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LEWIS, Mari-Thereza Ed.D. 2020.Pdf A Critically-engaged Syncretic Language Narrative of two Building Trades Students and their families: Developing Identity-resonance for Self-actualising Minorities’ Right to Be, Believe and Belong Submitted in partial fulfilment of the degree: Doctorate in Education Mari-Thereza Lewis B.A, B.Ed. (Hons), M. Phil Higher Education Studies 30th November 2020 Principal Supervisor: Associate Professor Isabella Rega Associate Supervisor: Professor Julian McDougall Bournemouth University CEMP, Education Research Abstract A Critically-engaged Syncretic Language Narrative of two Building Trades Students and their families: Developing Identity-resonance for Self- actualising Minorities’ Right to Be, Believe and Belong The recurring patterns of under-achievement and inequality emerging from the imposed Standard British English (SBE) amidst Further Education’s widening participation, provokes questions about what attainment of the monoglossic SBE, usefully confers and promotes amongst heterogeneous minorities, whose recontextualisation-efforts typically default to the instantiation of protean English- variants. The thesis reflexively explores an emancipatory, generative collation of theoretical, narrative, and empirical applications for rethinking the inequity of social fields whose shifting flows of capital overlook their impacts on minorities. For circumventing minorities’ vulnerability to the hurtful, exclusionary, and self- devaluing experiences of marginalisation and oppression, a collaborative autoethnography addresses the established thinking around variant-language and how it symbolically signifies the identity of two FE Building Trade students, their families and me. A social constructionist epistemology frames how the mutually- constituted and inter-related meanings and semiotics of the mediating contexts, are understood. Data elicitation occurs as a decoupage of actual and fictionalised narrative-storying – emanating from reflexive-dyadic interviews; intertextuality of metaphor, symbolism, poetry, and journaling; and material and immaterialised semiotics and literacies garnered from community walks, artefacts, and memory. An adductive process enables the construction of meanings contingent upon collaborants’ subjective positions amidst their perceived identity deficits, lack and insufficiencies. Scrutiny of the resources collaborants drew from, revealed functionalist dispositions, surpassing the award of value to form in favour of meaning (variants vs grammatical correctness; reality vs ambitions; to survive vs expire). Themes echoing inclusion, acceptance, and belonging directly informed semantics of integration. A process of inwards-sharing returned our dichotomous separation from the mainstream as an equation of life in-between, of contradiction, but also, of possibility. Confronting our otherness in solidarity made explicit our dislocation, by which we forged self-resonance and the valuing of our distinctiveness as an embodiment of our humanity and place within it. ii Understanding variants as translanguaged, syncretic analogical transfers and as resources for the transformation and empowerment of ‘Self’ advanced the notion of anastylosis, for redefining our national linguistic identity, by which we might progressively develop identity-resonance for self-actualising our right to be, believe and belong. Keywords: English language, syncretism, identity, minority, marginalisation, otherness. (342 words) iii Copyright Statement This copy of the thesis has been supplied on condition that anyone who consults it, is understood to recognise that its copyright rests with its author and due acknowledgement must always be made of the use of any material contained in, or derived from, this thesis. iv Acknowledgements Following the tradition for acknowledging the avuncular presences who have walked the journey alongside the researcher, I recognise, with an abundance of love and gratitude, my longed-for parents for all they instilled in me; my four brave brothers and loved ones; my cherished sister, Helen, you are the star you encouraged me to reach; my sincere life-long soul-mate, Paul, for your loyal and loving belief in me, and the many times you put me together again; my beloved sons: George-Marc for your exceptional intellect and integrity, spontaneous creativity, and insightful and limitless spirit; Evan-Alexandre for your perceptive intelligence, sharp clarity and magnanimous passion, and especially, for the ongoing humour, championing, and guiding contributions that kept me on track; and Peter-Paul, for your imaginative logic, abundant talents, effervescence and sincere dedication; my beautiful and vibrant daughter, Annie, whose sparkle, loyalty and enthusiasm kept me going; my delightfully gentle, musical