This book offers a linguistic ethnographic account of secondary schooling in Umbria, Italy, examining the complex intersection of language, socioeconomic class, social persona, and school choice to provide a holistic portrait of the situatedness of student "success."
This book offers a linguistic ethnographic account of secondary schooling in Umbria, Italy, examining the complex intersection of language, socioeconomic class, social persona, and school choice to provide a holistic portrait of the situatedness of student "success."
Andrea R. Leone-Pizzighella is a discourse analyst with an interest in the interplay of academic register and youth voices in adolescents' socialization to participate in schooling. She received her Ph.D. in Educational Linguistics from the University of Pennsylvania in 2019.
Inhaltsangabe
LIST OF FIGURES LIST OF TABLES AND TRANSCRIPTS ACKNOWLEDGMENTS ABSTRACT CHAPTER 1: ENTERING THE WORLD OF SECONDARY EDUCATION IN ITALY Introduction Getting to know Cittadina and finding my place in it Gatekeeping at the three school field sites The development of the modern-day Italian secondary school system (1859-present) The contemporary tripartite Italian education system "Lyceumization" and the "descending mobility reorientation" Modern challenges for equitable education in Italy Infrastructure Logistics Human Resources Internationalization Macro-level policy vs. micro-level practices Research questions Overview of chapters CHAPTER 2: WHAT DOES AN ANALYSIS OF LANGUAGE TELL US ABOUT SCHOOL AND SOCIETY? Why this book? Language ideologies and la questione della lingua What does language use have to do with the social project of education? Constructing the self and others in academic spaces Performing academic knowledge Collecting data for a linguistic ethnography of education Getting to know the field sites Observing everyday life in the three classrooms Group interviews Analyzing the data for a linguistic ethnography of education Transcription Collaborative playback sessions Discourse analysis Analysis of narrative CHAPTER 3: SOCIAL PERSONAE AND SCHOOL CHOICE IN CITTADINA Introduction Representations of School Types Circulating via Social Media Student Narratives of School Choice The Technical School The Vocational School The Classical Lyceum Discussion CHAPTER 4: PUBLIC PERFORMANCES OF SCHOOLED KNOWLEDGE IN CITTADINA Introduction Data Presentation and Analysis Interrogazione in Latin Class at the Classical Lyceum Interrogazione in Mechanical Systems Class at the Technical Institute Lab Sessions in Fashion Design at the Vocational School Discussion CHAPTER 5: PEER-TO-PEER PERFORMANCES OF EXPERTISE Introduction Ventriloquating "School Voice" in Language Play "Outside Voice" for School Topics Using "Nonstandard" Language Features to Talk about Schoolwork Peer Commentary on the Surprise Performance of 'Good Student' Persona Refusing to Accept Expert Positioning Discussion: Underlife, Communicative Repertoire, and Double-Voicing in Peer-Peer Performances of Expertise CHAPTER 6: EVERYDAY DEFINITIONS AND EVALUATIONS OF 'THE GOOD STUDENT' ACROSS THE THREE SCHOOLS Introduction Defining Evaluative Terms: "bravo" and "scolarizzato" Uses of the Terms across the Three Schools Examples of bravo used spontaneously in the classroom Definitions of terms by teachers Other Ways of Describing Students and Student Performance When Casual Evaluations Become Formal Grades Conclusions and Implications of Using Overdetermined Language in Student Evaluations CHAPTER 7: CONCLUSION Overview Revisiting the Research Questions How are the student bodies of these three school types (co)constructed via narrative and metacommentary? How do students perform knowledge for peers and teachers? What does "success" look and sound like within and across the three school types? Implications and Future Directions Concluding Remarks
LIST OF FIGURES LIST OF TABLES AND TRANSCRIPTS ACKNOWLEDGMENTS ABSTRACT CHAPTER 1: ENTERING THE WORLD OF SECONDARY EDUCATION IN ITALY Introduction Getting to know Cittadina and finding my place in it Gatekeeping at the three school field sites The development of the modern-day Italian secondary school system (1859-present) The contemporary tripartite Italian education system "Lyceumization" and the "descending mobility reorientation" Modern challenges for equitable education in Italy Infrastructure Logistics Human Resources Internationalization Macro-level policy vs. micro-level practices Research questions Overview of chapters CHAPTER 2: WHAT DOES AN ANALYSIS OF LANGUAGE TELL US ABOUT SCHOOL AND SOCIETY? Why this book? Language ideologies and la questione della lingua What does language use have to do with the social project of education? Constructing the self and others in academic spaces Performing academic knowledge Collecting data for a linguistic ethnography of education Getting to know the field sites Observing everyday life in the three classrooms Group interviews Analyzing the data for a linguistic ethnography of education Transcription Collaborative playback sessions Discourse analysis Analysis of narrative CHAPTER 3: SOCIAL PERSONAE AND SCHOOL CHOICE IN CITTADINA Introduction Representations of School Types Circulating via Social Media Student Narratives of School Choice The Technical School The Vocational School The Classical Lyceum Discussion CHAPTER 4: PUBLIC PERFORMANCES OF SCHOOLED KNOWLEDGE IN CITTADINA Introduction Data Presentation and Analysis Interrogazione in Latin Class at the Classical Lyceum Interrogazione in Mechanical Systems Class at the Technical Institute Lab Sessions in Fashion Design at the Vocational School Discussion CHAPTER 5: PEER-TO-PEER PERFORMANCES OF EXPERTISE Introduction Ventriloquating "School Voice" in Language Play "Outside Voice" for School Topics Using "Nonstandard" Language Features to Talk about Schoolwork Peer Commentary on the Surprise Performance of 'Good Student' Persona Refusing to Accept Expert Positioning Discussion: Underlife, Communicative Repertoire, and Double-Voicing in Peer-Peer Performances of Expertise CHAPTER 6: EVERYDAY DEFINITIONS AND EVALUATIONS OF 'THE GOOD STUDENT' ACROSS THE THREE SCHOOLS Introduction Defining Evaluative Terms: "bravo" and "scolarizzato" Uses of the Terms across the Three Schools Examples of bravo used spontaneously in the classroom Definitions of terms by teachers Other Ways of Describing Students and Student Performance When Casual Evaluations Become Formal Grades Conclusions and Implications of Using Overdetermined Language in Student Evaluations CHAPTER 7: CONCLUSION Overview Revisiting the Research Questions How are the student bodies of these three school types (co)constructed via narrative and metacommentary? How do students perform knowledge for peers and teachers? What does "success" look and sound like within and across the three school types? Implications and Future Directions Concluding Remarks
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