Suchergebnisse

Recognizing that youth are socialized into specific digital practices in unequal ways, this paper asserts that the way technology and new literacies are positioned in schools can potentially marginalize youth of lower social class positions. It argues that students who are not equipped with the economic, cultural, and social resources necessary to acquire digital practices valued by the knowledge economy may not be able to participate agentively in networked publics, nor gain the literacies for the new work order. By focusing on technology as a tool rather than as an object of study, schools can fail to equip less-resourced youth with the competences that will help them acquire cultural and social capital. The fetishization of educational technology and the lack of structured digital literacy instruction can constitute a hidden curriculum that provides a semblance of being technologically integrated, but ultimately reproduces social inequalities.

This Element asserts how identity as a construct enables a critical awareness of how speakers position themselves and are positioned by others in intercultural encounters. It discusses how identity vis-à-vis culture has been theorized through social psychological, poststructuralist, and critical lenses, and how identity is discursively constructed and mediated. Rejecting essentialist notions of language and culture, this Element demonstrates how inscriptions of identity such as race, ethnicity, nationality, and class can be used to critically examine the dynamics of situated intercultural encounters and to understand how such interactions can index competing and colluding ideologies. By examining identity research from different parts of the world, it casts a light on how identities are performed in diverse intercultural contexts and discusses research methodologies that have been employed to examine identity in intercultural communication.