Literaturnachweis - Detailanzeige
Autor/in | Taylor, Alice Y. |
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Titel | Co-Authoring Speeches, Constructing Collective Identity: Brazilian Youth Movements from Ethnographic and Discursive Analytic Perspectives |
Quelle | In: Ethnography and Education, 17 (2022) 3, S.293-313 (21 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Zusatzinformation | ORCID (Taylor, Alice Y.) |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 1745 -7823 |
DOI | 10.1080/17457823.2022.2057806 |
Schlagwörter | Self Concept; Discourse Analysis; Foreign Countries; Activism; Equal Education; Access to Education; Ethnography; Race; Social Class; Hearings; Affirmative Action; Political Attitudes; Language Usage; Form Classes (Languages); Collectivism; Sense of Community; Youth; Speech Communication; Educational Practices; Age Groups; Racism; Social Bias; Universities; Social Media; Computer Software; Higher Education; Brazil Selbstkonzept; Diskursanalyse; Ausland; Aktivismus; Politischer Protest; Education; Access; Bildung; Zugang; Bildungszugang; Ethnografie; Rasse; Abstammung; Social classes; Soziale Klasse; Political attitude; Politische Einstellung; Sprachgebrauch; Analytischer Sprachbau; Jugend; Jugendlicher; Jugendalter; Bildungspraxis; Age grop; Altersgruppe; Rassismus; University; Universität; Soziale Medien; Hochschulbildung; Hochschulsystem; Hochschulwesen; Brasilien |
Abstract | Youth movements rose in Brazil in the past decade, fighting for equitable access to education alongside plural -- anti-capitalist, anti-racist, and feminist -- struggles. This article examines interactions by which Brazilian youth activists organise, politicise, and define who constitutes a movement. It focuses on a 2019 public hearing to defend race- and class-based affirmative action. Taking a discursive analytic approach situated within a broader ethnographic study, the findings highlight the collective nature of youth practices and identity. Youth activists shape a sense of belonging by emphasising 'we' and 'us' pronouns in a speech; develop audience co-authorship as they listen and chant together; and co-construct chants before initiating them in the crowd. The analysis contributes to understanding hybrid (on- and offline), multimodal educational practices and interactions in movements as youth articulate race, generation/age, class, and place. In doing so, youth construct collective identity and generate movement power. (As Provided). |
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Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |