their teachers in education based on the principles and practices of translanguaging, a theory that conceives of linguistically diverse students as users of rich linguistic repertoires to navigate their world. García and Kleyn, experienced practitioners, scholars, and advocates for equitable education, make a momentous, ambitious contribution to scholarship about challenges and new possibilities in bilingual education.
Part One provides a theoretical grounding for the case studies that form the core of the text. Translanguaging challenges the assumed rightness of traditional monolingual views of language. Education, the authors suggest, must instead legitimize all students’ linguistic practices as individual and meaningful, inviting educators to become “co-learners” (p. 17) as they support students’ unique voices and ways of accessing learning. Such a commitment embraces the linguistic diversity of emergent bilingual students as a form of advocacy for equal treatment in challenging and divisive times...
PLEASE NOTE: This is an Accepted Manuscript of an article published by Taylor & Francis in Pedagogy, Culture and Society on November 29, 2016, available online: http://www.tandfonline.com/doi/full/10.1080/14681366.2016.1263678
Translanguaging with Multilingual Students explores the experiences of emergent bilingual students and their teachers in education based on the principles and practices of translanguaging, a theory that conceives of linguistically diverse students as users of rich linguistic repertoires to navigate their world. García and Kleyn, experienced practitioners, scholars, and advocates for equitable education, make a momentous, ambitious contribution to scholarship about challenges and new possibilities in bilingual education.
Part One provides a theoretical grounding for the case studies that form the core of the text. Translanguaging challenges the assumed rightness of traditional monolingual views of language. Education, the authors suggest, must instead legitimize all students’ linguistic practices as individual and meaningful, inviting educators to become “co-learners” (p. 17) as they support students’ unique voices and ways of accessing learning. Such a commitment embraces the linguistic diversity of emergent bilingual students as a form of advocacy for equal treatment in challenging and divisive times...