What are they learning?: Negotiations of language and identity within a third space after school program

Harrison, Dorian L.

Permalink

https://hdl.handle.net/2142/101146 Copy

Description

Title

What are they learning?: Negotiations of language and identity within a third space after school program

Author(s)

Harrison, Dorian L.

Issue Date

2018-04-20

Director of Research (if dissertation) or Advisor (if thesis)

Smith, Patrick H.

Doctoral Committee Chair(s)

Smith, Patrick H.

Committee Member(s)

• Dyson, Anne H.
• Fain, Jeanne
• Smith, Stephanie

Department of Study

Curriculum and Instruction

Discipline

Curriculum and Instruction

Degree Granting Institution

University of Illinois at Urbana-Champaign

Degree Name

Ph.D.

Degree Level

Dissertation

Keyword(s)

• literacy
• third space
• collaboration
• identity
• after school

Abstract

This dissertation argues that third space is a strong tool for understanding the dynamic between literacy learning and collaborations in an after school program. I make the case for an inclusion of socio-political discussions among sociocultural discussions of literacy in after school programs for an interdisciplinary approach to third space research. Drawing upon sociocultural theory and third space theory, this dissertation analyzes three different productions of hybrid activity that emerged from the study of two after school sites in a small semi-urban community: literacy as a form of collaboration at micro and macro levels; culture as a dynamic force on youth’s ascribed and avowed identity production; and style shifting as an element within third space. Data were collected during a sixteen week of staff and youth ages six to ten who participated in the after school program. The research followed the staff and youth across their after school activities, and the expansion of the program into two locations. Data collection focused on audio interviews with staff and youth, and also included observations, field notes, participant observation, drawings, and archival information of the institution. Findings showed that third spaces created within this after school program were linked to integrations of youth popular culture, code switching, and collaborations. These three aspects of third space allowed for further analysis of youth and staff language practices and examinations of curricula implemented during after school activities. This study adds to previous scholarship on third space and after school programs. It is unique in its contribution due to the political climate at the time of the study.

Graduation Semester

2018-05

Type of Resource

text

Permalink

http://hdl.handle.net/2142/101146

Copyright and License Information

Copyright 2018 Dorian Harrison

Owning Collections