Agency and power in classroom names and naming practices

Tualaulelei, Eseta ORCID: https://orcid.org/0000-0001-8393-7015 (2020) Agency and power in classroom names and naming practices. Ethnography and Education. ISSN 1745-7823

Text (Accepted Version) Names FINAL eprints version.pdf Restricted - Available after 1 August 2021.

Abstract

Names are used every day in classrooms across the world as an important marker of personal and social identity but educators will, from time to time, encounter names that are unfamiliar or perceived as difficult to pronounce. The present study explores teachers’ and students’ language dispositions towards names and how naming practices impact learners and the social space of the classroom. It presents a collection of vignettes collected in an Australian primary school through critical ethnography. The vignettes illustrate the significance of naming for teacher and learner identities. Using analytical insights from Pierre Bourdieu and Jim Cummins, the discussion identifies naming as a pedagogical practice for empowering learners and it challenges the currently held notion of teachers as non-agential in naming practices. The study urges teachers to learn how to properly pronounce their students’ real names and it offers recommendations for future research on naming practices and learner identities.

Statistics for this ePrint Item

Item Type:	Article (Commonwealth Reporting Category C)
Refereed:	Yes
Item Status:	Live Archive
Additional Information:	Published online: 21 January 2020. Accepted version embargoed until 1 August 2021(18 months), in accordance with the copyright policy of the publisher.
Faculty/School / Institute/Centre:	Current - Faculty of Business, Education, Law and Arts - School of Education (1 July 2019 -)
Faculty/School / Institute/Centre:	Current - Faculty of Business, Education, Law and Arts - School of Education (1 July 2019 -)
Date Deposited:	18 Feb 2020 04:57
Last Modified:	08 May 2020 02:02
Uncontrolled Keywords:	names, naming practices, multicultural education, intercultural education, Samoan, Australia
Fields of Research (2008):	13 Education > 1303 Specialist Studies in Education > 130311 Pacific Peoples Education 13 Education > 1303 Specialist Studies in Education > 130302 Comparative and Cross-Cultural Education 13 Education > 1303 Specialist Studies in Education > 130399 Specialist Studies in Education not elsewhere classified
Socio-Economic Objectives (2008):	C Society > 95 Cultural Understanding > 9502 Communication > 950201 Communication Across Languages and Culture C Society > 93 Education and Training > 9399 Other Education and Training > 939906 Pacific Peoples Education
Identification Number or DOI:	10.1080/17457823.2020.1716262
URI:	http://eprints.usq.edu.au/id/eprint/37812

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