This week we have two guest bloggers. Magali Forte is a doctoral research assistant in the Faculty of Education at Simon Fraser University, Vancouver, BC, as well as a French immersion teacher in Vancouver, BC. In her research, she adopts a sociomaterial perspective, putting to work posthumanist, new materialist and Deleuzo-Guattarian theories, in order to examine identity in a different way in multilingual education settings. Doing so, she acknowledges and continues to learn about the rich Indigenous perspectives that are informing her work. Parise Carmichael-Murphy is a PhD student at the Manchester Institute of Education, University of Manchester. She has worked with children and young people across the 0-25 age range in formal and informal education settings. In her research, she embraces Black feminist thought and Intersectionality to unpack how education policy and practice can perpetuate social inequities.
As doctoral students in education, we have been thinking critically about normalized language practices in education which hinder children’s and teenagers’ sense of belonging and negatively impact their process of identity construction. We ask the following questions:
- How might the notions of liminality and threshold help us consider how children’s and teenagers’ identities find or lack space to express and transform in education with/in all of their languages?
- How does the curriculum viewed as an imposed political box limit the ways in which we (are) educate(d)?