and nurturing Sarah, and beloved and treasured grandchildren: my gentle yet vivacious Hayley-Mari and exuberantly energetic Nathan-Tjart - how you have turned my world upside-down with rapture. And together and notwithstanding our geographic disconnection, you all inspired and sustained my endeavour. So too, my extended family: gentle Damon and Reina, the sublime sisters, Lydia and Astrid; the joyful Michael and bubbly Natasha, zesty Zoe and sweet Samantha. I pray, that as my sons and family, we might comprehend the implications for love and connection that our dislocation across the globe has brought to bear, so that this terrible distance apart might be made ever closer within a conceptualisation of compassion, belonging and carefulness, that frame the markers of transformation and humanity this research has sought to make visible. Finally, I acknowledge the great stalwarts: Bourdieu, Bakhtin, Ellis and Bochner, Chang, Pahl, Rowsell and the enormity of the many fonts of knowledge whose presences have explicitly and implicitly shaped my thinking; and together with my generous collaborants who gave me far more than they shall ever know; and, my patient and perceptive supervisors, Associate Professor Isabella Rega and Professor Julian McDougall, who gently nudged my forages within their safe space of vigilance wherein meaning and clarity were derived – and who have multiplied the complexions of possibility that inspired how I am seeing the world and the being I am becoming. I remain forever grateful to you all. Thank you. Mari Lewis November 2020 v Contents Abstract ii Copyright Statement iv Acknowledgements v Contents vi List of Figures xvi List of Tables xviii Acronyms and Abbreviations Used xix Preamble: A Metaphor by which to Peg a Start 1 Synopsis of Chapters 2 Part 1: Foraging 5 Chapter 1: Introduction 6 1.1. The Essence of the Chapter’s Structure 7 1.2. Dimensions of English Serving the Research Topic 8 1.3. The Research Background and Problem 10 1.4. Research Aim: Linguistic Emancipation from Historical Engendering 11 1.5. Research Boundaries 13 1.6. The Open-ended and Dynamic Context as a Unitary Construct 15 1.7. Linguistic Needs for Building Trades Qualifications 17 1.8. Bernstein’s Transmission Codes 18 1.9. Sectoral Recruitment, Intersecting Contexts and Challenges 19 vi 1.10. Training for Professional Participation within Covid-19 and Brexit Impositions 20 1.11. Embodied Subjectivity of Stories, Memory and Meaning 21 1.12. Concluding the Chapter 24 Chapter 2: Review of Theoretical Perspectives 25 2.1. Rationale for the Selection of Research 25 2.2. The Problem Statement Underpinning Selection 27 2.3. Intersecting Fields 28 2.4. Search Methodology 29 2.5. Thematic Current 1: EL Literacy as Capital, Identity and Agency 30 2.5.1. Literacy Capital Signifying Cognitive Functioning 31 2.5.2. Skills, Sociocultural and Material Language Paradigms 31 2.5.3. Literacy as Sociocultural and Situated Practice 33 2.5.4. Expanding Circle Englishes and the Capital of Heritage Language (HL) and Family Language Policy (FLP) 34 2.5.5. Crossing of Stylised Language 36 2.5.6. Academic Language (AL) and Dialogical Reasoning (DR) 36 2.6. Thematic Current 2: Operationalising Linguistic Habitus, Identity, Place and Belonging 37 2.6.1. Antecedents: Iterations of Genres, Meanings and Habitus 38 2.7. Thematic Current 3: Contextual Impacts of Field, Identity and Place 40 2.8 Thematic Current 4: Social Integration, Analogical Transfer, Syncretism and Translanguaging 42 2.8.1. Theories Foregrounding Syncretism 43 vii 44 2.8.2. Bilingualism, Translanguaging and Analogical Transfer 44 2.8.3 Socio-psychological Impacts; Empowerment Social Theory (EST) 45 2.9. Temporality and Proximity 46 2.10 Research Gaps 48 2.10.1. Research Questions for Concluding the Chapter 51 Chapter 3: Conceptual Framework 53 3.1. Resonating Theories Illuminating my Research Pathway 53 3.2. Appropriating a Space within the Identified Gaps for Explaining the Term, ‘Minority’ 54 3.3. Purpose of the Conceptual Framework 55 3.4. How I Approached the Paradigm and Philosophical Assumptions 56 3.5. The Ontological Stance 57 3.6. Epistemology of Social Constructionism 58 3.7. A Theoretical Perspective of Symbolic Interactionism (SI) 60 3.8. Conceptualising the Context, Concepts and Categories 61 3.9. From Concepts to Categories for Analysis 62 3.10. Strategic and Attendant Functions of Theory 66 3.11. Summarising the Conceptual Procedures for Concluding Chapter 3 72 Part 2: Gathering 74 Chapter 4: Methodology 75 4.1. A Point of View, Occasions of Disruption, and a Way Forward 76 4.2. Collaborative Autoethnography (CAE) 77 viii 4.3. Attributed Purposes of CAE 81 4.4. My English Teacher Habitus and Forms of Data Akin to My Practice 82 4.5. Embedded Cleavages of Power Relationships
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